Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 349-360 |
| Seitenumfang | 12 |
| Fachzeitschrift | NEUROSCIENCE |
| Jahrgang | 358 |
| Frühes Online-Datum | 8 Juli 2017 |
| Publikationsstatus | Veröffentlicht - 1 Sept. 2017 |
Abstract
To study the development of orthographic sensitivity during elementary school, we recorded event-related brain potentials (ERPs) from 2nd and 4th grade children who were exposed to line drawing of object or animals upon which the correctly or incorrectly spelled name was superimposed. Stimulus-locked ERPs showed a modulation of a frontocentral negativity between 200 and 500 ms which was larger for the 4th grade children but did not show an effect of correctness of spelling. This effect was followed by a pronounced positive shift which was only seen in the 4th grade children and which showed a modulation of spelling correctness. This effect can be seen as an electrophysiological correlate of orthographic sensitivity and replicates earlier findings in adults. Moreover, response-locked ERPs triggered to the children's button presses indicating orthographic (in)-correctness showed a succession of waves including the frontocentral error-related negativity and a subsequent negativity with a more posterior distribution. This latter negativity was generally larger for the 4th grade children. Only for the 4th grade children, this negativity was smaller for the false alarm trials suggesting a conscious registration of the error in these children.
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in: NEUROSCIENCE, Jahrgang 358, 01.09.2017, S. 349-360.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Development of sensitivity to orthographic errors in children
T2 - An event-related potential study
AU - Heldmann, Marcus
AU - Puppe, Svetlana
AU - Effenberg, Alfred O.
AU - Münte, Thomas F.
N1 - Publisher Copyright: © 2017 IBRO Copyright: Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - To study the development of orthographic sensitivity during elementary school, we recorded event-related brain potentials (ERPs) from 2nd and 4th grade children who were exposed to line drawing of object or animals upon which the correctly or incorrectly spelled name was superimposed. Stimulus-locked ERPs showed a modulation of a frontocentral negativity between 200 and 500 ms which was larger for the 4th grade children but did not show an effect of correctness of spelling. This effect was followed by a pronounced positive shift which was only seen in the 4th grade children and which showed a modulation of spelling correctness. This effect can be seen as an electrophysiological correlate of orthographic sensitivity and replicates earlier findings in adults. Moreover, response-locked ERPs triggered to the children's button presses indicating orthographic (in)-correctness showed a succession of waves including the frontocentral error-related negativity and a subsequent negativity with a more posterior distribution. This latter negativity was generally larger for the 4th grade children. Only for the 4th grade children, this negativity was smaller for the false alarm trials suggesting a conscious registration of the error in these children.
AB - To study the development of orthographic sensitivity during elementary school, we recorded event-related brain potentials (ERPs) from 2nd and 4th grade children who were exposed to line drawing of object or animals upon which the correctly or incorrectly spelled name was superimposed. Stimulus-locked ERPs showed a modulation of a frontocentral negativity between 200 and 500 ms which was larger for the 4th grade children but did not show an effect of correctness of spelling. This effect was followed by a pronounced positive shift which was only seen in the 4th grade children and which showed a modulation of spelling correctness. This effect can be seen as an electrophysiological correlate of orthographic sensitivity and replicates earlier findings in adults. Moreover, response-locked ERPs triggered to the children's button presses indicating orthographic (in)-correctness showed a succession of waves including the frontocentral error-related negativity and a subsequent negativity with a more posterior distribution. This latter negativity was generally larger for the 4th grade children. Only for the 4th grade children, this negativity was smaller for the false alarm trials suggesting a conscious registration of the error in these children.
KW - dyslexia
KW - errors
KW - event-related potentials
KW - orthography
UR - http://www.scopus.com/inward/record.url?scp=85025470831&partnerID=8YFLogxK
U2 - 10.1016/j.neuroscience.2017.07.002
DO - 10.1016/j.neuroscience.2017.07.002
M3 - Article
C2 - 28694173
AN - SCOPUS:85025470831
VL - 358
SP - 349
EP - 360
JO - NEUROSCIENCE
JF - NEUROSCIENCE
SN - 0306-4522
ER -