The N400 Component in Parents of Children with Specific Language Impairment

Ors, Marianne; Lindgren, Magnus; Berglund, Carina; Hägglund, Kristoffer; Rosén, Ingmar; Blennow, Gösta

doi:10.1006/brln.2000.2423

Cited by 12 publications

(10 citation statements)

References 47 publications

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“…The findings were interpreted by the authors as indicative of greater compensatory effort required by children with DLD for successful integration of words with context. A similar pattern of results was observed for parents (especially fathers) of children with DLD, who also showed an abnormally large N400 in response to sentence-final semantically anomalous, as well as nonanomalous words (Ors et al, 2001). In that study, the amplitude of the difference N400 waveform was smaller in parents of children with DLD than in parents of TD children, suggesting a lesser degree of differentiation between congruous and incongruous sentential endings by parents of children with DLD potentially driven by their need to engage in a significant thematic (re)integration in both situations.…”

supporting

confidence: 75%

Lexical processing deficits in children with developmental language disorder: An event-related potentials study

et al. 2015

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Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture–word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli.

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supporting

confidence: 75%

Lexical processing deficits in children with developmental language disorder: An event-related potentials study

et al. 2015

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“…However, the positivity observed in our study appeared later between 1000 and 1500 msec, which could be due to latency differences in the ERP components between children and adults. Similarly, a biphasic pattern containing an N400 and a late positivity was reported by Ors et al (2001) and Holcomb et al (1992). Again, in both studies, adults and children had to judge the congruency of a word with respect to its preceding context.…”

Section: Semantic Violation Conditionmentioning

confidence: 56%

Auditory Language Comprehension in Children with Developmental Dyslexia: Evidence from Event-related Brain Potentials

Sabisch

Hahne

Glass

et al. 2006

Journal of Cognitive Neuroscience

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Abstract& In the present study, event-related brain potentials (ERPs) were used to compare auditory sentence comprehension in 16 children with developmental dyslexia (age 9-12 years) and unimpaired controls matched on age, sex, and nonverbal intelligence. Passive sentences were presented, which were either correct or contained a syntactic violation (phrase structure) or a semantic violation (selectional restriction). In an overall sentence correctness judgment task, both control and dyslexic children performed well. In the ERPs, control children and dyslexic children demonstrated a similar N400 component for the semantic violation. For the syntactic violation, control children demonstrated a combined pattern, consisting of an early starting bilaterally distributed anterior negativity and a late centro-parietal positivity (P600). Dyslexic children showed a different pattern that is characterized by a delayed left lateralized anterior negativity, followed by a P600. These data indicate that dyslexic children do not differ from unimpaired controls with respect to semantic integration processes (N400) or controlled processes of syntactic reanalyses (P600) during auditory sentence comprehension. However, early and presumably highly automatic processes of phrase structure building reflected in the anterior negativity are delayed in dyslexic children. Moreover, the differences in hemispheric distribution of the syntactic negativity indicate different underlying processes in dyslexic children and controls. The bilateral distribution in controls suggests an involvement of right hemispherically established prosodic processes in addition to the left hemispherically localized syntactic processes, supporting the view that prosodic information may be used to facilitate syntactic processing during normal comprehension. The left hemispheric distribution observed for dyslexic children, in contrast, suggests that these children do not rely on information about the prosodic contour during auditory sentence comprehension as much as controls do. This finding points toward a phonological impairment in dyslexic children that might hamper the development of syntactic processes. &

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“…Finally, it is noteworthy that the N400s elicited by second language learners and by individuals with SLI differ slightly from those elicited by their respective control subjects. Thus second language learners show a somewhat later and smaller amplitude N400 than first language speakers (Hahne, 2001;Ullman, 2001b;Weber-Fox and Neville, 1996), while the amplitudes of the N400s are larger in children with SLI and in their parents (especially their fathers) than in normal control subjects (Neville et al, 1993;Ors et al, 2001). The significance of these differences is still not clear, and invites further investigation.…”

Section: Event-related Potential Studiesmentioning

confidence: 99%

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

Ullman

Pierpont

2005

Cortex

703

751

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Specific Language Impairment (SLI) has been explained by two broad classes of hypotheses, which posit either a deficit specific to grammar, or a non-linguistic processing impairment. Here we advance an alternative perspective. According to the Procedural Deficit Hypothesis (PDH), SLI can be largely explained by the abnormal development of brain structures that constitute the procedural memory system. This system, which is composed of a network of inter-connected structures rooted in frontal/basal-ganglia circuits, subserves the learning and execution of motor and cognitive skills.Crucially, recent evidence also implicates this system in important aspects of grammar. The PDH posits that a significant proportion of individuals with SLI suffer from abnormalities of this brain network, leading to impairments of the linguistic and non-linguistic functions that depend on it. In contrast, functions such as lexical and declarative memory, which depend on other brain structures, are expected to remain largely spared. Evidence from an in-depth retrospective examination of the literature is presented. It is argued that the data support the predictions of the PDH, and particularly implicate Broca's area within frontal cortex, and the caudate nucleus within the basal ganglia. Finally, broader implications are discussed, and predictions for future research are presented. It is argued that the PDH forms the basis of a novel and potentially productive perspective on SLI. INTRODUCTIONSpecific Language Impairment (SLI) is generally defined as a developmental disorder of language in the absence of frank neurological damage, hearing deficits, severe environmental deprivation, or mental retardation (for diagnostic definitions and prevalence of SLI, see Bishop, 1992;Leonard, 1998;Tomblin et al., 1997). Other terms have also been used to label such children, including developmental dysphasia, language impairment, language learning disability, developmental language disorder, delayed speech and deviant language (Leonard, 1998;Ahmed et al., 2001). Several factors have complicated attempts to provide a unified theory of SLI, or even of subgroups of SLI. First, despite the standard use of exclusionary criteria to diagnose SLI, the disorder is clearly not limited to language.Rather the linguistic impairments co-occur with a number of non-linguistic deficits, including impairments of motor skills and working memory, and with other disorders, such as Attention Deficit Hyperactivity Disorder (Hill, 2001;Leonard, 1998;Tirosh and Cohen, 1998). Second, even though SLI must be a consequence of some sort of neural dysfunction, the neural correlates of the disorder have been largely ignored. This potentially valuable information could provide important constraints on explanatory accounts of the disorder. Third, SLI is a classification that is quite heterogeneous (Leonard, 1998;Stromswold, 2000). Surveys document variation within and across subgroups in the particular aspects of language that are affected and in the types of co-occurring no...

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The N400 Component in Parents of Children with Specific Language Impairment

Cited by 12 publications

References 47 publications

Lexical processing deficits in children with developmental language disorder: An event-related potentials study

Lexical processing deficits in children with developmental language disorder: An event-related potentials study

Auditory Language Comprehension in Children with Developmental Dyslexia: Evidence from Event-related Brain Potentials

Specific Language Impairment is not Specific to Language: the Procedural Deficit Hypothesis

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