During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role for reading and dyslexia. A 128-channel EEG was recorded while 68 (Swiss-)German monolingual first grade children (mean age: 7.6) performed a one-back task with different types of letter and false-font strings. Print tuning was indexed by the N1 difference in the ERPs between German words and false-font strings, while the N1 lexicality effect was indexed by the difference between German words and pseudowords. In addition, we measured reading fluency, rapid automatized naming, phonological awareness, auditory memory span, and vocabulary. After one year of formal reading instruction N1 print tuning was clearly present at the group level, and could be detected at the individual level in almost 90% of the children. The N1 lexicality effect, however, could not be reliably found. On the cognitive level, next to word-reading fluency, vocabulary was also associated with N1 print tuning, but not measures reflecting phonological processing. These results demonstrate the presence of print tuning in the first year of reading acquisition and its development at the individual level. Moreover, individual differences in print tuning are not only related to word-reading fluency, but also to semantic knowledge, indicating that at early stages of learning to read the top-down modulation of print tuning is semantic rather than phonological in nature.

In the course of reading development children become familiar with letter strings and learn to distinguish between lexical and non-lexical items. In previous studies, the N1 component of the ERP was shown to reflect print tuning but also to be sensitive to lexical effects. It remains unclear, however, whether these two aspects of orthographic processing occur at the same time or in different time windows during the lengthy N1 component. Moreover, it is unclear whether these processes develop late or occur already at early stages of literacy acquisition and whether this is similar for native languages and languages acquired later in life. To address these questions, 27 children were tested longitudinally, i.e. before (mean: 7.6 years) and after one year of classroom-based English instruction. Additionally, 22 adult speakers of English as a foreign language (mean: 25.1 years) were investigated. A 128-channel EEG was recorded while participants performed a one-back task with native German words, English words, pseudowords and false-font strings. The event-related EEG analysis of early and late N1 phases revealed early effects related to print tuning and late effects related to lexical processing in the native, but not in the second language of adult readers. In the absence of lexicality effects in children, print tuning effects were found across both early and late N1 segments. The temporally distinct N1 sensitivities to print and lexicality reflect temporal dynamics of visual word processing, which seem to depend on reading expertise or maturation.

Pareidolias, the illusory perception of patterns like faces or animals in backgrounds or textures (e.g., clouds), may be a potentially interesting paradigm to assess creativity. The present study investigates the relationship between production of pareidolias, divergent thinking, and associative thinking. To analyze creative aspects of pareidolias a tablet-based task was devised, the Divergent Pareidolias Task (DPT), where participants were presented with photographs of natural landscapes and they were asked to produce pareidolias. Pareidolic outputs were analyzed in terms of fluency, flexibility, and originality. Creativity-related cognitive tasks (i.e., tasks assessing alertness, cognitive inhibition, and verbal intelligence) and a short interview assessing creative interests in everyday life were additionally administered. Regression analyses revealed that divergent thinking, in terms of fluency of the Alternative Uses Task significantly predicted fluency and originality of pareidolias produced in the DPT. Moreover, fluent and rarer associations in an Associative Fluency Task were predictive of fluent and original aspects of pareidolias in the DPT, respectively. Taken together, the results of this pilot study indicate the involvement of creative processes in the production of pareidolias and suggest that the DPT could represent a possible future way to investigate divergent aspects of creative cognition.