Event-related potential characterisation of the Shakespearean functional shift in narrative sentence structure

Thierry, Guillaume; Martin, Clara D.; González-Díaz, Victorina; Rezaie, Roozbeh; Roberts, Neil; Davis, Philip

doi:10.1016/j.neuroimage.2007.12.006

Cited by 63 publications

(26 citation statements)

References 25 publications

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“…Time windows for mean amplitude analyses were defined for the control group on the basis of mean global field power, expectations from previous experiments using similar stimuli (e.g., Connolly et al, 1995; Vissers et al, 2006; Thierry et al, 2008; Savill et al, 2011) and visual inspection of topographic distribution of ERP modulations (Luck, 2005). The expected P1/N1/P2/N2 peaks were observed, followed by a visible P3a peak in the control group only.…”

Section: Methodsmentioning

confidence: 99%

Electrophysiological Evidence for Impaired Attentional Engagement with Phonologically Acceptable Misspellings in Developmental Dyslexia

Savill

Thierry

2011

Front. Psychology

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Event-related potential (ERP) studies of word recognition have provided fundamental insights into the time-course and stages of visual and auditory word form processing in reading. Here, we used ERPs to track the time-course of phonological processing in dyslexic adults and matched controls. Participants engaged in semantic judgments of visually presented high-cloze probability sentences ending either with (a) their best completion word, (b) a homophone of the best completion, (c) a pseudohomophone of the best completion, or (d) an unrelated word, to examine the interplay of phonological and orthographic processing in reading and the stage(s) of processing affected in developmental dyslexia. Early ERP peaks (N1, P2, N2) were modulated in amplitude similarly in the two groups of participants. However, dyslexic readers failed to show the P3a modulation seen in control participants for unexpected homophones and pseudohomophones (i.e., sentence completions that are acceptable phonologically but are misspelt). Furthermore, P3a amplitudes significantly correlated with reaction times in each experimental condition. Our results showed no sign of a deficit in accessing phonological representations during reading, since sentence primes yielded phonological priming effects that did not differ between participant groups in the early phases of processing. On the other hand, we report new evidence for a deficient attentional engagement with orthographically unexpected but phonologically expected words in dyslexia, irrespective of task focus on orthography or phonology. In our view, this result is consistent with deficiency in reading occurring from the point at which attention is oriented to phonological analysis, which may underlie broader difficulties in sublexical decoding.

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Section: Methodsmentioning

confidence: 99%

Electrophysiological Evidence for Impaired Attentional Engagement with Phonologically Acceptable Misspellings in Developmental Dyslexia

Savill

Thierry

2011

Front. Psychology

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“…[14][15][16] Related research suggests that the inner neural processing of language when a mind reads a complex line of poetry has the potential to galvanise existing brain pathways and to influence emotion networks and memory function. [17][18][19] Yet it is unclear how reading groups are perceived by staff who work in specific health-care institutions and whether changes in behaviour associated with dementia symptoms change while engaging with this intervention.…”

Section: The Reader Organisation and Dementiamentioning

confidence: 99%

A literature-based intervention for older people living with dementia

Billington

Carroll

Davis

et al. 2013

Perspect Public Health

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“…Moreover, recent groundbreaking research on the effect of reading Shakespeare on brain activity has suggested that complex literary language has the potential to galvanise existing brain pathways and thus influence emotion networks and memory function, even biologically. 6 GIR's emphasis on giving priority to 'the classics' over misery memoirs in this context is not élitism but its opposite; it makes good books, and their power for good, available to everyone. Now well-established nationally, with over 200 groups in settings as diverse as homeless hostels, asylum-seekers refuges, GP surgeries, neurological centres, dementia care homes, drugs and alcohol rehabilitation, and mental health centres, GIR has only recently been piloted in secure and probationer settings.…”

Section: 'Get Into Reading' In Secure Settingsmentioning

confidence: 99%

'Reading for Life': Prison Reading Groups in Practice and Theory

Billington¹

2011

Critical Survey

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This article considers the theoretical and practice-based evidence for the therapeutic effects of the shared reading of literature (poetry, fiction, plays, short stories) in prison communities. Taking as its starting point recent research and practice relating to the successful intervention ('Get into Reading') pioneered by UK charity The Reader Organisation, the article situates the components of this model in the context of established theories of reader response, as well as new research on reading and the brain. Yet its focus is always shared reading in practice and, through specific examples and testimony from prisoners and those who read with them (including health professionals), the article demonstrates the vital relation of this intervention to current recommendations in respect of the mental health needs of prisoners. It also offers a possible model for future interdisciplinary research in this field.

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Event-related potential characterisation of the Shakespearean functional shift in narrative sentence structure

Cited by 63 publications

References 25 publications

Electrophysiological Evidence for Impaired Attentional Engagement with Phonologically Acceptable Misspellings in Developmental Dyslexia

Electrophysiological Evidence for Impaired Attentional Engagement with Phonologically Acceptable Misspellings in Developmental Dyslexia

A literature-based intervention for older people living with dementia

'Reading for Life': Prison Reading Groups in Practice and Theory

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