Semantic compensation and novel word learning in university students with dyslexia

Rasamimanana, Maud; Barbaroux, Mylène; Colé, Pascale; Besson, Mireille

doi:10.1016/j.neuropsychologia.2020.107358

Cited by 18 publications

(15 citation statements)

References 87 publications

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“…Another important EEG marker for word processing is N400; this is the negative ERP traditionally associated with semantic processing (Kutas & Federmeier, 2011), which amplitude reduction indicates the integration of novel words into the lexicosemantic cognitive system. Interestingly, it has been shown that a rapidly developed N400 has frontal distribution, whereas, a er a consolidation, it typically shi s into centro-parietal areas (Rasamimanana, Barbaroux, Colé, & Besson, 2020).…”

Section: Neuropsychological Correlatesmentioning

confidence: 99%

Psychological and Electrophysiological Correlates of Word Learning Success

Mkrtychian¹,

Kostromina²,

Gnedykh³

et al. 2021

Psych. Rus.

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Background. A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process. However, both the psychological and neurophysiological mechanisms underpinning language learning, as well as the links between them, are still poorly understood. Objective. This study aims to explore the psychological and neurophysiological correlates of successful word acquisition in a person’s native language. Design. Thirty adults read sentences with novel nouns, following which the participants’ electroencephalograms were recorded during a word-reading task. Event-related potentials in response to novel words and alpha oscillation parameters (amplitude, variability, and long-range temporal correlation dynamics) were analyzed. Learning outcomes were assessed at the lexical and semantic levels. Psychological variables measured using Amthauer’s test (verbal abilities), BIS/BAS scales (motivation), and the MSTAT-1 (ambiguity tolerance) and alpha oscillation parameters were factored. Results. Better recognition of novel words was related to two factors which had high factor loadings for all measured alpha oscillation parameters, indicating the role of attention networks and respective neural activity for enabling information processing. More successful learners had lower P200 amplitude, which also suggests higher attention-system involvement. Another factor predicted better acquisition of word meanings for less ambiguity-tolerant students, while the factor which pooled logical conceptual thinking ability and persistence in goal-reaching, positively correlated with acquisition of both word forms and meanings. Conclusion. The psychological factors predominantly correlated with word-learning success in semantic tasks, while neurophysiological variables were linked to performance in the recognition task.

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Section: Neuropsychological Correlatesmentioning

confidence: 99%

Psychological and Electrophysiological Correlates of Word Learning Success

Mkrtychian¹,

Kostromina²,

Gnedykh³

et al. 2021

Psych. Rus.

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“…It is noteworthy to mention that most of the previous EEG studies on word learning focused on event-related brain potentials (ERPs) with the attempt to objectify the neural manifestations underlying the acquisition and consolidation process (Francois, Cunillera, Garcia, Laine, & Rodriguez-Fornells, 2017;Bakker, Takashima, van Hell, Janzen, & McQueen, 2015;Borovsky, Kutas, & Elman, 2010;Dobel, Lagemann, & Zwitserlood, 2009). In this context, the N200 and N400 ERP components have commonly been identified as suitable markers for capturing the reconfiguration of hierarchical neural networks involved in word-to-meaning mapping (Rasamimanana, Barbaroux, Cole, & Besson, 2020;Francois et al, 2017;Dittinger et al, 2016;Junge, Cutler, & Hagoort, 2012). Based on current knowledge, the auditory N200 component is thought to mirror phonetic encoding and categorization processes (Friedrich & Friederici, 2008;Connolly & Phillips, 1994), whereas the N400 response has primarily been associated with the building up of lexical-semantic representations (Kutas & Federmeier, 2011;Borovsky et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…To date, several authors studied the neural bases of the word-meaning acquisition process using associative learning tasks (Bakker-Marshall et al, 2018;Friedrich & Friederici, 2008;von Koss Torkildsen et al, 2008). For example, in a series of experiments with children (Dittinger, Chobert, Ziegler, & Besson, 2017), young adults (Dittinger et al, 2016), students suffering from dyslexia (Rasamimanana et al, 2020), and older adults (Dittinger et al, 2019), Besson et al presented picture-word associations (words = Thai monosyllabic words) to the participants and evaluated N200 and N400 reconfigurations during the wordmeaning acquisition process. Furthermore, in a subsequent "matching task," the authors tested learning performance and evaluated EEG traces while participants had to distinguish between match and mismatch trials based on the previously learned associations.…”

Section: Introductionmentioning

confidence: 99%

Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study

Elmer

Dittinger

Brocchetto

et al. 2021

Journal of Cognitive Neuroscience

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The learning of new words is a challenge that accompanies human beings throughout the entire life span. Although the main electrophysiological markers of word learning have already been described, little is known about the performance-dependent neural machinery underlying this exceptional human faculty. Furthermore, it is currently unknown how word learning abilities are related to verbal memory capacity, auditory attention functions, phonetic discrimination skills, and musicality. Accordingly, we used EEG and examined 40 individuals, who were assigned to two groups (low and high performers [HPs]) based on a median split of word learning performance, while they completed a phonetic-based word learning task. Furthermore, we collected behavioral data during an attentive listening and a phonetic discrimination task with the same stimuli to address relationships between auditory attention and phonetic discrimination skills, word learning performance, and musicality. The phonetic-based word learning task, which also included a nonlearning control condition, was sensitive enough to segregate learning-specific and unspecific N200/N400 manifestations along the anterior–posterior topographical axis. Notably, HPs exhibited enhanced verbal memory capacity and we also revealed a performance-dependent spatial N400 pattern, with maximal amplitudes at posterior electrodes in HPs and central maxima in low performers. Furthermore, phonetic-based word learning performance correlated with verbal memory capacity and phonetic discrimination skills, whereas the latter 1was related to musicality. This experimental approach clearly highlights the multifaceted dimensions of phonetic-based word learning and is helpful to disentangle learning-specific and unspecific ERPs.

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“…Иной механизм компенсации нарушения за счет использования семантических характеристик был предложен к обсуждению на основании того, что у студентов с дислексией при восприятии слов с семантически связанной или несвязанной картинкой наблюдался больший компонент N400 и сниженный LPC по сравнению с контролем [46]. У детей с дислексией в подобном задании также наблюдалось снижение амплитуды LPC [14].…”

Section: нарушения овладения устной и письменной речьюunclassified

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 compensation and novel word learning in university students with dyslexia

Cited by 18 publications

References 87 publications

Psychological and Electrophysiological Correlates of Word Learning Success

Psychological and Electrophysiological Correlates of Word Learning Success

Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study

Event-related potentials during literacy acquisition

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