Using the N400 event-related potential to study word learning from context in children from low- and higher-socioeconomic status homes

Ralph, Yvonne K.; Schneider, Julie; Abel, Alyson D.; Maguire, Mandy J.

doi:10.1016/j.jecp.2019.104758

Cited by 16 publications

(11 citation statements)

References 46 publications

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“…The emphasis on word meaning in this study is particularly relevant because depth of word knowledge is predictive of important literacy and academic outcomes in children (Ouellette, 2006). In addition, previous word learning studies of children from at-risk populations have found that emphasizing word meaning through elaboration during teaching or providing explicit definitions or linguistic contexts to support word meaning supports word learning in children (Justice et al, 2005;Ralph et al, 2020;Wilkinson & Houston-Price, 2013). Although these studies have incorporated learning strategies such as providing frequent repetitions, elaborations, and explicit definitions, they have not incorporated prompts for retrieval practice.…”

Section: Clinical Implications and Future Studiesmentioning

confidence: 90%

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Haebig

Leonard

Deevy

et al. 2021

J Speech Lang Hear Res

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Purpose Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label–meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label–meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material https://doi.org/10.23641/asha.15063060

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Section: Clinical Implications and Future Studiesmentioning

confidence: 90%

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Haebig

Leonard

Deevy

et al. 2021

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…The current experimental task has been used in previous studies with children Ralph, Schneider, Abel, & Maguire, 2020). Children read 100 sets of sentence triplets presented one word at a time on a computer screen.…”

Section: Word Learning From Context Taskmentioning

confidence: 99%

“…These findings suggest that the reason children from lower SES households have difficulty learning new words is more likely related to the process of learning, rather than knowledge about individual word meanings. To better understand what is different about the process of word learning from context between children from lower and higher SES homes, Ralph et al (2020) examined changes in the N400 event related component (ERP) as a word was learned. The authors found that, similar to past reports Mestres-Missé, Rodriguez-Fornells, & Münte, 2007), children from higher SES homes exhibited a significant attenuation of the N400 as a word was learned.…”

Section: Introductionmentioning

confidence: 99%

Neural oscillations reveal differences in the process of word learning among school-aged children from lower socioeconomic status backgrounds

Schneider¹,

Abel²,

Momsen³

et al. 2020

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Building a robust vocabulary in grade school is essential for academic success. Children from lower socioeconomic status (SES) households on average perform below their higher SES peers on word learning tasks, negatively impacting their vocabulary; however, significant variability exists within this group. Many children from low SES homes perform as well as, or better than, their higher SES peers on measures of word learning. The current study addresses what processes underlie this variability, by comparing the neural oscillations of 44 better versus worse word learners (ages 8-15 years) from lower SES households as they infer the meaning of unknown words. Better word learners demonstrated increases in theta and beta power as a word was learned, whereas worse word learners exhibited decreases in alpha power. These group differences in neural oscillatory engagement during word learning indicate there may be different strategies employed based on differences in children’s skills. Notably, children with greater vocabulary knowledge are more likely to exhibit larger beta increases; a strategy which is associated with better word learning. This sheds new light on the mechanisms that support word learning in children from low SES households.

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“…Children then completed the battery of language and cognitive assessments. Children's ability to learn words from linguistic context were assessed using a novel word learning paradigm, described in more detail below Ralph, Schneider, Abel, & Maguire, 2020).…”

Section: Participantsmentioning

confidence: 99%

“…Word learning from linguistic context was measured using the same behavioral and EEG paradigm that has previously been utilized in children (Ralph et al, 2020;. In this task, children read sentences which were presented one word at a time in black letters on a white screen that was approximately 1 meter away from them.…”

Section: Word Learning From Context Taskmentioning

confidence: 99%

Vocabulary knowledge and reading comprehension account for SES-differences in how school-aged children infer word meanings from sentences.

Schneider¹,

Abel²,

Maguire³

2020

Preprint

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Differences in language ability related to socioeconomic status (SES) are evident within the first years of life and have been shown to have detrimental effects on later language outcomes (Pace et al., 2019; Cunningham & Stanovich, 1997). While these SES-related achievement and language gaps are known to widen throughout the course of the school years (Bradley & Corwyn, 2002; Chall, Jacobs & Baldwin, 2009), the mechanisms contributing to these growing gaps remain relatively understudied. Additionally, most SES-related research has focused on static measures of vocabulary and reading ability; however, these measures are known to differentially contribute to word learning ability on the basis of SES and, therefore, subsequent language growth during the school years (Maguire et al., 2018). The current study clarifies the role that age, socioeconomic status (SES), vocabulary knowledge, and reading ability have on word learning ability during the school years in a sample of 124 children ages 8-15 years old. To clarify whether vocabulary and reading ability might independently moderate known SES-related gaps in word learning at different points in development, multiple regression analyses were conducted. Vocabulary emerged as a critical predictor of word learning ability for all children, while having stronger reading abilities early on appears to serve as a protective factor for word learning abilities in school-aged children from lower SES homes. These findings point to different paths by which children’s word learning abilities in school may be impacted by differences in the home environment.

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Using the N400 event-related potential to study word learning from context in children from low- and higher-socioeconomic status homes

Cited by 16 publications

References 46 publications

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice

Neural oscillations reveal differences in the process of word learning among school-aged children from lower socioeconomic status backgrounds

Vocabulary knowledge and reading comprehension account for SES-differences in how school-aged children infer word meanings from sentences.

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