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We introduce here the word-by-word paradigm, a dynamic setting, in which two people take turns in producing a single sentence. This task requires a high degree of coordination between the partners and the simplicity of the task allows us to study with sufficient experimental control behavioral and neural processes that underlie this controlled interaction. For this study, 13 pairs of individuals engaged in a scripted word-by-word interaction, while we recorded the neural activity of both participants simultaneously using wireless EEG. To study expectation building, different semantic contexts were primed for each participant. Semantically unexpected continuations were introduced in 25% of all sentences. In line with the hypothesis, we observed amplitude differences for the P200-N400-P600 ERPs for unexpected compared to expected words. Moreover, we could successfully assess speech and reaction times. Our results show that it is possible to measure ERPs and RTs to semantically unexpected words in a dyadic interactive scenario.
This article was published in the following journal.
Name: PloS one
Word length is one of the main determinants of eye movements during reading and has been shown to influence slow readers more strongly than typical readers. The influence of word length on reading in ...
Reading causes widespread changes in the brain, but its effect on visual word representations is unknown. Learning to read may facilitate visual processing by forming specialized detectors for longer ...
The cerebellar deficit hypothesis of dyslexia posits that dysfunction of the cerebellum is the underlying cause for reading difficulties observed in this common learning disability. The present study ...
We select three word segmentation models with psycholinguistic foundations - transitional probabilities, the diphone-based segmenter, and PUDDLE - which track phoneme co-occurrence and positional freq...
Purpose Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills-includ...
This study will investigate the use of repetitive transcranial magnetic stimulation (rTMS), a non-invasive brain stimulation method, to improve word-finding abilities in Veterans and non-V...
Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a prim...
Aphasia is a loss of language due to stroke or other brain injury. Word-finding in conversation is a universal and persistent difficulty in aphasia. While several techniques exist to impro...
In this study the investigators are examining the effectiveness of two different speech therapy protocols for word retrieval impairments experienced by individuals with stroke-induced apha...
The purpose of this investigation is to further develop and test a treatment for word-finding problems in aphasia. The treatment is designed to strengthen meaning associations within categ...
Learning in which the subject must respond with one word or syllable when presented with another word or syllable.
Polyphenolic compounds with molecular weights of around 500-3000 daltons and containing enough hydroxyl groups (1-2 per 100 MW) for effective cross linking of other compounds (ASTRINGENTS). The two main types are HYDROLYZABLE TANNINS and CONDENSED TANNINS. Historically, the term has applied to many compounds and plant extracts able to render skin COLLAGEN impervious to degradation. The word tannin derives from the Celtic word for OAK TREE which was used for leather processing.
Use of word stimulus to strengthen a response during learning.
Text editing and storage functions using computer software.
A disturbance in the normal fluency and time patterning of speech that is inappropriate for the individual's age. This disturbance is characterized by frequent repetitions or prolongations of sounds or syllables. Various other types of speech dysfluencies may also be involved including interjections, broken words, audible or silent blocking, circumlocutions, words produced with an excess of physical tension, and monosyllabic whole word repetitions. Stuttering may occur as a developmental condition in childhood or as an acquired disorder which may be associated with BRAIN INFARCTIONS and other BRAIN DISEASES. (From DSM-IV, 1994)