Event-Related Brain Potentials Elicited during Phonological Processing Differentiate Subgroups of Reading Disabled Adolescents

1998 ◽  
Vol 62 (2) ◽  
pp. 163-185 ◽  
Author(s):  
W.B. McPherson ◽  
P.T. Ackerman ◽  
P.J. Holcomb ◽  
R.A. Dykman
Keyword(s):  
Phonological Processing ◽  
Brain Potentials ◽  
Reading Disabled

fMRI comparisons of multimodal semantic and phonological processing in reading disabled and nonimpaired adolescent readers

2006 ◽  
Author(s):  
Nicole Landi ◽  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Helen Chen ◽  
...  
Keyword(s):  
Phonological Processing ◽  
Adolescent Readers ◽  
Reading Disabled

Event-Related Brain Potentials in Reading Disabled Children during an Inverse Serial Digit Detection Task

2008 ◽  
Vol 39 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Fabiola R. Gómez-Velázquez ◽  
Andrés A. González-Garrido ◽  
Daniel Zarabozo ◽  
J. L. Oropeza de Alba
Keyword(s):  
Detection Task ◽  
Disabled Children ◽  
Brain Potentials ◽  
Reading Disabled

Effects of Second Language Study of Phonemic Discrimination and Auditory Event-Related Potentials in Adults

1998 ◽  
Vol 87 (2) ◽  
pp. 447-456 ◽  
Author(s):  
Jefferson D. Grubb ◽  
Anita M. Bush ◽  
Charles R. Geist
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Phonological Processing ◽  
Event Related Potentials ◽  
Brain Potentials ◽  
Auditory Event ◽  
Men And Women ◽  
Language Study ◽  
Related Potentials ◽  
Auditory Event Related Potentials

This study was designed to investigate the effects of acquisition of a second language on auditory event-related brain potentials and discrimination of foreign language phonemes by 36 women (ages 18 to 47 years), and 25 men (ages 18 to 36 years) and of varying linguistic background, in response to synthetic versions of Japanese phonemes. Subjects were subsequently tested on discrimination between spoken Japanese phonemes. Analysis indicated that the men and women differed in phonological processing and in the way acquisition of the second language affected phonological processing.

Event-related brain potentials elicited by rhyming and non-rhyming pictures differentiate subgroups of reading disabled adolescents

1996 ◽  
Vol 31 (1) ◽  
pp. 3-17 ◽  
Author(s):  
W. Brian McPherson ◽  
Peggy T. Ackerman ◽  
D. Michael Oglesby ◽  
Roscoe A. Dykman
Keyword(s):  
Brain Potentials ◽  
Reading Disabled

scholarly journals Neural Processes Underlying Nonword Rhyme Differentiate Eventual Stuttering Persistence and Recovery

2020 ◽  
Vol 63 (8) ◽  
pp. 2535-2554
Author(s):  
Amanda Hampton Wray ◽  
Gregory Spray
Keyword(s):  
Retrospective Analysis ◽  
Phonological Processing ◽  
Developmental Period ◽  
Semantic Context ◽  
Phonological Priming ◽  
Brain Potentials ◽  
Brain Potential ◽  
Phonological Skills ◽  
Neural Processes ◽  
Developmental Stuttering

Purpose Phonological skills have been associated with developmental stuttering. The current study aimed to determine whether the neural processes underlying phonology, specifically for nonword rhyming, differentiated stuttering persistence and recovery. Method Twenty-six children who stutter (CWS) and 18 children who do not stutter, aged 5 years, completed an auditory nonword rhyming task. Event-related brain potentials were elicited by prime, rhyming, and nonrhyming targets. CWS were followed longitudinally to determine eventual persistence ( n = 14) or recovery ( n = 12). This is a retrospective analysis of data acquired when all CWS presented as stuttering. Results CWS who eventually recovered and children who do not stutter exhibited the expected rhyme effect, with larger event-related brain potential amplitudes elicited by nonrhyme targets compared to rhyme targets. In contrast, CWS who eventually persisted exhibited a reverse rhyme effect, with larger responses to rhyme than nonrhyme targets. Conclusions These findings suggest that CWS who eventually persisted are not receiving the same benefit of phonological priming as CWS who eventually recovered for complex nonword rhyming tasks. These results indicate divergent patterns of phonological processing in young CWS who eventually persisted, especially for difficult tasks with limited semantic context, and suggest that the age of 5 years may be an important developmental period for phonology in CWS. Supplemental Material https://doi.org/10.23641/asha.12682874

scholarly journals An fMRI study of multimodal semantic and phonological processing in reading disabled adolescents

