An Initial Investigation of the Neural Correlates of Word Processing in Preschoolers With Specific Language Impairment.
An Initial Investigation of the Neural Correlates of Word Processing in Preschoolers With Specific Language Impairment.
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对具有特定语言障碍的学龄前儿童文字处理的神经相关性的初步调查。
DOI：
10.1044/2017_jslhr-l-17-0249
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Weber,Christine
中科院分区：
文献类型：
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作者：
Haebig,Eileen;Leonard,Laurence;Usler,Evan;Deevy,Patricia;Weber,Christine
目的以往的行为研究发现，特殊语言障碍儿童的词汇语义能力存在缺陷，包括词汇知识的深度和广度下降。本研究探讨了学龄前特殊语言障碍儿童早期出现熟悉字处理的神经相关因素及其典型发展。方法15名发育正常的学龄前儿童和15名患有特殊语言障碍的学龄前儿童在短暂的延迟后，先给他们看符合或不符合的听觉标签。事件相关的脑电位被时间锁定在听觉标签的开始。孩子们用语言判断标签是否与图片相符。结果在图片与标签匹配或不匹配的识别准确度上，组间差异无统计学意义。事件相关的脑电位数据显示，不匹配试验在两组中都诱发了强大的N400，在平均振幅和峰值潜伏期上没有组间差异。然而，典型发展组表现出更强大的晚期积极成分，由错配试验引起。结论这些初步研究结果表明，当高度熟悉的词语被孤立呈现时，早期习得词语的词汇-语义获取在特殊语言障碍学龄前儿童和正常发育儿童之间没有显著差异。然而，典型的发展组表现出更成熟的词汇后再分析和整合的轮廓，以新兴的晚期积极成分为索引。这些发现为更好地理解特殊语言障碍儿童对新学单词的处理奠定了必要的基础。
PurposePrevious behavioral studies have found deficits in lexical–semantic abilities in children with specific language impairment (SLI), including reduced depth and breadth of word knowledge. This study explored the neural correlates of early emerging familiar word processing in preschoolers with SLI and typical development.MethodFifteen preschoolers with typical development and 15 preschoolers with SLI were presented with pictures followed after a brief delay by an auditory label that did or did not match. Event-related brain potentials were time locked to the onset of the auditory labels. Children provided verbal judgments of whether the label matched the picture.ResultsThere were no group differences in the accuracy of identifying when pictures and labels matched or mismatched. Event-related brain potential data revealed that mismatch trials elicited a robust N400 in both groups, with no group differences in mean amplitude or peak latency. However, the typically developing group demonstrated a more robust late positive component, elicited by mismatch trials.ConclusionsThese initial findings indicate that lexical–semantic access of early acquired words, indexed by the N400, does not differ between preschoolers with SLI and typical development when highly familiar words are presented in isolation. However, the typically developing group demonstrated a more mature profile of postlexical reanalysis and integration, indexed by an emerging late positive component. The findings lay the necessary groundwork for better understanding processing of newly learned words in children with SLI.