Brain responses to subject‐verb agreement violations in spoken language in developmental dyslexia: an ERP study

Rispens, Judith; Been, P.; Zwarts, Frans

doi:10.1002/dys.316

Cited by 22 publications

(27 citation statements)

References 33 publications

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“…For example, Rossi et al (2005) presented participants with sentences that contained S-V agreement violations and found a combination of LAN and P600 effects. Interestingly, adults with aphasic symptoms (e.g., Broca's patients) or children with developmental dyslexia do not consistently show the typical P600 responses in case of S-V agreement violations, as reported by Rispens, Been and Zwarts (2006) and Wassenaar et al (2004). Thus, P600 (and LAN to a lesser extent) appears to be an important ERP signature for syntactic processing in the normal adult speakers, particularly for the processing of S-V agreement in sentences.…”

Section: Introductionmentioning

confidence: 86%

ERP signatures of subject–verb agreement in L2 learning

et al. 2007

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In this study we examined ERP (event-related-potential) responses in the morphosyntactic processing of subject-verb agreements by L2 Chinese learners of English. Fifteen proficient L2 learners and fifteen native English speakers were presented with English sentences that varied in the grammaticality of the sentence with respect to subject-verb agreement.Our results indicate that late L2 learners show distinct ERP responses from native speakers in the processing of syntactic features that are absent in their L1, even when their behavioral patterns are similar to those of native speakers. The results are taken to support the proposal that language-specific experiences with L1 shape the neural structure of processing in L2.

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Section: Introductionmentioning

confidence: 86%

ERP signatures of subject–verb agreement in L2 learning

et al. 2007

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“…Cantiani, Lorusso, Guasti, Sabisch, and Männel (2013;see also Cantiani, Lorusso, Perego, Molteni, & Guasti, 2013) reported differences between adults who are typical readers and adults with a reading disability in behavioral and electrophysiological measures during auditory morphosyntactic judgment tasks. Rispens, Been, and Zwarts (2006), however, found such differences only at an electrophysiological level. As far as children were concerned, Cantiani, Lorusso, Perego, Molteni, and Guasti (2015) did not find differences in behavioral measures in such a judgment task between children with or without a reading disability (but see Rispens, Roeleven, & Koster, 2004).…”

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confidence: 85%

Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability

Bar-Kochva

Korinth

Hasselhorn

2020

Applied Psycholinguistics

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The effect of a computerized morpheme-based training procedure on the reading and writing skills of reading-disabled participants (N = 30, mean age = 11.23 years, SD = 0.935) was examined. Considering that fast morphological analysis has been found to have a central role in written word processing of skilled readers, the following training was designed to enhance this process: it consisted of a visual lexical-decision task in which morphologically complex words were visually presented while the duration of the word-stems’ presentation was gradually restricted. A control intervention consisted of the same task, except that the duration of a nonmorphological unit’s presentation was manipulated. The children were divided into two groups: one underwent the morpheme-based intervention, and the other underwent the control intervention. The morpheme-based training procedure had a positive effect beyond that of the control procedure on the spelling of untrained word stems embedded in trained prefixes and suffixes. These results suggest a general improvement in retrieval of orthographic–morphological representations in spelling. Improvements in other measures could, however, not be ascribed to the morphological manipulation alone. These results emphasize the link between morphological processing and spelling. However, the morpheme-based training procedure appears to be less relevant to the improvement of reading.

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“…, Rispens et al . ). The general pattern of semantic strengths and syntactic weaknesses in dyslexia has been demonstrated in at least two ERP studies.…”

Section: Introductionmentioning

confidence: 97%

“…A number of studies using event-related brain potentials (ERPs) have also shown deficits in morphosyntactic comprehension in dyslexia (Cantiani et al 2013, Rispens et al 2006. The general pattern of semantic strengths and syntactic weaknesses in dyslexia has been demonstrated in at least two ERP studies.…”

Section: Introductionmentioning

confidence: 99%