The N400 and the fourth grade shift

Coch, Donna

doi:10.1111/desc.12212

Cited by 25 publications

(30 citation statements)

References 82 publications

(101 reference statements)

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“…Instead, we have argued that our letter string versus false font string contrast is a more conservative measure of such coarse orthographic encoding (e.g., Zhao et al, ). Fourth and finally, consistent with some (e.g., Appelbaum et al, ; Grossi & Coch, ; Holcomb et al, ; Meng et al, ; Savill & Thierry, ) but not other (e.g., Brem et al, ; Maurer et al, ; Zhao et al, ) previous studies of N1 and P2, we have used an averaged mastoid reference, as with the N400 data previously reported for these same participants (Coch, ; Coch & Benoit, ). Overall, our findings do not seem incompatible with previous findings from studies employing a different reference.…”

Section: Discussionsupporting

confidence: 64%

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

Coch

Meade

2015

Psychophysiology

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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.

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Section: Discussionsupporting

confidence: 64%

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

Coch

Meade

2015

Psychophysiology

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“…The N400 PH priming effect did appear to have a slightly more frontal distribution than the N400 TL priming effect. However, this more frontal phonological N400 effect is not inconsistent with previous phonological N400 effects (e.g., see Coch, 2015). While these priming effects are informative about the development of orthographic, phonological, and semantic reading skills, relating these priming effects to reading ability allows us to better interpret the observed priming effects.…”

Section: Discussioncontrasting

confidence: 48%

Orthographic and phonological processing in developing readers revealed by ERPs

et al. 2016

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The development of neurocognitive mechanisms in single word reading was studied in children ages 8–10 years using ERPs combined with priming manipulations aimed at dissociating orthographic and phonological processes. Transposed-letter (TL) priming (barin–BRAIN vs. bosin–BRAIN) was used to assess orthographic processing, and pseudohomophone (PH) priming (brane–BRAIN vs. brant–BRAIN) was used to assess phonological processing. Children showed TL and PH priming effects on both the N250 and N400 ERP components, and the magnitude of TL priming correlated positively with reading ability, with better readers showing larger TL priming effects. Phonological priming, on the other hand, did not correlate with reading ability. The positive correlations between TL priming and reading ability in children points to a key role for flexible sublexical orthographic representations in reading development, in line with their hypothesized role in the efficient mapping of orthographic information onto semantic information in skilled readers.

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“…Taken together, Coch’s series of studies suggests that the automaticity of orthographic processing to efficiently discriminate the illegal from legal orthographic forms is not fully developed even in the fifth grade. However, it is unclear why college students in Coch’s (2015) study did not show the typical lexicality effect between pseudowords and words and why the three age groups did not show developmental changes in the pattern of lexicality effects on N400.…”

Section: Introductionmentioning

confidence: 78%

“…Coch and colleagues conducted a series of studies by using the lexicality effect on N400 to investigate the development of orthographic knowledge in children (Coch et al, 2002, 2012; Coch and Holcomb, 2003; Coch and Mitra, 2010; Coch, 2015; Coch and Benoit, 2015). For example, Coch et al (2002) recorded brain responses to real words, pseudowords, non-words, and false fonts in a group of 10- and 11-year-old children.…”

Section: Introductionmentioning

confidence: 99%

“…Across these two studies, the marked N400s to non-words and false fonts in normal developing children in 7- to 11-year-old suggest that these children may treat non-words and false fonts as potential lexical items. To further investigate when the concept of word-likeness becomes fully developed, Coch (2015) examined the lexicality effect on N400 in third graders, fourth graders, fifth graders, and adult college students. This study did not replicate the typical lexicality effect in adults.…”

Section: Introductionmentioning

confidence: 99%

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The Acquisition of Orthographic Knowledge: Evidence from the Lexicality Effects on N400

Tzeng¹,

Hsu

Huang

et al. 2017

Front. Psychol.

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This study aimed to understand how reading ability shapes the lexicality effects on N400. Fifty-three typical developing children from the second to the sixth grades were asked to perform the pronounceability judgment task on a set of Chinese real characters (RC), pseudocharacters (PC) and non-characters (NC), as ERPs were recorded. The cluster-based permutation analysis revealed that children with low- to medium-reading ability showed greater negativity to NCs than to RCs and PCs in frontal sites from 300 to 450 ms, while children with high ability group showed a greater positivity to NCs than both RCs and PCs at central to posterior sites. Furthermore, the linear mixed model (LMM) analysis was applied to investigate the relationship between lexicality effects on N400 and reading-related behavioral assessments on a set of standardized tests (including character recognition, vocabulary size, phonological awareness, and working memory). The results found that in children with lower reading ability, the N400 elicited by NCs becomes more negative in the frontal sites. For children with higher reading ability, the N400 elicited by NCs became more positive than that elicited by RCs or PCs in the posterior sites. These findings demonstrate the developmental changes in the lexicality effects on N400 as children become more advanced readers and suggested that the lexicality effects on N400 can serve as neural markers for the evaluation of orthographic proficiency in reading development.

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The N400 and the fourth grade shift

Cited by 25 publications

References 82 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

Orthographic and phonological processing in developing readers revealed by ERPs

The Acquisition of Orthographic Knowledge: Evidence from the Lexicality Effects on N400

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