Three kinds of rhymes: An ERP study

Coch, Donna; Hart, Toryalai; Mitra, Priya

doi:10.1016/j.bandl.2007.06.003

Cited by 37 publications

(65 citation statements)

References 58 publications

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“…In terms of the first potential confound of semantics, Perrin and García-Larrea (2003) reported that phonological effects of rhyme on the N400/N450 tend to be occluded by semantic effects in adults, suggesting that some part of the N450 rhyming effect might index semantic processing. However, in a direct comparison of the ERP visual rhyming effect for real word (e.g., nail-male, nail-go) and nonword (e.g., dape-faip, dape-zite) pairs in adults, others have found no differences in the amplitude or latency of the rhyming effect between conditions (Coch, Hart, et al, 2008). To our knowledge, no similar study has been conducted with young children in order to investigate this finding developmentally.…”

Section: An Electrophysiological Measure Of Rhymementioning

confidence: 75%

“…In previous studies with adults, lowercase and uppercase letters presented in pairs in a typical prime-target ERP rhyming paradigm have been found to elicit the typical ERP N450 rhyming effect (Coch, George, et al, 2008;Coch, Hart, et al, 2008). To our knowledge, single letter stimuli have not been used previously in a prime-target pair ERP rhyming study with children who are beginning readers.…”

Section: An Erp Letter Name Rhyming Taskmentioning

confidence: 76%

“…A handful of ERP studies have used single letter stimuli in rhyming paradigms with children and adults (e.g., Coch, George, & Berger, 2008;Coch, Hart, et al, 2008;Lovrich & Kazmerski, 1993;Lovrich, Kazmerski, Cheng, & Geisler, 1994;Taylor, 1993). However, in previous studies with children, letter stimuli were presented singly, in list form, and children were asked to respond to any letters that rhymed with a given letter (Lovrich & Kazmerski, 1993;Lovrich et al, 1994;Taylor, 1993).…”

Section: An Erp Letter Name Rhyming Taskmentioning

confidence: 98%

“…In visual studies presenting prime-target pairs of words and comparing the ERP responses to rhyming and nonrhyming targets (e.g., rocks-fox versus rocks-blue), nonrhyming targets consistently elicit a larger negative-going ERP component (N450) than rhyming targets in adults (e.g., Coch, Hart, & Mitra, 2008;Grossi, Coch, Coffey-Corina, Holcomb, & Neville, 2001;Kramer & Donchin, 1987;Rugg, 1984;Weber-Fox, Spencer, Cuadrado, & Smith, 2003). Remarkably, a very similar ERP rhyming effect for real words has been reported in studies with typically developing children as young as age 7 (e.g., Ackerman, Dykman, & Oglesby, 1994;Grossi et al, 2001;Weber-Fox et al, 2003).…”

Section: An Electrophysiological Measure Of Rhymementioning

confidence: 99%

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Letters Rhyme: Electrophysiological Evidence From Children and Adults

Coch

Mitra

George

et al. 2011

Developmental Neuropsychology

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Event-related potentials (ERPs) and behavioral accuracy judgments were recorded in a letter name rhyming paradigm (e.g., A-J versus A-B) with 6- to 8-year-old beginning readers and adults. A typical N450 rhyming effect was evident for both children and adults, with few differences in mean amplitude or peak latency between groups. The size and timing of the electrophysiological effect were not correlated with standardized measures of phonological or reading ability, but accuracy in the ERP task was. Single letters elicit a similar ERP rhyming effect in young children and adults, suggesting the early establishment of neurocognitive systems used in the rhyme task.

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Section: An Electrophysiological Measure Of Rhymementioning

confidence: 75%

Section: An Erp Letter Name Rhyming Taskmentioning

confidence: 76%

Section: An Erp Letter Name Rhyming Taskmentioning

confidence: 98%

Section: An Electrophysiological Measure Of Rhymementioning

confidence: 99%

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Letters Rhyme: Electrophysiological Evidence From Children and Adults

Coch

Mitra

George

et al. 2011

Developmental Neuropsychology

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“…Several event-related potential (ERP) studies have reported that the N400 component responds sensitively to rhyme manipulations. In visualpriming paradigms, nonrhyming target words elicit increased N400 responses relative to rhyming targets (e.g., Coch, Hart, & Mitra, 2008;Khateb et al, 2007;Kramer & Donchin, 1987;Rugg, 1984a, b;Rugg & Barrett, 1987). Similar effects have been observed for visually presented word pairs and sentences in different languages (English: e.g., Rugg, 1984a, b;Spanish: Perez-Abalo, Rodriguez, Bobes, Gutierrez, & Valdes-Sosa, 1994), for nonword targets (Rugg, 1984a), and for picture prime-target pairs (Barrett & Rugg, 1990).…”

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confidence: 99%

Aesthetic appreciation of poetry correlates with ease of processing in event-related potentials

Obermeier

Kotz

Jessen

et al. 2015

Cogn Affect Behav Neurosci

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Rhetorical theory suggests that rhythmic and metrical features of language substantially contribute to persuading, moving, and pleasing an audience. A potential explanation of these effects is offered by Bcognitive fluency theory,^which stipulates that recurring patterns (e.g., meter) enhance perceptual fluency and can lead to greater aesthetic appreciation. In this article, we explore these two assertions by investigating the effects of meter and rhyme in the reception of poetry by means of event-related brain potentials (ERPs). Participants listened to four versions of lyrical stanzas that varied in terms of meter and rhyme, and rated the stanzas for rhythmicity and aesthetic liking. The behavioral and ERP results were in accord with enhanced liking and rhythmicity ratings for metered and rhyming stanzas. The metered and rhyming stanzas elicited smaller N400/P600 ERP responses than their nonmetered, nonrhyming, or nonmetered and nonrhyming counterparts. In addition, the N400 and P600 effects for the lyrical stanzas correlated with aesthetic liking effects (metered-nonmetered), implying that modulation of the N400 and P600 has a direct bearing on the aesthetic appreciation of lyrical stanzas. We suggest that these effects are indicative of perceptual-fluency-enhanced aesthetic liking, as postulated by cognitive fluency theory.

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