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Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.

In an event-related potential (ERP) study of the vowel team rule in American English ("when two vowels go walking, the first does the talking"), we used a visual lexical decision task to determine whether words that do (e.g., braid) and do not (e.g., cloud) follow the rule elicit different processing, and to determine if this extends to nonwords (e.g., braip, cloup). In 32 young adults, N1 amplitude distinguished between rule-following and rule-breaking items: N1 amplitude was more negative to rule-breaking words and nonwords. In contrast, there were no significant effects of vowel team rule adherence on N400 amplitude. Behaviorally, participants responded more quickly and accurately to rule-following words, a pattern not observed for nonwords. These findings demonstrate that adherence to the vowel team rule can be indexed by both neural and behavioral measures in fluently reading young adults.

The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how scientific evidence is viewed and used in education, overcoming neuromyths, acknowledging the lack of direct connection between laboratory findings and classroom practices, and coordinating across different levels of analysis in neuroscience and educational practice. On the other hand, there are marked benefits to such a merger, such as deepening pedagogical content knowledge from multiple perspectives; understanding neuroplasticity and its educational implications; recognizing the power of the environment to affect neurobiology, learning, and development; and contributing to engaged, reflective practice and informed inquiry in teaching. Particularly in terms o...

In an ERP investigation of biased homonym processing in minimal context, isolated homonym primes (e.g., ruler) preceded targets that were associated with either the dominant (e.g., inch) or subordinate (e.g., king) meaning of the homonym, were unrelated words (e.g., claw), or were nonwords (e.g., smole), presented 250 ms later in a lexical decision paradigm. Both dominant and subordinate associates elicited smaller amplitude N400s and LPCs than unrelated word targets. The N400 priming effect was greater for dominant than subordinate associates, reflecting sensitivity to meaning frequency and lexical competition between the two homonym meanings. The LPC priming effect was similar for dominant and subordinate associates, reflecting post-lexical relational processing between prime and target. In this paradigm, priming effects of meaning frequency due to automatic spreading activation extended only to the N400 time window; shortly thereafter, effects of lexical dominance disappeared and reprocessing of the binary relatedness of the homonym prime and subsequent word target took precedence.

To comprehend a pun involving a homonym (e.g., The prince with a bad tooth got a crown), both meanings of the homonym must be accessed and selected. Previous ERP studies have shown that the N400 reflects lexicosemantic processing, but none have directly investigated the N400 elicited by homonyms in the unique context of puns. Here, N400 priming effects showed that the dual context of puns (e.g., the primes prince and tooth) did not facilitate homonym processing in comparison to single dominant biasing (e.g., The prince with a bad leg got a crown) or subordinate biasing (e.g., The adult with a bad tooth got a crown) conditions. However, homonyms did elicit a less negative N400 (i.e., priming) in the pun condition in comparison to the neutral context condition (e.g., The adult with a bad leg got a crown). These findings are interpreted in terms of the dominant advantage and subordinate bias effect posited by the reordered access model of homonym processing, and in terms of N400 amplitude as an index of how consistently various sources of semantic featural information converge on one lexical item, even when two lexical items must be activated for comprehension.

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 ERP waveform, third, fourth, and fifth graders and a comparison group of adults viewed words, pseudowords, nonpronounceable 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.

We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event-related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter-like symbols (false fonts). The only significant brain-behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = -.272) and pseudowords (r = -.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part, they are independent and draw upon different underlying processing resources. [T]o completely analyze what we do when we read… would be to describe very many of the most intricate workings of the human mind, as well as to unravel the tangled story of the most remarkable specific performance that civilization has learned in all its history(Huey, 1908/1968, p. 3).

In an fMRI investigation of the neural representation of word frequency and animacy, participants read high- and low-frequency words within living and nonliving semantic categories. Both temporal (left fusiform gyrus) and parietal (left supramarginal gyrus) activation patterns differentiated between animal and tool words after controlling for frequency. Activation patterns in a smaller ventral temporal region, a subset of the voxels identified in the animacy contrast, differentiated between high- and low-frequency words after controlling for animacy. Activation patterns in the larger temporal region distinguished between high- and low-frequency words just as well as patterns within the smaller region. However, in analyses by animacy category, frequency effects in these temporal regions were significant only for tool, not for animal, words. Thus, lexical word frequency information and semantic animacy category information are conjointly represented in left fusiform gyrus activation patterns for some, but not all, concrete nouns.

