Behavioral and ERP evidence of word and pseudoword superiority effects in 7- and 11-year-olds

Coch, Donna; Mitra, Priya; George, Elyse

doi:10.1016/j.brainres.2012.09.041

Cited by 26 publications

(24 citation statements)

References 80 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall, our results are consistent with development beyond the fifth grade in fine‐tuning for word processing as indexed by N1 and P2. Thus, our findings contribute to a growing ERP literature suggesting a lengthy developmental time course for the automatic processes underlying fluent reading (e.g., Brem et al, ; Coch et al, ; Eddy, Grainger, Holcomb, Mitra, & Gabrieli, ).…”

Section: Discussionsupporting

confidence: 68%

N1 and P2 to words and wordlike stimuli in late elementary school children and adults

Coch

Meade

2015

Psychophysiology

Self Cite

View full text Add to dashboard Cite

In an investigation of the development of fine-tuning for word processing across the late elementary school years as indexed by the posterior N1 and P2 components of the event-related potential waveform, third, fourth, and fifth graders and a comparison group of adults viewed words, pseudowords, nonpronounceble letter strings, and false font strings in a semantic categorization task. In adults, N1 was larger to and P2 was later to words as compared to pseudowords, a finely tuned effect of lexicality reflecting specialization for word processing. In contrast, in each group of children, N1 was larger to letter strings than false font strings and P2 was larger to false font strings than letter strings, reflecting coarse encoding for orthography. In regression analyses, scores on standardized behavioral test measures of orthographic knowledge, decoding skill, and fluency predicted N1 amplitude; these effects were not significant with age included as a separate predictor. None of the behavioral scores, in models including or not including age, predicted P2 amplitude. In direct comparisons between groups, there were multiple differences between the child and adult groups for both N1 and P2 amplitude effects, and only a single significant difference between two child groups. Overall, the findings suggest a lengthy developmental time course for the fine-tuning of early word processing as indexed by N1 and P2.

show abstract

Section: Discussionsupporting

confidence: 68%

N1 and P2 to words and wordlike stimuli in late elementary school children and adults

Coch

Meade

2015

Psychophysiology

Self Cite

View full text Add to dashboard Cite

show abstract

“…This would, in turn, be consistent with other ERP findings showing a relatively lengthy time course for the development of automaticity in orthographic processing, extending beyond age 11 into adolescence (e.g. Brem, Bucher, Halder, Summers, Dietrich, Martin & Brandeis, ; Coch, Mitra & George, ; Eddy et al ., ).…”

Section: Discussionmentioning

confidence: 99%

The N400 and the fourth grade shift

Coch

2014

Developmental Science

Self Cite

View full text Add to dashboard Cite

While behavioral and educational data characterize a fourth grade shift in reading development, neuroscience evidence is relatively lacking. We used the N400 component of the event-related potential waveform to investigate the development of single word processing across the upper elementary years, in comparison to adult readers. We presented third graders, fourth graders, fifth graders, and college students with a well-controlled list of real words, pseudowords, letter strings, false font strings, and animal name targets. Words and pseudowords elicited similar N400s across groups. False font strings elicited N400s similar to words and letter strings in the three groups of children, but not in college students. The pattern of findings suggests relatively adult-like semantic and phonological processing by third grade, but a long developmental time course, beyond fifth grade, for orthographic processing in this context. Thus, the amplitude of the N400 elicited by various word-like stimuli does not reflect some sort of shift or discontinuity in word processing around the fourth grade. However, the results do suggest different developmental time courses for the processes that contribute to automatic single word reading and the integrative N400.

show abstract

“…Whereas adults exhibit clear regularity effects on the N400—that is, orthographically regular items like words and pseudowords elicit larger N400s than orthographically illegal items like consonant strings (Laszlo & Federmeier, ; Laszlo, Stites, Federmeier, 2012)—evidence for regularity effects in children has been inconsistent. In several studies, when presented with words, pseudowords, illegal letter strings, and (sometimes) false fonts, children do elicit clear N400s, but those N400s tend not to pattern with orthographic regularity (Coch, ; Coch & Holcomb, ; Coch, Mitra, & George, ). In other studies, the adult pattern has been found, either in older children (Coch et al, ) or overall (Khalifian et al, ).…”

Section: Developmental N/p150mentioning

confidence: 99%

“…In several studies, when presented with words, pseudowords, illegal letter strings, and (sometimes) false fonts, children do elicit clear N400s, but those N400s tend not to pattern with orthographic regularity (Coch, ; Coch & Holcomb, ; Coch, Mitra, & George, ). In other studies, the adult pattern has been found, either in older children (Coch et al, ) or overall (Khalifian et al, ).…”

Section: Developmental N/p150mentioning

confidence: 99%

Time will tell: A longitudinal investigation of brain‐behavior relationships during reading development

Stites

Laszlo

2017

Psychophysiology

View full text Add to dashboard Cite

ERPs are a powerful tool for the study of reading, as they are both temporally precise and functionally specific. These are essential characteristics for studying a process that unfolds rapidly and consists of multiple, interactive subprocesses. In work with adults, clear, specific models exist linking components of the ERP with individual subprocesses of reading including orthographic decoding, phonological processing, and semantic access (e.g., Grainger & Holcomb, 2009). The relationships between ERP components and reading subprocesses are less clear in development; here, we address two questions regarding these relationships. First, we ask whether there are ERP markers that predict future reading behaviors across a longitudinal year. Second, we ask whether any relationships observed between ERP components and reading behavior across time map onto the better-established relationships between ERPs and reading subprocesses in adults. To address these questions, we acquired ERPs from children engaging in a silent reading task and then, a year later, collected behavioral assessments of their reading ability. We find that ERPs collected in Year 1 do predict reading behaviors a year later. Further, we find that these relationships do conform, at least to some extent, to relationships between ERP components and reading subprocesses observed in adults, with, for example, N250 amplitude in Year 1 predicting phonological awareness in Year 2, and N400 amplitude in Year 1 predicting vocabulary in Year 2.

show abstract

Behavioral and ERP evidence of word and pseudoword superiority effects in 7- and 11-year-olds

Cited by 26 publications

References 80 publications

N1 and P2 to words and wordlike stimuli in late elementary school children and adults

N1 and P2 to words and wordlike stimuli in late elementary school children and adults

The N400 and the fourth grade shift

Time will tell: A longitudinal investigation of brain‐behavior relationships during reading development

Contact Info

Product

Resources

About