Development of Word-Level Reading and the N400 Component of the ERP

词级阅读和 ERP 的 N400 组件的开发

• 批准号: 7895344
• 负责人: Donna J Coch
• 金额: $ 7.9万
• 依托单位: DARTMOUTH COLLEGE
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-04-01 至 2012-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7895344
• 关键词: Adult; American; Basic Science; Beds; Behavioral; Brain; Child; Comprehension; Data; Development; Educational Curriculum; Educational process of instructing; Event-Related Potentials; Failure; Frequencies; Government; Investigation; Knowledge; Lead; Learning; Legal; Letters; Linguistics; Measures; Neurocognitive; Orthography; Pattern; Process; Public Health; Reader; Reading; Reading Disabilities; Research; Risk; Schools; Scientific Advances and Accomplishments; Semantics; Stimulus; Students; System; Teaching Method; Testing; Time; Word Processing; behavior measurement; brain behavior; design; elementary school; fourth grade; indexing; insight; phonology; programs; public health relevance; relating to nervous system; remediation; response; skills; statistics

DESCRIPTION (provided by applicant): According to U.S. Government statistics, only about one-third of American fourth-graders are reading at a proficient level. Fourth grade is a pivotal year in elementary school as the curriculum typically requires students to shift from learning the basics of how to read to using established reading skills in an adult-like manner, to gain and build new knowledge. Behavioral data suggest that context-free recognition of simple, high frequency words is automatic by the fourth grade in typically developing readers but neural data are scarce. The proposed research with groups of third-, fourth-, and fifth-graders uses both standardized behavioral measures of various reading skills (orthographic, phonological, semantic, and comprehension) and a measure of neural word processing, the N400 component of the event-related potential (ERP) waveform. In previous studies with adults, the N400 has been shown to index both lexicosemantic and higher-level aspects of word processing. Here, the N400 will be recorded to simple real words (e.g., bed), pseudowords (e.g., bem), nonpronounceable letter strings (e.g., mbe), and strings of letter-like stimuli (e.g., BEM) presented in list form. It is predicted that only orthographically and phonologically legal stimuli (words and pseudowords) will elicit an N400 in older children/better readers, while all types of stimuli may elicit an N400 in younger children/poorer readers who have not yet automatized lower-level processes related to reading; consistent with this, correlations between the brain and behavioral measures are predicted to change over developmental time. This pattern of findings would indicate a neurocognitive word processing system that is more open to linguistic possibility and less selective in processing strings as word candidates in younger children/poorer readers, showing that some children in late elementary school indeed may not yet be processing word and word-like stimuli similarly to adults. Such insights might have implications for teaching and learning in the classroom, particularly for the many children at risk and struggling to read in late elementary school. In a broad, long-term view, such investigations of word-level processing using both neural and behavioral measures in children and adults will provide converging and constraining evidence that will lead to a better, multilevel understanding of the development of word processing systems that are at the core of reading skills. PUBLIC HEALTH RELEVANCE: Children who are poor readers are at risk for disengagement from school and eventual school failure, leading to other public health risks. Basic research that investigates the development of word reading skills in terms of both brain and behavior, as proposed here, can lead to a better understanding of the developmental course of reading skills. Such scientific advances in understanding can eventually be used in the classroom for better teaching and learning, and for design of remediation programs for poor readers.

描述（由申请人提供）：根据美国政府的统计数据，只有大约三分之一的美国四年级学生正在熟练地阅读。四年级是小学关键的一年，因为课程通常要求学生从学习如何阅读的基础知识转变为以成人式的方式使用既定的阅读技能，以获得和建立新的知识。行为数据表明，在典型开发的读者中，四年级的简单高频识别是自动的，但神经数据很少。提议的研究与三年级，五年级和五年级学生一起使用了各种阅读技能（正交，语音，语义和理解）的标准化行为度量，以及对事件相关电位（ERP）波形的N400组成部分的神经文字处理度量的度量。在先前对成年人的研究中，已显示N400索引了文字处理的词典语义和高级方面。在这里，N400将记录到简单的真实单词（例如，床），伪单词（例如，BEM），不可发出的字母字符串（例如MBE）和字母式刺激（例如BEM）的字符串，以列表形式呈现。据预测，只有在拼字和语音方面的法律刺激（单词和伪造）会引起年龄较大的孩子/更好的读者的N400，而所有类型的刺激可能会引起年幼的儿童/较贫穷的读者的N400，这些读者尚未自动化与阅读相关的低级过程；与此相一致，预计大脑和行为度量之间的相关性会在发育时间内发生变化。这种发现的模式将表明一种神经认知文字处理系统，该系统对语言的可能性更开放，并且在处理字符串方面的选择性更少，因为年龄较小的儿童/较贫穷的读者中的单词候选人，表明后期小学的某些孩子确实尚未处理与成人相似的单词和单词样刺激。这样的见解可能对课堂上的教学有影响，特别是对于许多有风险的孩子和努力阅读的孩子。从广义的长期角度来看，对儿童和成人中使用神经和行为措施进行单词级处理的研究将提供融合和限制的证据，这将导致对阅读技能核心的文字处理系统发展的更好，多层次的了解。 公共卫生相关性：贫穷的读者的儿童有脱离学校和最终学校失败的风险，导致其他公共卫生风险。如这里提出的那样，研究了大脑和行为方面的单词阅读技能发展的基础研究可能会更好地理解阅读技能的发展过程。这种科学的理解进步最终可以在课堂上用于更好的教学，并为贫穷读者设计补救计划。