The N400 effect in children: Relationships with comprehension, vocabulary and decoding

Henderson, Lisa; Baseler, Heidi A.; Clarke, Paula J.; Watson, Sarah E.; Snowling, Margaret J.

doi:10.1016/j.bandl.2010.12.003

Cited by 54 publications

(64 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results with ERPs replicated those of several other research groups using a similar congruency paradigm (Byrne et al, 1999;D'Arcy et al, 2003;Friedrich & Friederici, 2004, 2005a, b, 2010Henderson et al, 2011;Marchand et al, 2002;Torkildsen et al, 2008). A reliable reduction in the amplitude of the N400 was observed in congruent versus incongruent word/picture pairings, but only for the items that were expected to be known to the participants.…”

Section: Discussionsupporting

confidence: 89%

“…In each case, a larger N400 was observed to the auditory word in the incongruent condition than in the congruent condition-but only for words that were within the participant's vocabulary level. Other research has revealed similar results with a variety of participant groups (see, for example, Friedrich & Friederici, 2004, 2005a, b, 2010Henderson, Baseler, Clarke, Watson, & Snowling, 2011;Torkildsen et al, 2008), and has even demonstrated the elicitation of the effect following training on new words (Friedrich & Friederici, 2008;Junge, Cutler, & Hagoort, 2012;Key, Molfese, & Ratajczak, 2006;Ojima, Nakamura, Matsuba-Kurita, Hoshino, & Hagiwara, 2010;Torkildsen et al, 2009). These findings thus support the utility of ERP measures to help discriminate sets of known words from sets of unknown words, and demonstrate the capability of this technique to be used in the testing of a wide variety of participant groups (including those who may otherwise have struggled to make overt behavioral responses).…”

Section: Event-related Potentials In the Study Of Receptive Vocabularsupporting

confidence: 56%

See 1 more Smart Citation

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults

et al. 2015

View full text Add to dashboard Cite

Recent years have seen the advent and proliferation of the use of implicit techniques to study learning and cognition. One such application is the use of event-related potentials (ERPs) to assess receptive vocabulary knowledge. Other implicit assessment techniques that may be well-suited to other testing situations or to use with varied participant groups have not been used as widely to study receptive vocabulary knowledge. We sought to develop additional implicit techniques to study receptive vocabulary knowledge that could augment the knowledge gained from the use of the ERP technique. Specifically, we used a simple forced-choice paradigm to assess receptive vocabulary knowledge in normal adult participants using eye movement monitoring (EM) and pupillometry. In the same group of participants, we also used an N400 semantic incongruity ERP paradigm to assess their knowledge of two groups of words: those expected to be known to the participants (high-frequency, familiar words) and those expected to be unknown (low-frequency, unfamiliar words). All three measures showed reliable differences between the known and unknown words. EM and pupillometry thus may provide insight into receptive vocabulary knowledge similar to that from ERPs. The development of additional implicit assessment techniques may increase the feasibility of receptive vocabulary testing across a wider range of participant groups and testing situations, and may make the conduct of such testing more accessible to a wider range of researchers, clinicians, and educators.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Event-related Potentials In the Study Of Receptive Vocabularsupporting

confidence: 56%

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults

et al. 2015

View full text Add to dashboard Cite

show abstract

“…A P300 component was present only to words in which the participant knew the meaning of and was absent when words beyond the participant's vocabulary range were presented (Connolly et al, 1999). These findings were also replicated with other standard neuropsychological tests of receptive language Connolly et al, 1995;D'Arcy et al, 2000;Henderson et al, 2011). To our knowledge, no previous studies have examined electrophysiological correlates of receptive language in young people with psychotic symptoms.…”

Section: Introductionsupporting

confidence: 58%

Language processing abnormalities in adolescents with psychotic-like experiences: An event related potential study

Murphy

Blanchard

Rawdon

et al. 2012

Schizophrenia Research

View full text Add to dashboard Cite

Language impairments are a well established finding in patients with schizophrenia and in individuals at-risk for psychosis. A growing body of research has revealed shared risk factors between individuals with psychotic-like experiences (PLEs) from the general population and patients with schizophrenia. In particular, adolescents with PLEs have been shown to be at an increased risk for later psychosis. However, to date there has been little information published on electrophysiological correlates of language comprehension in this at-risk group. A 64 channel EEG recorded electrical activity while 37 (16 At-Risk; 21 Controls) participants completed the British Picture Vocabulary Scale (BPVS-II) receptive vocabulary task. The P300 component was examined as a function of language comprehension. The at-risk group were impaired behaviourally on receptive language and were characterised by a reduction in P300 amplitude relative to the control group. The results of this study reveal electrophysiological evidence for receptive language deficits in adolescents with PLEs, suggesting that the earliest neurobiological changes underlying psychosis may be apparent in the adolescent period.

show abstract

“…We also found that pseudowords elicited a stronger N400 activation over frontal electrodes in full-term children. Similar results have been reported by Davies et al [50] and Henderson et al [38], showing that children with a better word decoding ability have larger amplitudes in the N400.…”

Section: Discussionsupporting

confidence: 80%

“…An adult-like N400 has been found in preschool and school-age children as a response to semantically incongruent words [38,39,40] and sentence structures [41]. The main differences between children's N400 and the adult-like component are found in latencies and scalp distribution [21].…”

Section: Introductionmentioning

confidence: 99%

Event-Related Potentials Reflect Deficits in Lexical Access: The N200 in Prematurely Born School-Aged Children

Korpilahti

Valkama

Jansson-Verkasalo

2016

Folia Phoniatr Logop

View full text Add to dashboard Cite

Objectives: Children born preterm have a high prevalence of neurocognitive deficits early in life. We examined whether the neural correlates of lexical access are atypical in 9-year-old children born preterm, and whether the findings of acoustic mapping correlate with language- and attention-related skills. Patients and Methods: The subjects were fourteen 9-year-old children born preterm and 14 full-term, typically developing controls. Two auditory event-related potential (ERP) components, the N200 and the N400, were used to assess discrimination response and word recognition. A set of behavioral tests (naming ability, auditory attention, phonological processing, pseudoword repetition, and comprehension of instructions) was performed, and the results were compared with the amplitudes, latencies, and scalp distribution of the ERP results. Results: In prematurely born children, neurophysiological deficits were associated with difficulties in auditory discrimination. The N200 amplitude correlated significantly with auditory attention and pseudoword repetition. The scalp distribution of both the N200 and the N400 was broader in children born preterm than in the controls. Low scores in the neuropsychological tasks referred to difficulties in auditory processing and memory. Conclusions: Children born preterm have difficulties in lexical access together with memory- and attention-related processes, which may have a longstanding impact on their school outcomes and academic skills.

show abstract

The N400 effect in children: Relationships with comprehension, vocabulary and decoding

Cited by 54 publications

References 53 publications

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults

Language processing abnormalities in adolescents with psychotic-like experiences: An event related potential study

Event-Related Potentials Reflect Deficits in Lexical Access: The N200 in Prematurely Born School-Aged Children

Contact Info

Product

Resources

About