Semantic processing in children 0 to 6 years of age: an N400 analysis

Lindau, Tâmara Andrade; Giacheti, Célia Maria; Silva, Isabella Bonamigo da; Souza, Deisy das Graças de

doi:10.1590/1982-0216201719513517

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…"), the N400 appears as an increase in negative polarity that peaks between 200 and 600 ms. Years of research has documented the N400 in individuals ranging in age from infants to the geriatric population (Ford et al, 1996;Fox et al, 2010;Parise & Csibra, 2012). Furthermore, a variety of experiment designs have been used to elicit the N400 in young children, including auditory-only tasks with semantic congruity and incongruity and picture-label match-mismatch tasks (e.g., Gerwin et al, 2021;Haebig et al, 2018;Kuipers & Thierry, 2013;Lindau et al, 2017;Weber-Fox et al, 2013). The N400 is most prominent in the centroparietal electrodes.…”

Section: Methodsmentioning

confidence: 99%

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Haebig

Leonard

Deevy

et al. 2021

J Speech Lang Hear Res

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Purpose Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label–meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label–meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material https://doi.org/10.23641/asha.15063060

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Section: Methodsmentioning

confidence: 99%

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Haebig

Leonard

Deevy

et al. 2021

J Speech Lang Hear Res

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“…Vocabulary size as a proxy for semantic development is often associated with the presence of an N400 response in studies with younger populations, such as before age 2 years. Additionally, the maturation of a child's semantic processing system can influence the shape of the N400 component, such that the latency and range of the N400 decreases over development (Lindau et al, 2017).…”

Section: The N400 As a Neural Marker Of Semantic Integrationmentioning

confidence: 99%

Semantic word integration in children with cochlear implants: electrophysiological evidence

Pierotti

Coffey‐Corina

Schaefer

et al. 2021

Language, Cognition and Neuroscience

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Differential auditory experiences of children with hearing-loss who receive cochlear implants (CIs) may influence the integration of lexical and conceptual information. Here we measured eventrelated potentials during a word-picture priming task in CI-using children (n = 29, mean age = 81 months) and typically-hearing children (n = 19, mean age = 75 months) while they viewed audiovisual-word primes and picture targets that were semantically congruent or incongruent. In both groups, semantic relatedness modulated ERP amplitude 300-500 ms after picture onset, signifying an N400 semantic effect. Critically, the CI-using children's responses to unrelated pairs were significantly more negative than hearing children's responses. Group differences were mirrored in an earlier 150-275 ms time window associated with a P2 response. The present findings suggest attentional and/or strategic differences impact semantic processing and contribute to the N400 differences observed between groups.

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“…Эффект N400 не зависит от языка и наблюдается даже в языке жестов [27]. N400 отражает, по меньшей мере, два аспекта: семантическую интеграцию в контекст и доступ к информации в долговременной памяти [32].…”

Section: семантический анализ и понимание синтаксических структурunclassified

Event-related potentials during literacy acquisition

Rebreikina

Larionova

Martynova

2020

Современная Зарубежная Психология

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Literacy is a complex and multidimensional phenomenon that has been well studied in psychology and pedagogy. Neurophysiologists try to understand the mechanisms of writing and reading acquisition by analyzing different linguistic processes. In this paper, we review the data that were revealed by using the event-related potentials (ERPs) method in the light of spelling, lexical, semantic and syntactic aspects of literacy, as well as changes in the components of ERPs in children and adults during language acquisition and in dyslexia, the most studied reading disorder. The ERPs method can help to understand both the general, universal neural underpinnings of literacy development and the unique features of different languages.

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Semantic processing in children 0 to 6 years of age: an N400 analysis

Cited by 4 publications

References 39 publications

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Semantic word integration in children with cochlear implants: electrophysiological evidence

Event-related potentials during literacy acquisition

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