Titre :

Does learning to read affect naming skills? Insights from ERPs during letter and picture naming tasks

Auteur(s) :

Cohen, Marjolaine [Auteur]
Université de Genève = University of Geneva [UNIGE]
Mahe, Gwendoline [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Zesiger, Pascal [Auteur]
Université de Genève = University of Geneva [UNIGE]
Laganaro, Marina [Auteur]
Université de Genève = University of Geneva [UNIGE]

Titre de la revue :

Neuropsychologia

Nom court de la revue :

Neuropsychologia

Numéro :

157

Pagination :

107861

Éditeur :

Elsevier BV

Date de publication :

2021-07

ISSN :

0028-3932

Mot(s)-clé(s) en anglais :

Naming
Reading acquisition
ERP
Children

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

Numerous studies report that poor readers display low performance in naming tasks. However, very few studies have investigated the development of naming skills along with the development of reading fluency and its variability ...
Lire la suite >Numerous studies report that poor readers display low performance in naming tasks. However, very few studies have investigated the development of naming skills along with the development of reading fluency and its variability in typically developing children. In this study, we used electro-encephalographic (EEG) recordings acquired during letter and picture naming tasks to investigate how naming skills develop and, possibly, interact with age and reading level variations. Ninety-three children aged 7–12 years named letters and pictures under an EEG recording, and their reading performance was assessed. ERP results on amplitudes show that age and reading level have similar effects on the entire letter naming time-course. By contrast, age and reading level have different effects on the picture naming time-course, with a specific effect of reading level on the N1 time-interval, associated with visuo-conceptual processing and an effect of both age and reading on later time-windows. On the microstate analysis, age remains the only predictor of the variance in global electric field at scalp for both letter and picture naming indicating that reading skill is not related to a modulation of the mental processes underlying naming.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2022-05-06T13:55:36Z
2022-05-13T12:25:27Z
2022-05-25T09:18:06Z