Previous event-related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete and abstract words, but the nature of these components in relation to concreteness and imagery has been unclear. Here, we separated the effects of word concreteness and task demands on the N400 and N700 in a single word processing paradigm with a within-subjects, between-tasks design and carefully controlled word stimuli. The N400 was larger to concrete words than to abstract words, and larger in the visualization task condition than in the surface task condition, with no interaction. A marked anterior N700 was elicited only by concrete words in the visualization task condition, suggesting that this component indexes imagery. These findings are consistent with a revised or extended dual coding theory according to which concrete words benefit from greater activation in both verbal and imagistic systems.

Both behavioral and electrophysiological evidence suggests that fluent readers decompose morphologically complex words into their constituent parts. Previous event-related potential (ERP) research has been equivocal with regard to whether the N400 component indexes morphological decomposition or the integration of the products of decomposition, a process called semantic composition. In a visual lexical decision task with college students, we recorded ERPs to a well-controlled set of words and nonwords made up of bound morphemes (discern, predict; disject, percern) or free morphemes (cobweb, earring; cobline, bobweb) and monomorphemic control words and nonwords (garlic, minnow; gartus, buzlic). For each of the three morphological types, participants were faster to respond to words than to nonwords. Furthermore, for each of the three morphological types, the amplitude of the N400 was more negative to nonwords than to matched words, an effect indicating that the N400 is more sensitive to the lexicality of the whole stimulus than to the meaningfulness of the constituent parts of the stimulus. The N400 lexicality effect was not significantly different across the three morphological types. To our knowledge, this is the first ERP study to directly compare the processing of printed sets of words composed of bound and free morphemes and monomorphemic control stimuli in order to explore the relative sensitivity of the N400 to morphological decomposition (i.e., the status of the parts) and semantic composition (i.e., the status of the whole). Our findings are consistent with an interpretation of the N400 as an index of a process of semantic composition.

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.

In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic. Instead, we argue that an infrastructure needs to be created, principally through interdisciplinary training, funding and research programs that allow for bidirectional collaborations between cognitive neuroscientists, educators and educational researchers to grow. We outline several pathways for scaffolding such a basis for the emerging field of ‘Mind, Brain and Education’ to flourish as well as the obstacles that are likely to be encountered along the path.

In a cross-modal rhyming study with visual pseudoword primes and auditory word targets, we found a typical ERP rhyming effect such that nonrhyming targets elicited a larger N400/N450 than rhyming targets. An orthographic effect was also apparent in the same 350- to 600-ms epoch as the phonological effect: The rhyming effect for targets with rime orthography that did not match their primes' (e.g., tain-"sane") was smaller over the left hemisphere than the rhyming effect for targets with rime orthography that did match their primes' (e.g., nain-"gain"), although the spellings of the auditory word targets were never explicitly shown. Our results indicate that this cross-modal ERP rhyming effect indexes both phonological and orthographic processing-for auditory stimuli for which no orthography is presented in the task. This pattern of findings is consistent with the notion of coactivation of sublexical orthography and phonology in fluent adult readers as they both read and listen.

This article describes the efforts of a small group of educators and researchers to build a model for making con- nections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and researchers. We describe our efforts to develop a common vocabulary and language and to create opportunities for dialogue and discus- sion, including classes and talks for in-service and preservice teachers, research laboratories open to in-service and preservice teachers, local conferences that provided a context for educa- tor and researcher interactions, and researcher outreach in the local education community at the administrative, classroom, and student levels. These activities represent concrete mech- anisms by which links might be forged between educators and researchers within the context of Mind, Brain, and Education.

