Brain Electrical Signatures of the Novel Word Lexicalization
Keywords:
reading, novel word lexicalization, ERP methodology, N400, LPC
Abstract
There is currently an increasing interest in the acquisition of reading fluency. This is characterized as automated reading with higher rates of speed and accuracy that enables the reader to carry out processes of higher-level comprehension. A key factor in reading fluency is the establishment of word representations in the reader’s lexicon, which allow the direct visual recognition of words. It is widely accepted that a repeated visual exposure to novel words is needed to construct these mental representations. However, the nature of memory traces reached after this training is a question hotly debated in behavioral literature. While some authors argue that a simple visual training enables the formation of lexical traces for novel words, others argue that a training not only in orthographic but also in other word features (such as phonology or meaning) is required for the acquisition of high quality lexical representations. The use of more suitable measures for exploring the brain response during this process could contribute to solve this question. In this sense, the ERP approach emerges as a powerful tool to study the neurophysiological mechanisms underlying the acquisition of the lexical reading, and particularly the training conditions under which the formation of high quality lexical representations is possible. In this paper, the main contributions from the ERP literature to the understanding of the novel word lexicalization are reviewed.
Downloads
Download data is not yet available.
References
1. Bakker, I., Takashima, A., van Hell, J. G., Janzen, G., & McQueen, J. M. (2015). Tracking lexical consolidation with ERPs: Lexical and semantic-priming effects on N400 and LPC responses to newlylearned words. Neuropsychologia, 79, 33-41.
2. Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.
3. Batterink, L., & Neville, H. (2011). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience, 23(11), 3181-3196. https://doi.org/10.1162/jocn_a_00013
4. Bermúdez-Margaretto, B., Beltrán, D., DomRnguez, A., & Cuetos, F. (2015). Repeated exposure to “meaningless” pseudowords modulates LPC, but not N (FN) 400. Brain Topography, 28(6), 838-851.
5. Borovsky, A., Elman, J. L., & Kutas, M. (2012). Once is enough: N400 indexes semantic integration of novel word meanings from a single exposure in context. Language Learning and Development, 8(3), 278-302.
6. Borovsky, A., Kutas, M., & Elman, J. (2010). Learning to use words: Event-related potentials index single-shot contextual word learning. Cognition, 116(2), 289-296.
7. Bowers, J. S., Davis, C. J., & Hanley, D. A. (2005). Interfering neighbours: The impact of novel word learning on the identification of visually similar words. Cognition, 97(3), B45-B54.
8. Breitenstein, C., Zwitserlood, P., de Vries, M. H., Feldhues, C., Knecht, S., & Dobel, C. (2007). Five days versus a lifetime: Intense associative vocabulary training generates lexically integrated words. Restorative Neurology and Neuroscience, 25(5, 6), 493-500.
9. Clay, F., Bowers, J. S., Davis, C. J., & Hanley, D. A. (2007). Teaching adults new words: the role of practice and consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 970.
10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204.
11. Dobel, C., Junghöfer, M., Breitenstein, C., Klauke, B., Knecht, S., Pantev, C., & Zwitserlood, P. (2009). New names for known things: On the association of novel word forms with existing semantic information. Journal of Cognitive Neuroscience, 22(6), 1251-1261. https://doi.org/10.1162/jocn.2009.21297
12. Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3.
13. Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology, 35(4), 376-403. https://doi.org/10.1080/87565641.2010.480915
14. Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event related brain potential (ERP). Annual Review of Psychology, 62, 621-647. https://doi.org/10.1146/annurev.psych.093008.131123
15. Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish. The Quarterly Journal of Experimental Psychology, 70(10), 2105-2129.
16. Kwok, R. K. W., & Ellis, A. W. (2015). Visual word learning in skilled readers of English. The Quarterly Journal of Experimental Psychology, 68(2), 326-349.
17. Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive Psychology, 55(4), 306-353.
18. Maloney, E., Risko, E. F., O’Malley, S., & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. The Quarterly Journal of Experimental Psychology, 62(5), 858-867. https://doi.org/10.1080/17470210802578385
19. McLaughlin, J., Osterhout, L., & Kim, A. (2004). Neural correlates of second-language word learning: Minimal instruction produces rapid change. Nature Neuroscience, 7(7), 703-704.
20. Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
21. Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
22. Michel, C. M., Murray, M. M., Lantz, G., Gonzalez, S., Spinelli, L., & de Peralta, R. G. (2004). EEG source imaging. Clinical Neurophysiology, 115(10), 2195-2222.
23. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
24. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
25. Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1281-1292. https://doi.org/10.1037/0278-7393.31.6.1281
26. Picton, T., & Hillyard, S. (1988). Endogenous component of the event-related brain potential. In T.Picton (Ed.), Human event-related potentials: EEG handbook (pp. 361-426). Amsterdam: Elsevier.
27. Qiao, X., & Forster, K. I. (2013). Novel word lexicalization and the prime lexicality effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1064.
28. Qiao, X., Forster, K., & Witzel, N. (2009). Is banara really a word? Cognition, 113(2), 254-257.
29. Rugg, M. D., & Curran, T. (2007). Event-related potentials and recognition memory. Trends in Cognitive Sciences, 11(6), 251-257. https://doi.org/10.1016/j.tics.2007.04.004
30. Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151-218. https://doi.org/10.1016/0010-0277(94)00645-2
31. Stein, M., Dierks, T., Brandeis, D., Wirth, M., Strik, W., & König, T. (2006). Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning. NeuroImage, 33(2), 774-783.
32. Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F.(2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292-311.
33. Tamura, N., Castles, A., & Nation, K. (2017). Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition, 163, 93-102.
2. Balass, M., Nelson, J. R., & Perfetti, C. A. (2010). Word learning: An ERP investigation of word experience effects on recognition and word processing. Contemporary Educational Psychology, 35(2), 126-140.
3. Batterink, L., & Neville, H. (2011). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience, 23(11), 3181-3196. https://doi.org/10.1162/jocn_a_00013
4. Bermúdez-Margaretto, B., Beltrán, D., DomRnguez, A., & Cuetos, F. (2015). Repeated exposure to “meaningless” pseudowords modulates LPC, but not N (FN) 400. Brain Topography, 28(6), 838-851.
5. Borovsky, A., Elman, J. L., & Kutas, M. (2012). Once is enough: N400 indexes semantic integration of novel word meanings from a single exposure in context. Language Learning and Development, 8(3), 278-302.
6. Borovsky, A., Kutas, M., & Elman, J. (2010). Learning to use words: Event-related potentials index single-shot contextual word learning. Cognition, 116(2), 289-296.
7. Bowers, J. S., Davis, C. J., & Hanley, D. A. (2005). Interfering neighbours: The impact of novel word learning on the identification of visually similar words. Cognition, 97(3), B45-B54.
8. Breitenstein, C., Zwitserlood, P., de Vries, M. H., Feldhues, C., Knecht, S., & Dobel, C. (2007). Five days versus a lifetime: Intense associative vocabulary training generates lexically integrated words. Restorative Neurology and Neuroscience, 25(5, 6), 493-500.
9. Clay, F., Bowers, J. S., Davis, C. J., & Hanley, D. A. (2007). Teaching adults new words: the role of practice and consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 970.
10. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204.
11. Dobel, C., Junghöfer, M., Breitenstein, C., Klauke, B., Knecht, S., Pantev, C., & Zwitserlood, P. (2009). New names for known things: On the association of novel word forms with existing semantic information. Journal of Cognitive Neuroscience, 22(6), 1251-1261. https://doi.org/10.1162/jocn.2009.21297
12. Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3.
13. Frishkoff, G. A., Perfetti, C. A., & Collins-Thompson, K. (2010). Lexical quality in the brain: ERP evidence for robust word learning from context. Developmental Neuropsychology, 35(4), 376-403. https://doi.org/10.1080/87565641.2010.480915
14. Kutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event related brain potential (ERP). Annual Review of Psychology, 62, 621-647. https://doi.org/10.1146/annurev.psych.093008.131123
15. Kwok, R. K. W., Cuetos, F., Avdyli, R., & Ellis, A. W. (2017). Reading and lexicalization in opaque and transparent orthographies: Word naming and word learning in English and Spanish. The Quarterly Journal of Experimental Psychology, 70(10), 2105-2129.
16. Kwok, R. K. W., & Ellis, A. W. (2015). Visual word learning in skilled readers of English. The Quarterly Journal of Experimental Psychology, 68(2), 326-349.
17. Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive Psychology, 55(4), 306-353.
18. Maloney, E., Risko, E. F., O’Malley, S., & Besner, D. (2009). Tracking the transition from sublexical to lexical processing: On the creation of orthographic and phonological lexical representations. The Quarterly Journal of Experimental Psychology, 62(5), 858-867. https://doi.org/10.1080/17470210802578385
19. McLaughlin, J., Osterhout, L., & Kim, A. (2004). Neural correlates of second-language word learning: Minimal instruction produces rapid change. Nature Neuroscience, 7(7), 703-704.
20. Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17(8), 1858-1866.
21. Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
22. Michel, C. M., Murray, M. M., Lantz, G., Gonzalez, S., Spinelli, L., & de Peralta, R. G. (2004). EEG source imaging. Clinical Neurophysiology, 115(10), 2195-2222.
23. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
24. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of Functional Literacy, 11, 67-86.
25. Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1281-1292. https://doi.org/10.1037/0278-7393.31.6.1281
26. Picton, T., & Hillyard, S. (1988). Endogenous component of the event-related brain potential. In T.Picton (Ed.), Human event-related potentials: EEG handbook (pp. 361-426). Amsterdam: Elsevier.
27. Qiao, X., & Forster, K. I. (2013). Novel word lexicalization and the prime lexicality effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1064.
28. Qiao, X., Forster, K., & Witzel, N. (2009). Is banara really a word? Cognition, 113(2), 254-257.
29. Rugg, M. D., & Curran, T. (2007). Event-related potentials and recognition memory. Trends in Cognitive Sciences, 11(6), 251-257. https://doi.org/10.1016/j.tics.2007.04.004
30. Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151-218. https://doi.org/10.1016/0010-0277(94)00645-2
31. Stein, M., Dierks, T., Brandeis, D., Wirth, M., Strik, W., & König, T. (2006). Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning. NeuroImage, 33(2), 774-783.
32. Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F.(2016). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292-311.
33. Tamura, N., Castles, A., & Nation, K. (2017). Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers. Cognition, 163, 93-102.
Published
2018-11-05
How to Cite
Бермудес-МаргареттоБ., БелтранД., КуэтосФ., & ДомингесА. (2018). Brain Electrical Signatures of the Novel Word Lexicalization. Psychology. Journal of the Higher School of Economics, 15(2), 246-256. https://doi.org/10.17323/1813-8918-2018-2-246-256
Issue
Section
Neurocognitive Aspects of Language Function and Use
