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...

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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
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Abstract	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.
AbstractList	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. 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.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.
Author	Mestre, Zoé Askren, Mary Richards, Todd Pettet, Mark Grabowski, Thomas Abbott, Robert Northey, Mary Berninger, Virginia Wallis, Peter Yagle, Kevin
AuthorAffiliation	d Educational Statistics and Measurement, University of Washington, Seattle, WA b Eunice Kennedy Shriver Center for Human Development and Disability, University of Washington, Seattle a Integrated Brain Imaging Center, Department of Radiology, University of Washington, Seattle c Learning Sciences and Human Development, University of Washington, Seattle
AuthorAffiliation_xml	– name: d Educational Statistics and Measurement, University of Washington, Seattle, WA – name: c Learning Sciences and Human Development, University of Washington, Seattle – name: b Eunice Kennedy Shriver Center for Human Development and Disability, University of Washington, Seattle – name: a Integrated Brain Imaging Center, Department of Radiology, University of Washington, Seattle
Author_xml	– sequence: 1 givenname: Todd surname: Richards fullname: Richards, Todd email: toddr@uw.edu organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 2 givenname: Mark surname: Pettet fullname: Pettet, Mark organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 3 givenname: Mary surname: Askren fullname: Askren, Mary organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 4 givenname: Zoé surname: Mestre fullname: Mestre, Zoé organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 5 givenname: Thomas surname: Grabowski fullname: Grabowski, Thomas organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 6 givenname: Kevin surname: Yagle fullname: Yagle, Kevin organization: Integrated Brain Imaging Center, Department of Radiology, University of Washington – sequence: 7 givenname: Peter surname: Wallis fullname: Wallis, Peter organization: Learning Sciences and Human Development, University of Washington – sequence: 8 givenname: Mary surname: Northey fullname: Northey, Mary organization: Learning Sciences and Human Development, University of Washington – sequence: 9 givenname: Robert surname: Abbott fullname: Abbott, Robert organization: Statistics and Measurement, University of Washington – sequence: 10 givenname: Virginia surname: Berninger fullname: Berninger, Virginia organization: Learning Sciences and Human Development, University of Washington
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SubjectTerms	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
Title	ERPs While Judging Meaningfulness of Sentences With and Without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders With and Without Spelling Disabilities
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