Recent proposals suggest that some interventions designed to improve language skills might also target or train selective attention. The present study examined whether six weeks of high-intensity (100 min/day) training with a computerized intervention program designed to improve language skills would also influence neural mechanisms of selective auditory attention previously shown to be deficient in children with specific language impairment (SLI). Twenty children received computerized training, including 8 children diagnosed with SLI and 12 children with typically developing language. An additional 13 children with typically developing language received no specialized training (NoTx control group) but were tested and retested after a comparable time period to control for maturational and test-retest effects. Before and after training (or a comparable delay period for the NoTx control group), children completed standardized language assessments and an event-related brain potential (ERP) measure of selective auditory attention. Relative to the NoTx control group, children receiving training showed increases in standardized measures of receptive language. In addition, children receiving training showed larger increases in the effects of attention on neural processing following training relative to the NoTx control group. The enhanced effect of attention on neural processing represented a large effect size (Cohen’s d = 0.8), and was specific to changes in signal enhancement of attended stimuli. These findings indicate that the neural mechanisms of selective auditory attention, previously shown to be deficient in children with SLI, can be remediated through training and can accompany improvements on standardized measures of language.

In a simple prime-target visual rhyming paradigm, pairs of words, nonwords, and single letters elicited similar event-related potential (ERP) rhyming effects in young adults. Within each condition, primes elicited contingent negative variation (CNV) while nonrhyming targets elicited more negative waveforms than rhyming targets within the 320-500ms (N400/N450) time window. The target rhyming effect, apparently primarily an index of phonological processing, was similar across conditions but tended to be smaller in mean amplitude for letters. One of the first reports of such a letter rhyming effect in the ERP literature, these findings could be important developmentally because letter rhyme tasks simultaneously index the two best predictors of ease of learning to read: letter name knowledge and phonological awareness.

There are few available resources for learning and teaching about ethical issues in neuroimaging research with children, who constitute a special and vulnerable population. Here, a brief review of ethical issues in developmental research, situated within the emerging field of neuroethics, highlights the increasingly interdisciplinary nature of research with children. Traditional boundaries between behavioural, psychological, neuroscientific and educational research are being blurred by multidisciplinary studies of learning and human development. Developmental and educational researchers need to be aware of the ethical quandaries inherent in such research, and moral educators need to encourage researchers to consider the ethical aspects of developmental neuroimaging. To this end, fictional case scenarios were designed to address two topics in the ethical conduct of neuroimaging research with children: inadvertent findings in paediatric neuroimaging and inclusion of young children in pharmacological clinica...

Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges – concrete mechanisms that can advance the study of mind, brain and education – will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.

Behavioral and electrophysiological evidence suggests that the development of selective attention extends over the first two decades of life. However, much of this research may underestimate the attention abilities of young children. By providing strong, redundant attention cues, we show that sustained endogenous selective attention has similar effects on ERP indices of auditory processing in adults and children as young as 3 years old. All participants were cued to selectively attend to one of two simultaneously presented stories that differed in location (left/right), voice (male/female), and content. The morphology of the ERP waveforms elicited by probes embedded in the stories was very different for adults, who showed a typical positive-negative-positive pattern in the 300 ms after probe onset, and children, who showed a single broad positivity during this epoch. However, for 3- to 5-year-olds, 6- to 8-year-olds, and adults, probes in the attended story elicited larger amplitude ERPs beginning around 100 ms after probe onset. This attentional modulation of exogenously driven components was longer in duration for the youngest children. In addition, attended linguistic probes elicited a larger negativity 300-500 ms for all groups, indicative of additional attentional processing. These data show that with adequate cues, even children as young as 3 years old can selectively attend to one auditory stream while ignoring another and that doing so alters auditory sensory processing at an early stage. Furthermore, they suggest that the neural mechanisms by which selective attention affects auditory processing are remarkably adult-like by this age.

Objective This developmental study was designed to investigate event-related potential (ERP) refractory period effects in the auditory and visual modalities in children and adults and to correlate these electrophysiological measures with standard behavioral measures. Methods ERPs, accuracy, and reaction time were recorded as school-age children and adults monitored a stream of repetitive standard stimuli and detected occasional targets. Standards were presented at various interstimulus intervals (ISIs) in order to measure refractory period effects on early sensory components. Results As has been reported previously in adults, larger components for standards with longer ISIs were observed for an auditory N1 and the visual occipital P1 and P2 in adults. Remarkably similar effects were observed in children. However, only children showed refractory effects on the amplitude of the visual N1 and P2 measured at anterior sites. Across groups, behavioral accuracy and reaction time were correlated with latencies of auditory N1 and visual P2 across ISI conditions. Conclusions The results establish a normal course of development for auditory and visual ERP refractory period effects across the 6- to 8-year-old age range and indicate similar refractoriness in the neural systems indexed by ERPs in these paradigms in typically developing children and adults. Further, the results suggest that electrophysiological measures and standard behavioral measures may at least in part index similar processing in the present paradigms. Significance These findings provide a foundation for further investigation into atypical development, particularly in those populations for which processing time deficits have been implicated such as children with specific language impairment or dyslexia.