2010 ◽  
Vol 60 (1) ◽  
pp. 102-121 ◽  
Author(s):  
Nicole Landi ◽  
W. Einar Mencl ◽  
Stephen J. Frost ◽  
Rebecca Sandak ◽  
Kenneth R. Pugh
Keyword(s):  
Phonological Processing ◽  
Fmri Study ◽  
Reading Disabled

scholarly journals Neural Indices Mediating Rhyme Discrimination Differ for Some Young Children Who Stutter Regardless of Eventual Recovery or Persistence

2020 ◽  
Vol 63 (4) ◽  
pp. 1053-1070 ◽  
Author(s):  
Katelyn L. Gerwin ◽  
Christine Weber
Keyword(s):  
Phonological Processing ◽  
Mean Amplitude ◽  
Individual Variability ◽  
Event Related Potential ◽  
Neural Processing ◽  
Language Abilities ◽  
Brain Potentials ◽  
Neural Processes ◽  
N400 Component ◽  
The Mean

Purpose Previous studies of neural processing of rhyme discrimination in 7- to 8-year-old children who stutter (CWS) distinguished children who had recovered, children who had persisted, and children who did not stutter (CWNS; Mohan & Weber, 2015). Here, we investigate neural processing mediating rhyme discrimination for early acquired real words in younger CWS and CWNS (4;1–6;0 years;months), when rhyming abilities are newly emerging, to examine possible relationships to eventual recovery (CWS-eRec) and persistence in stuttering (CWS-ePer). Method Children performed a rhyme discrimination task while their event-related brain potentials were recorded. CWNS, CWS-eRec, and CWS-ePer had similar speech and language abilities. Inclusionary criteria incorporated at least 70% accuracy for rhyme discrimination. Analyses focused on the mean amplitude of the N400 component elicited by rhyming and nonrhyming words in anterior and posterior regions of interest. Results CWNS, CWS-eRec, and CWS-ePer displayed a classic event-related potential rhyme effect for rhyme discrimination characterized by larger amplitude, posteriorly distributed N400s elicited by nonrhyming targets compared to rhyming targets. CWNS displayed a more robust anterior rhyme effect compared to the CWS groups with a larger amplitude N400 anteriorly for the rhyming targets. This effect was more consistent across individual CWNS than CWS. Conclusions The groups of CWNS, CWS-eRec, and CWS-ePer, who had all developed rhyming discrimination abilities, exhibited similar underlying neural processes mediating phonological processing of early acquired words for the classic central-parietal rhyme effect. However, individual variability of the anterior rhyme effect suggested differences in specific aspects of phonological processing for some CWS-eRec and CWS-ePer compared to CWNS.

Word, Pseudoword, and Nonword Processing: A Multitask Comparison Using Event-Related Brain Potentials

1997 ◽  
Vol 9 (6) ◽  
pp. 758-775 ◽  
Author(s):  
Johannes C. Ziegler ◽  
Mireille Besson ◽  
Arthur M. Jacobs ◽  
Tatjana A. Nazir ◽  
Thomas H. Carr
Keyword(s):  
Target Letter ◽  
Phonological Processing ◽  
Semantic Processing ◽  
Time Course ◽  
Search Task ◽  
Primary Role ◽  
Multiple Sources ◽  
Brain Potentials ◽  
Linguistic Information ◽  
Letter Search

