RAN-related neural-congruency: a machine learning approach toward the study of the neural underpinnings of naming speed

Abstract

ObjectiveNaming speed, behaviorally measured via the serial Rapid automatized naming (RAN) test, is one of the most examined underlying cognitive factors of reading development and reading difficulties (RD). However, the unconstrained-reading format of serial RAN has made it challenging for traditional EEG analysis methods to extract neural components for studying the neural underpinnings of naming speed. The present study aims to explore a novel approach to isolate neural components during the serial RAN task that are (a) informative of group differences between children with dyslexia (DYS) and chronological age controls (CAC), (b) improve the power of analysis, and (c) are suitable for deciphering the neural underpinnings of naming speed.MethodsWe propose a novel machine-learning-based algorithm that extracts spatiotemporal neural components during serial RAN, termed RAN-related neural-congruency components. We demonstrate our approach on EEG and eye-tracking recordings from 60 children (30 DYS and 30 CAC), under phonologically or visually similar, and dissimilar control tasks.ResultsResults reveal significant differences in the RAN-related neural-congruency components between DYS and CAC groups in all four conditions.ConclusionRapid automatized naming-related neural-congruency components capture the neural activity of cognitive processes associated with naming speed and are informative of group differences between children with dyslexia and typically developing children.SignificanceWe propose the resulting RAN-related neural-components as a methodological framework to facilitate studying the neural underpinnings of naming speed and their association with reading performance and related difficulties.

Eye Movement Evidence for Simultaneous Cognitive Processing in Reading

“…First, our research was conducted in Greek, so the results may only apply to languages with similar writing systems, such as German, Finnish, or Spanish. Second, while reading comprehension is the ultimate goal of reading (e.g., [108]), we did not measure it in this study (see also [109,110]). However, we made sure that the children who participated understood the instructions.…”