Stimuli designed to selectively elicit motion or color processing were used in a developmental event-related potential study with adults and children aged 6, 7 and 8. A positivity at posterior site INZ (P-INZ) was greater to motion stimuli only in adults. The P1 and N1 were larger to color stimuli in both adults and children, but earlier to motion stimuli only in adults. Finally, the P2 was larger to color stimuli in adults but larger to motion stimuli in children, and earlier to motion stimuli only in children. The findings across components indicate development from middle childhood to adulthood in aspects of both the motion and color processing systems indexed by this paradigm, but are consistent with an hypothesis of a more protracted time course of development for the motion as compared to the color processing system.

Five prime types (unrelated words, pronounceable nonwords, illegal strings of letters, false fonts, or neutral strings of Xs) preceded word and nonword targets in a masked priming study designed to investigate word form processing as indexed by event-related potentials (ERPs). Participants performed a lexical decision task on targets. In the 150-250-ms epoch at fronto-central, central, and temporo-parietal sites ERPs were smallest to targets preceded by words and nonwords, followed by letter strings, false fonts, and finally neutral primes. This refractory pattern sensitive to orthography supports the view that ERPs in the 150-250-ms epoch index activation of neural systems involved in word form processing and suggests that such activation may be graded, being maximal with word-like stimuli and relatively reduced with alphabet-like stimuli. Further, these results from a masked priming paradigm confirm the automatic nature of word form processing.

In a dichotic listening paradigm, event-related potentials (ERPs) were recorded to linguistic and nonlinguistic probe stimuli embedded in 2 different narrative contexts as they were either attended or unattended. In adults, the typical N1 attention effect was observed for both types of probes: Probes superimposed on the attended narrative elicited an enhanced negativity compared to the same probes when unattended. Overall, this sustained attention effect was greater over medial and left lateral sites, but was more posteriorly distributed and of longer duration for linguistic as compared to nonlinguistic probes. In contrast, in 6-to 8-year-old children the ERPs were morphologically dissimilar to those elicited in adults and children displayed a greater positivity to both types of probe stimuli when embedded in the attended as compared to the unattended narrative. Although both adults and children showed attention effects beginning at about 100 msec, only adults displayed left-lateralized attention effects and a distinct, posterior distribution for linguistic probes. These results suggest that the attentional networks indexed by this task continue to develop beyond the age of 8 years.

In a simple auditory rhyming paradigm requiring a button-press response (rhyme/nonrhyme) to the second word (target) of each spoken stimulus pair, both the early (P50, N120, P200, N240) and late (CNV, N400, P300) components of the ERP waveform evidenced considerable change from middle childhood to adulthood. In addition, behavioral accuracy and reaction time improved with increasing age. In contrast, the size, distribution and latency of each of several rhyming effects (including the posterior N400 rhyming effect, a left hemisphere anterior rhyming effect, and early rhyming effects on P50 latency, N120 latency and P200 amplitude) remained constant from age 7 to adulthood. These results indicate that the neurocognitive networks involved in processing auditory rhyme information, as indexed by the present task, are well established and have an adult-like organization at least by the age of 7.

In an investigation of the N400 component, event-related potentials (ERPs) elicited by 4 types of word stimuli (real words, pseudowords, random letter strings, and false fonts) and 3 types of picture stimuli (real pictures, pseudopictures, and picture parts) presented in separate lists were recorded from 10- and 11-year-old children. All types of word stimuli elicited an anteriorly distributed negativity peaking at about 400 msec (antN400). Words and pseudowords elicited similar ERPs, whereas ERPs to letter strings differed from those to both pseudowords and false fonts. All types of picture stimuli elicited dual anterior negativities (N350 and N430). Real pictures and pseudopictures elicited similar ERPs, whereas pseudopictures and picture parts elicited asymmetrical processing. The results are discussed in terms of increased sensitivity to and dependence on context in children.

