Who Did What and When? Using Word- and Clause-Level ERPs to Monitor Working Memory Usage in Reading

Datos Bibliográficos

ID23345920
AutoresJonathan King (0000-0001-9086-5929, University of California San Diego), Jonathan W King (University of California San Diego), Marta Kutas (0000-0002-3689-5825, University of California San Diego)
Año1995
Volumen7
Número3
Páginas376-395
Fecha de publicación1995-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Cognitive Neuroscience (JOURNAL)
Identificadores de la revistaISSN: 0898-929X • E-ISSN: 1530-8898
EditorialMIT Press - Journals (PUBLISHER)
DOI10.1162/jocn.1995.7.3.376
PMID23961867
OpenAlexW2138006508
IdiomaEN
Citas recibidas78
Referencias citadas36

ERPs were recorded from 24 undergraduates as they read sentences known to differ in syntactic complexity and working memory requirements, namely Object and Subject Relative sentences. Both the single-word and multiword analyses revealed significant differences due to sentence type, while multiword ERPs also showed that sentence type effects differed for Good and Poor comprehenders. At the single-word level, ERPs to both verbs in Object Relative sentences showed a left anterior negativity between 300 and 500 msec postword-onset relative to those to Subject Relative verbs. At the multiword level, a slow frontal positivity characterized Subject Relative sentences, but was absent for Object Relatives. This slow positivity appears to index ease of processing or integration. and was more robust in Good than in Poor comprehenders.

Cognition · Cognitive psychology · Linguistics · Object (grammar) · Reading (process) · Relative clause · Sentence · Subject (documents) · Word (group theory) · Working memory · Computer Science · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development