ERPs While Judging Meaningfulness of Sentences With and Without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders With and Without Spelling Disabilities

Thirteen students with and twelve students without spelling disabilities judged whether sentences (1/3 all correct spellings, 1/3 with homonym foil, 1/3 with morpheme foil) were meaningful while event-related potentials (ERPs) were measured with EGI Geodesic EEG System 300 (128-channel hydro-cell ne...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Developmental neuropsychology Ročník 42; číslo 4; s. 284 - 297
Hlavní autoři: Richards, Todd, Pettet, Mark, Askren, Mary, Mestre, Zoé, Grabowski, Thomas, Yagle, Kevin, Wallis, Peter, Northey, Mary, Abbott, Robert, Berninger, Virginia
Médium: Journal Article
Jazyk:angličtina
Vydáno: England Routledge 01.01.2017
Psychology Press
Témata:
Adolescent
Case-Control Studies
Child
Comprehension
EEG
Electroencephalography - methods
Event-related potentials
Evoked Potentials - physiology
Female
Humans
Language
Male
Memory, Short-Term
Nets
Reading comprehension
Semantics
Spelling
Vocabulary
ISSN:8756-5641, 1532-6942, 1532-6942
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Thirteen students with and twelve students without spelling disabilities judged whether sentences (1/3 all correct spellings, 1/3 with homonym foil, 1/3 with morpheme foil) were meaningful while event-related potentials (ERPs) were measured with EGI Geodesic EEG System 300 (128-channel hydro-cell nets). For N400, Rapid Automatic Switching (RAS) correlated with comprehending sentences with homonym foils in control group but with morpheme foils in SLD group. For P600, dictated spelling correlated with comprehending sentences with morpheme foils in the control group but solving anagrams with homonym foils in the SLD group. Educational significance and neuropsychological significance of these contrasting results are discussed.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
content type line 23
ISSN:8756-5641
1532-6942
1532-6942
DOI:10.1080/87565641.2016.1243110