Robust neurocognitive individual differences in grammatical agreement processing: A latent variable approach

Cortex ◽  
2019 ◽  
Vol 111 ◽  
pp. 210-237 ◽  
Author(s):  
Darren Tanner
Keyword(s):  
Individual Differences ◽  
Latent Variable ◽  
Grammatical Agreement ◽  
Variable Approach ◽  
Latent Variable Approach

Robust neurocognitive individual differences in grammatical agreement processing: A latent variable approach

2018 ◽  
Author(s):  
Darren Tanner
Keyword(s):  
Individual Differences ◽  
Language Processing ◽  
Latent Variable ◽  
Statistical Power ◽  
Verbal Working Memory ◽  
Brain Response ◽  
Similar Variation ◽  
Grammatical Agreement ◽  
Variable Approach ◽  
Brain Responses

Many neurocognitive accounts of language processing presume that neural responses detected in grand mean analyses of cortical electrophysiological activity reflect the normative brain response in the population under investigation. However, emerging work now shows that individuals’ brain responses can vary systematically in both the size and type of effect elicited. The present research therefore examined individual differences in neural activity elicited by grammatical agreement anomalies during language comprehension in a large cohort of highly literate, monolingual English speakers (N = 114), a population generally assumed to be relatively homogenous in terms of linguistic knowledge and processing. Results showed systematic variability in event-related brain potentials (ERPs) elicited by subject-verb agreement anomalies, with brain responses varying on a continuum between N400 and P600 dominant responses. Similar variation was found both when agreement was realized via inflectional morphology or via lexical alternations. Individuals’ brain response type correlated strongly across these two conditions. Similar variation was also found for ERPs elicited during rapid serial visual presentation and when self-paced ERPs were recorded. Multilevel latent variable regression showed that variation in brain response amplitude and type was not related to individual differences in language experience or verbal working memory capacity, despite high statistical power. These findings indicate that descriptions of processing dynamics predicated solely on grand mean analyses of central tendency can fail to provide an accurate, generalizable account of how processing unfolds in many or most individual members of the population studied. Furthermore, these findings show that systematic individual variation in engagement of neural system supporting grammatical processing is found even in language users at the highest end of the proficiency spectrum and in grammatically simple sentences. This study therefore has implications for studies of language processing in atypical populations.

Distinguishing Adequate Versus Inadequate Cancer Health Literacy Levels: A Discrete Latent Variable Approach

2013 ◽  
Author(s):  
Levent Dumenci ◽  
Robin Matsuyama ◽  
Robert Perera ◽  
Laura Kuhn ◽  
Laura Siminoff
Keyword(s):  
Health Literacy ◽  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

Executive Functions and Metacognitive Monitoring Are Not Interchangeable in Educational Settings: Their Shared and Unique Contribution to Academic Outcomes

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes
Keyword(s):  
Executive Functions ◽  
Academic Outcomes ◽  
Cognitive Skills ◽  
Latent Variable ◽  
Unique Contribution ◽  
Metacognitive Monitoring ◽  
Cognitive Predictors ◽  
Domain Specific ◽  
Variable Approach ◽  
Latent Variable Approach

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.

scholarly journals Stability of Core Language Skill from Early Childhood to Adolescence: A Latent Variable Approach

2013 ◽  
Vol 85 (4) ◽  
pp. 1346-1356 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Diane L. Putnick ◽  
Joan T. D. Suwalsky
Keyword(s):  
Early Childhood ◽  
Latent Variable ◽  
Language Skill ◽  
Variable Approach ◽  
Core Language ◽  
Latent Variable Approach

Structure of Health-enhancing Behavior in Adolescence: A Latent-Variable Approach

1993 ◽  
Vol 34 (4) ◽  
pp. 346 ◽  
Author(s):  
John E. Donovan ◽  
Richard Jessor ◽  
Frances M. Costa
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach

scholarly journals Depression, Rumination, and Impulsive Action: A Latent Variable Approach to Behavioral Impulsivity

2021 ◽  
pp. 1-21
Author(s):  
Akira Hasegawa ◽  
Keita Somatori ◽  
Haruki Nishimura ◽  
Yosuke Hattori ◽  
Yoshihiko Kunisato
Keyword(s):  
Latent Variable ◽  
Impulsive Action ◽  
Variable Approach ◽  
Latent Variable Approach ◽  
Behavioral Impulsivity

The latent variable approach as applied to transitive reasoning

2012 ◽  
Vol 27 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Samantha Bouwmeester ◽  
Jeroen K. Vermunt ◽  
Klaas Sijtsma
Keyword(s):  
Latent Variable ◽  
Variable Approach ◽  
Latent Variable Approach
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