ABSTRACT

The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect

摘要

本研究调查了有或没有阅读困难的小学生的事件相关电位（ERP）和阅读语言技能。典型发育中的儿童表现出 N400 效应，其特征是非单词引起的 N400 幅度明显大于真实单词引起的 N400 幅度。N400 显示的它们的意义处理在词汇方面存在系统性的差异。另一方面，有阅读困难的儿童不存在 N400 效应。我们对 N1 和晚期阳性成分进行了探索性分析。此外，还研究了 ERP 和阅读语言技能之间的关系；视觉词效率和音素解码效率在 N400 效应中造成显着差异