Event-related brain potentials (ERPs) to words, pseudowords, and nonwords were recorded in three different tasks. A letter search task was used in Experiment 1. Performance was affected by whether the target letter occurred in a word, a pseudoword, or a random nonword. ERP results corroborated the behavioral results, showing small but reliable ERP differences between the three stimulus types. Words and pseudowords differed from nonwords at posterior sites, whereas words differed from pseudowords and nonwords at anterior sites. Since deciding whether the target letter was present or absent co-occurred with stimulus processing in Experiment 1, a delayed letter search task was used in Experiment 2. ERPs to words and pseudowords were similar and differed from ERPs to nonwords, suggesting a primary role of orthographic and phonological processing in the delayed letter search task. To increase semantic processing, a categorization task was used in Experiment 3. Early differences between ERPs to words and pseudowords at left posterior and anterior locations suggested a rapid activation of lexico-semantic information. These findings suggest that the use of ERPs in a multiple task design makes it possible to track the time course and the activation of multiple sources of linguistic information when processing words, pseudowords, and nonwords. The task-dependent nature of the effects suggests that the language system can use multiple sources of linguistic information in flexible and adaptive ways.

The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?

1997 ◽  
Vol 20 (3) ◽  
pp. 189-210 ◽  
Author(s):  
Maureen W. Lovett ◽  
Karen A. Steinbach
Keyword(s):  
Phonological Processing ◽  
Word Identification ◽  
Control Program ◽  
Strategy Training ◽  
Disabled Children ◽  
Older Children ◽  
Word Attack ◽  
Phonological Deficits ◽  
Remedial Programs ◽  
Reading Disabled

One hundred and twenty-two severely reading disabled children were randomly assigned to one of two word identification training programs or a study skills control program. One program remediated deficient phonological analysis and blending skills and provided direct instruction of letter-sound mappings. The other program taught children how to acquire, use, and monitor four metacognitive decoding strategies. The effectiveness of the remedial programs was evaluated for children in grades 2/3, 4, and 5/6 to determine whether programs were differentially effective at different grade levels. Both training approaches were associated with significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. The phonological program resulted in greater transfer across the phonological processing domain, whereas the strategy training program produced broader transfer for real words of both regular and irregular orthography. Children at each grade level made equivalent gains with remediation. These results suggest that the phonological deficits associated with reading disability are amenable to focused and intensive remediation and that this effort is well directed across the elementary school years. From grades 2 through 6, there is no evidence of a developmental window beyond which phonological deficits cannot be effectively remediated with intensive phonological training.

scholarly journals Novel Adjective Processing in Preschool Children: Evidence From Event-Related Brain Potentials

2021 ◽  
Vol 64 (2) ◽  
pp. 542-560
Author(s):  
Katelyn L. Gerwin ◽  
Laurence B. Leonard ◽  
Jennifer Schumaker ◽  
Patricia Deevy ◽  
Eileen Haebig ◽  
...  
Keyword(s):  
Preschool Children ◽  
Phonological Processing ◽  
Event Related Potentials ◽  
Cognitive Resources ◽  
The Novel ◽  
Brain Potentials ◽  
Late Positive Component ◽  
Neural Processes ◽  
Learning Conditions ◽  
Related Potentials

Purpose Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study compared the effects of learning method and learned/generalized pictures on the neural processes mediating the recognition of novel adjectives. Method Twenty typically developing children aged 4;6–5;11 (years;months) learned four novel adjectives, two using RRCR and two using RS. Five-minute and 1-week tests assessed adjective recall using learned and generalized pictures. Also, at the 1-week visit, event-related potentials (ERPs) were recorded to assess children's processing of learned/generalized pictures, followed by naturally spoken novel adjectives in a match–mismatch paradigm. Results Naming recall and match–mismatch judgment accuracy were similar for the RS and RRCR conditions and across learned/generalized pictures. However, ERPs revealed more reliable condition effects in the phonological mapping negativity, indexing phonological expectations, and the late positive component, indexing semantic reanalysis, for the adjectives learned in the RRCR relative to the RS condition. Unfamiliar pictures (generalized) elicited larger amplitude N300 and N400 components relative to learned pictures. Conclusions Although behavioral accuracy measures suggest similar effects of the RS and RRCR learning conditions, subtle differences in the ERPs underlying novel adjective processing indicate advantages of RRCR for phonological processing and semantic reanalysis. While children readily generalized the novel adjectives, ERPs revealed greater cognitive resources for processing unfamiliar compared to learned pictures of the novel adjective characteristics. Supplemental Material https://doi.org/10.23641/asha.13683214

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