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. 2020 Jan-Feb;45(1):27-38.
doi: 10.1080/87565641.2019.1709465. Epub 2020 Jan 1.

Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach

Alyson D Abel  1 , Brittany J Sharp  1 , Chanel Konja  1
Affiliations

Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach

Alyson D Abel et al. Dev Neuropsychol. 2020 Jan-Feb.

Abstract

One challenge in word learning research is how to operationalize learning. We combined behavioral measures with EEG to examine implicit and explicit recognition of words previously introduced with or without meaning in an incidental learning task. Participants (8-11-year-old children) were not able to recognize previously introduced nonsense words and better performance on the learning task resulted in poorer word recognition. The N400 amplitude differed between nonsense words with meaning versus nonsense words no meaning and novel nonsense words. Results indicate that introducing a nonsense word with meaning does not aid in explicit word learning but improves implicit word learning.

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Figures

Figure 1.
Figure 1.
Breakdown of number of stimuli per condition for the (A) Semantic learning task and (B) Word recognition task.
Figure 2.
Figure 2.
ERPs for the meaning, no meaning, and new conditions on the word recognition task. The box indicates the N400 time window.
Figure 3.
Figure 3.
Line graphs demonstrating N400 averages for each of the significant effects on the Word Recognition task. (A) anterior/poster × lateral interaction, (B) condition × anterior/posterior interaction, (C) main effect of laterality, (D) main effect of anterior/posterior.
See this image and copyright information in PMC

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