We employed a visual rhyming priming paradigm to characterize the development of brain systems important for phonological processing in reading. We studied 109 right-handed, native English speakers within eight age groups: 7-8, 9-10, 11-12, 13-14, 15-16, 17-18, 19-20, and 21-23. Participants decided whether two written words (prime-target) rhymed (JUICE-MOOSE) or not (CHAIR-MOOSE). In similar studies of adults, two main event-related potential (ERP) effects have been described: a negative slow wave to primes, larger over anterior regions of the left hemisphere and hypothesized to index rehearsal of the primes, and a negative deflection to targets, peaking at 400-450 msec, maximal over right temporal-parietal regions, larger for nonrhyming than rhyming targets, and hypothesized to index phonological matching. In this study, these two ERP effects were observed in all age groups; however, the two effects showed different developmental timecourses. On the one hand, the frontal asymmetry to primes increased with age; moreover, this asymmetry was correlated with reading and spelling scores, even after controlling for age. On the other hand, the distribution and onset of the more posterior rhyming effect (RE) were stable across age groups, suggesting that phonological matching relied on similar neural systems across these ages. Behaviorally, both reaction times and accuracy improved with age. These results suggest that different aspects of phonological processing rely on different neural systems that have different developmental timecourses.

Previous event-related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete and abstract words, but the nature of these components in relation to concreteness and imagery has been unclear. Here, we separated the effects of word concreteness and task demands on the N400 and N700 in a single word processing paradigm with a within-subjects, between-tasks design and carefully controlled word stimuli. The N400 was larger to concrete words than to abstract words, and larger in the visualization task condition than in the surface task condition, with no interaction. A marked anterior N700 was elicited only by concrete words in the visualization task condition, suggesting that this component indexes imagery. These findings are consistent with a revised or extended dual coding theory according to which concrete words benefit from greater activation in both verbal and imagistic systems.

In groups of 7-year-olds and 11-year-olds, event-related potentials (ERPs) were recorded to briefly presented, masked letter strings that included real word (DARK/PARK), pronounceable pseudoword (DARL/PARL), unpronounceable nonword (RDKA/RPKA), and letter-in-xs (DXXX, PXXX) stimuli in a variant of the Reicher-Wheeler paradigm. Behaviorally, participants decided which of two letters occurred at a given position in each string (here, forced-choice alternatives D and P). Both groups showed evidence of behavioral word (more accurate choices for letters in words than in baseline nonwords or letter-in-xs) and pseudoword (more accurate choices for letters in pseudowords than in baseline nonwords or letter-in-xs) superiority effects. Electrophysiologically, 11-year-olds evidenced superiority effects on P150 and N400 peak amplitude, while 7-year-olds showed effects only on N400 amplitude. These findings suggest that the mechanisms underlying the observed behavioral superiority effects may be lexical in younger children but both sublexical and lexical in older children. These results are consistent with a lengthy developmental time course for automatic sublexical orthographic specialization, extending beyond the age of 11.

In order to compare processing across operations, we recorded event-related potentials (ERPs) elicited by both problems and solutions in addition, subtraction, multiplication, and division conditions in a delayed answer verification task. Amplitudes of an early negativity, P300, and late positive component (LPC) elicited by solutions were sensitive to the correctness of the presented answers within operations and differed across operations only for incorrect solutions. The early negativity resembled an N270 rather than an N400. The amplitude of an N300 elicited by problem presentations also differed across operations. Our results indicate that ERPs are sensitive to differences in processing across arithmetic operations in an answer verification task both during presentation of the problems, when production/retrieval processes occur, and during comparison of incorrect presented solutions with expected solutions.

A variant of the Reicher-Wheeler task was used to determine when in the event-related potential (ERP) waveform indices of word and pseudoword superiority effects might be present, and whether ERP measures of superiority effects correlated with standardized behavioral measures of orthographic fluency and single word reading. ERPs were recorded to briefly presented, masked letter strings that included real words (DARK/PARK), pseudowords (DARL/PARL), nonwords (RDKA/RPKA), and letter-in-xs (DXXX, PXXX) stimuli. Participants decided which of two letters occurred at a given position in the string (here, forced-choice alternatives D and P). Behaviorally, both word (more accurate choices for letters in words than in baseline nonwords or letter-in-xs) and pseudoword (more accurate choices for letters in pseudowords than in baseline conditions) superiority effects were observed. Electrophysiologically, effects of orthographic regularity and familiarity were apparent as early as the P150 time window (100-160 ms), an effect of lexicality was observed as early as the N200 time window (160-200 ms), and peak amplitude of the N300 and N400 also differentiated word and pseudoword as compared to baseline stimuli. Further, the size of the P150 and N400 ERP word superiority effects was related to standardized behavioral measures of fluency and reading. Results suggest that orthographic fluency is reflected in both lower-level, sublexical, perceptual processing and higher-level, lexical processing in fluently reading adults.

