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Testing language abilities is common in the context of migration. It has been observed that approximately 6.2 million adults in Germany are low literate and that approximately 47% of this group does not have German as their L1. Similar findings have been reported for other modern Western societies with compulsory schooling and a well-developed educational system. However, in most testing situations no exemptions are granted for low literate learners and the same tests are used irrespective of the level of reading proficiency. In this review we focus on brain imaging research showing that reading-related neural networks in the brain differ between (L1) low literate adults and adults with normal reading abilities. We argue that these differences in functional brain anatomy influence cognition in general and should form the basis for changes in the practice of granting exemptions in language testing involving low literate adults. Possible consequences for language assessment for different purposes are discussed. Furthermore, the reported influence of literacy on functional brain organization should be considered for decisions in the context of granting exemptions for low literates in language assessment.

Abstract Background Detecting malingering or exaggeration of impairments in brain function after traumatic brain injury is of increasing importance in neuropsychological assessment. Lawyers involved in brain injury litigation cases routinely coach their clients how to approach neuropsychological testing to their advantage. Thus, it is important to know how robust assessment methods are with respect to symptom malingering or exaggeration. Methods The influence of different coaching methods on the simulated malingering of memory impairments is investigated in neurologically healthy participants using the Short-Term-Memory Test from the Bremer Symptom-Validierung (STM-BSV). Cut-offs were derived from patients with mild to severe traumatic brain injury. For comparison purposes, the German adaptation of the Rey Auditory Verbal Learning Test (AVLT), and the Rey 15 Items Test (FIT) were additionally administered. Four groups of neurologically healthy subjects were instructed to (1) perform as best as they can, (2) simulate brain injury, (3) simulate brain injury and received additional information about the sequelae of head trauma, (4) simulate brain injury and received additional information on how to avoid detection. Furthermore, a group of patients with mild to severe closed head injury performed the tests with best effort. Results The naïve simulator and the symptom coached groups were the easiest to detect, whereas the symptom plus test coached group was the hardest to detect. The AVLT and the FIT were not suited to detect simulators (sensitivities from 0% to 50.8% at 75% specificity) whereas the STM-BSV detected simulators with 67% – 88% sensitivity at a specificity of 73%. However, the STM-BSV was not robust to coaching. Conclusion The present investigation shows that symptom validity testing as implemented in the BSV-STM is one clinically useful element in the detection of memory malingering. However, clinicians have to be aware that coaching influences performance in the test.

Abstract Background The use of self-generated and externally provided information in performance monitoring is reflected by the appearance of error-related and feedback-related negativities (ERN and FRN), respectively. Several authors proposed that ERN and FRN are supported by similar neural mechanisms residing in the anterior cingulate cortex (ACC) and the mesolimbic dopaminergic system. The present study is aimed to test the functional relationship between ERN and FRN. Using an Eriksen-Flanker task with a moving response deadline we tested 17 young healthy subjects. Subjects received feedback with respect to their response accuracy and response speed. To fulfill both requirements of the task, they had to press the correct button and had to respond in time to give a valid response. Results When performance monitoring based on self-generated information was sufficient to detect a criterion violation an ERN was released, while the subsequent feedback became redundant and therefore failed to trigger an FRN. In contrast, an FRN was released if the feedback contained information which was not available before and action monitoring processes based on self-generated information failed to detect an error. Conclusion The described pattern of results indicates a functional interrelationship of response and feedback related negativities in performance monitoring.

Abstract Background The present study used event-related brain potentials to investigate semantic, phonological and syntactic processes in adult German dyslexic and normal readers in a word reading task. Pairs of German words were presented one word at a time. Subjects had to perform a semantic judgment task (house – window; are they semantically related?), a rhyme judgment task (house – mouse; do they rhyme?) and a gender judgment task (das – Haus [the – house]; is the gender correct? [in German, house has a neutral gender: das Haus]). Results Normal readers responded faster compared to dyslexic readers in all three tasks. Onset latencies of the N400 component were delayed in dyslexic readers in the rhyme judgment and in the gender judgment task, but not in the semantic judgment task. N400 and the anterior negativity peak amplitudes did not differ between the two groups. However, the N400 persisted longer in the dyslexic group in the rhyme judgment and in the semantic judgment tasks. Conclusion These findings indicate that dyslexics are phonologically impaired (delayed N400 in the rhyme judgment task) but that they also have difficulties in other, non-phonological aspects of reading (longer response times, longer persistence of the N400). Specifically, semantic and syntactic integration seem to require more effort for dyslexic readers and take longer irrespective of the reading task that has to be performed.

Abstract Background Previous research has demonstrated a relationship between memory recall and P300 amplitude in list learning tasks, but the variables mediating this P300-recall relationship are not well understood. In the present study, subjects were required to recall items from lists consisting of 12 words, which were presented in front of pictures taken from the IAPS collection. One word per list is made distinct either by font color or by a highly arousing background IAPS picture. This isolation procedure was first used by von Restorff. Brain potentials were recorded during list presentation. Results Recall performance was enhanced for color but not for emotional isolates. Event-related brain potentials (ERP) showed a more positive P300-component for recalled non-isolated words and color-isolated words, compared to the respective non-remembered words, but not for words isolated by arousing background. Conclusion Our findings indicate that it is crucial to take emotional mediator variables into account, when using the P300 to predict later recall. Highly arousing environments might force the cognitive system to interrupt rehearsal processes in working memory, which might benefit transfer into other, more stable memory systems. The impact of attention-capturing properties of arousing background stimuli is also discussed.

The present experiment was designed to enhance our understanding of how response effects with varying amounts of useful information influence implicit sequence learning. We recorded event-related brain potentials, while participants performed a modified version of the serial reaction time task (SRTT). In this task, participants have to press one of four keys corresponding to four letters on a computer screen. Unknown to participants, in some parts of the experimental blocks, the stimuli appear in a repetitive (structured) deterministic sequence, whereas in other parts, stimuli were determined randomly. Four groups of participants differing in the presentation of tones after each response performed the SRTT. In the no tone group, no tones were presented after a response. The other three groups differed with respect to the melody generated by the key presses: in the unmelodic group, one out of four different tones was chosen randomly and presented immediately after a response. In the consistent melody group, the press of a response key always resulted in the production of the same tone, resulting in a repetitive melody during structured parts of the sequence (consistent redundant effect). In the inconsistent melody group, the “melody” produced in the sequenced parts of the blocks was identical to the consistent melody group, but the same response could produce two different tones depending on the actual position in the stimulus sequence. Thus, during structured sequences, subjects heard the same melody as in the consistent melody group, but every key press could be followed by one out of two different tones. To disentangle effects of sequence awareness from our experimental manipulations, all analyses were restricted to implicit learners. All four groups showed sequence learning, but to a different degree: in general, every kind of tone improved sequence learning relative to the no tone group. However, unmelodic tones were less beneficial for learning than tones forming a melody. Tones mapped consistently to response keys improved learning faster than tones producing the same melody, but not mapped consistently to keys. However, at the end of the learning phase, the two melody groups did not differ in the amount of sequence learning. The error-related negativity (ERN) increased with sequence learning (larger ERN at the end of the experiment for trials following the sequence compared to random trials) and this effect was more pronounced for the groups that showed more learning. These findings indicate that response effects containing useful information foster sequence learning even if the same response can produce different effects. Furthermore, we replicated earlier results showing that the importance of an error with respect to the task at hand modulates the activity of the human performance monitoring system. [ABSTRACT FROM AUTHOR]