Texted English is a hybrid, technology-based language derived from standard English modified to facilitate ease of communication via instant and text messaging. We compared semantic processing of texted and standard English sentences by recording event-related potentials in a classic semantic incongruity paradigm designed to elicit an N400 effect. In participants fluent in both text and standard English, an N400 effect was elicited in both the texted and standard English conditions. The amplitude and distribution of the N400 effect (300-500ms) in the texted and standard English conditions were similar, but the text semantic incongruity effect was characterized by a delayed peak latency and an extended duration into the 500-700ms epoch. This pattern of results replicates previous findings regarding differences in the N400 effect in native and non-native language processing, but for the first time extends the bilingual ERP literature to include the technological phenomenon of texted English.

Previous event-related potential (ERP) research on letter processing has suggested that a P150 reflects low-level, featural processing, whereas a P260 reflects high-level, abstract letter processing. In order to investigate the specificity of these effects, ERPs were recorded in a masked priming paradigm using matching and nonmatching pairs of letters (e.g., g-g, g-j) and false fonts (e.g.,[SYMBOL: SEE TEXT], [SYMBOL: SEE TEXT]). If the P150 priming effect indexes featural processing, there should be no effect of condition on the P150, since the letters and false fonts shared visual features. If the P260 priming effect indexes the processing of abstract letter representations, it should be evident only in the letter condition. As was expected, the P150 priming effect was similar for letters and false fonts; however, the P260 priming effect was also similar between conditions. Thus, the P260 priming effect may not be sensitive to abstract letter processing per se, or such processing may be extremely abstract.

Previous visual event-related potential (ERP) studies using prime-target pairs of word and pseudoword stimuli have reported a robust rhyming effect such that nonrhyming targets elicit a larger N450 than rhyming targets. However, results of similar studies using simpler linguistic stimuli-single letters-are equivocal. We used lowercase and uppercase letter pairs in a simple ERP prime-target rhyming paradigm to further investigate whether single letters could elicit the typical rhyming effect and, if so, whether the rhyming effect was sensitive to physical orthography (which differed between the case conditions). The typical N450 rhyming effect was observed in both the lowercase and uppercase letter pair conditions, with similar amplitude and latency between conditions. This pattern of results suggests that the N450 rhyming effect is not sensitive to physical (case) orthography and likely primarily indexes phonological processing related to the rhyme task.

In a simple prime–target auditory rhyming event-related potential (ERP) paradigm with adults and 6-, 7-, and 8-year-old children, nonword stimuli (e.g., nin–rin, ked–voo) were used to investigate neurocognitive systems involved in rhyming and their development across the early school years. Even absent semantic content, the typical CNV to primes and late rhyming effect (RE) to targets were evident in all age groups. The RE consisted of a more negative response to nonrhyming targets as compared to rhyming targets over posterior sites, with a reversal of this pattern at lateral anterior sites. The hypothesis that the CNV indexes phonological memory processes was not well supported by correlation analyses conducted with the ERP measures and scores on standardized behavioral tests. However, the onset of the rhyming effect was later in those scoring lower on phonological awareness measures.

In an event-related potentials study of brain-behavior relations during learning-to-read, girls in first grade viewed known words, unknown words, difficult words, and nonwords presented in list form. Participants were divided into low-ability and high-ability reading groups based on standardized test scores. During the 300- to 600-ms epoch, low-ability readers lacked a substantial N400 while high-ability readers evidenced a large, widely distributed negativity to all word types. During the 600- to 1,000-ms epoch, high-ability readers showed effects of repetition while low-ability readers did not. The findings indicate a less selective neurocognitive word-processing system in children as compared to adults and suggest that the N400 may serve as an oblique index of the automaticity of lower level processing.