scholarly journals Domain-general conflict monitoring predicts neural and behavioral indices of linguistic error processing during reading comprehension.

2021 ◽  
Author(s):  
Trevor Brothers ◽  
Margarita Zeitlin ◽  
Arim Choi Perrachione ◽  
Connie Choi ◽  
Gina Kuperberg
Keyword(s):  
Reading Comprehension ◽  
Error Processing ◽  
Conflict Monitoring ◽  
Behavioral Indices

scholarly journals Domain-general conflict monitoring predicts neural and behavioral indices of linguistic error processing during reading comprehension

2021 ◽  
Author(s):  
Trevor Brothers ◽  
Margarita Zeitlin ◽  
Arim Choi Perrachione ◽  
Connie Choi ◽  
Gina Kuperberg
Keyword(s):  
Reading Comprehension ◽  
Error Detection ◽  
Working Memory Capacity ◽  
Individual Variability ◽  
Error Processing ◽  
Neural Responses ◽  
Conflict Monitoring ◽  
Behavioral Measures ◽  
Verbal Knowledge ◽  
Acceptability Judgments

AbstractThe ability to detect and respond to linguistic errors is critical for successful reading comprehension, but these skills can vary considerably across readers. In the current study, healthy adults (age 18-35) read short discourse scenarios for comprehension while monitoring for the presence of semantic anomalies. Using a factor analytic approach, we examined if performance in non-linguistic conflict monitoring tasks (Stroop, AX-CPT) would predict individual differences in neural and behavioral measures of linguistic error processing. Consistent with our hypothesis, domain-general conflict monitoring predicted both readers’ end-of-trial acceptability judgments and the amplitude of a late neural response (the P600) evoked by linguistic anomalies. Interestingly, the influence on the P600 was non-linear, suggesting that online neural responses to linguistic errors are influenced by both the effectiveness and efficiency of domain-general conflict monitoring. These relationships were also highly specific and remained after controlling for variability in working memory capacity and verbal knowledge. Finally, we found that domain-general conflict monitoring also predicted individual variability in measures of reading comprehension, and that this relationship was partially mediated by behavioral measures of linguistic error detection. These findings inform our understanding of the role of domain-general executive functions in reading comprehension, with potential implications for the diagnosis and treatment of language impairments.

Conflict monitoring and error processing: New insights from simultaneous EEG–fMRI

NeuroImage ◽  
2015 ◽  
Vol 105 ◽  
pp. 395-407 ◽  
Author(s):  
Reto Iannaccone ◽  
Tobias U. Hauser ◽  
Philipp Staempfli ◽  
Susanne Walitza ◽  
Daniel Brandeis ◽  
...  
Keyword(s):  
Error Processing ◽  
Conflict Monitoring

scholarly journals Does Co-Occurring Anxiety Modulate ADHD-Related Cognitive and Neurophysiological Impairments?

2019 ◽  
pp. 108705471987949
Author(s):  
Nicoletta Adamo ◽  
Giorgia Michelini ◽  
Celeste H. M. Cheung ◽  
Jan K. Buitelaar ◽  
Philip Asherson ◽  
...  
Keyword(s):  
Response Inhibition ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Anxiety Symptoms ◽  
Cognitive Tasks ◽  
Error Processing ◽  
Continuous Performance ◽  
Conflict Monitoring ◽  
Commission Errors ◽  
Wide Range

Objective: This study investigates whether anxiety modulates cognitive-performance, electrophysiological and electrodermal processes that we previously found impaired in individuals with ADHD. Method: Self-reported anxiety symptoms, cognitive-electrophysiological measures of response inhibition, working memory, attention, conflict monitoring, error processing, and peripheral arousal during three cognitive tasks were obtained from 87 adolescents and young adults with ADHD and 169 controls. We tested the association of anxiety symptoms with each measure and whether controlling for anxiety symptoms attenuates the ADHD–control difference for each measure. Results: Individuals with ADHD showed significantly elevated anxiety symptoms compared with controls. Only commission errors on a Continuous Performance Test (measuring response inhibition) were significantly associated with anxiety symptoms and only among controls, with the ADHD–control difference in this measure remaining significant. Conclusion: Using a wide range of cognitive, electrophysiological, and electrodermal measures, our investigation suggests, overall, limited malleability of these impairments in individuals with ADHD irrespective of their levels of anxiety.

A midline dissociation between error-processing and response-conflict monitoring

NeuroImage ◽  
2003 ◽  
Vol 20 (2) ◽  
pp. 1132-1139 ◽  
Author(s):  
H Garavan ◽  
T.J Ross ◽  
J Kaufman ◽  
E.A Stein
Keyword(s):  
Response Conflict ◽  
Error Processing ◽  
Conflict Monitoring

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Conflict Monitoring Across the Life Span

2014 ◽  
Vol 28 (3) ◽  
pp. 124-135 ◽  
Author(s):  
Daniela Czernochowski
Keyword(s):  
Older Adults ◽  
Life Span ◽  
Age Groups ◽  
Conflict Detection ◽  
Response Conflict ◽  
Conflict Monitoring ◽  
Subsequent Performance ◽  
Additional Control ◽  
Performance Response ◽  
Conflict Detection And Resolution

Errors can play a major role for optimizing subsequent performance: Response conflict associated with (near) errors signals the need to recruit additional control resources to minimize future conflict. However, so far it remains open whether children and older adults also adjust their performance as a function of preceding response conflict. To examine the life span development of conflict detection and resolution, response conflict was elicited during a task-switching paradigm. Electrophysiological correlates of conflict detection for correct and incorrect responses and behavioral indices of post-error adjustments were assessed while participants in four age groups were asked to focus on either speed or accuracy. Despite difficulties in resolving response conflict, the ability to detect response conflict as indexed by the Ne/ERN component was expected to mature early and be preserved in older adults. As predicted, reliable Ne/ERN peaks were detected across age groups. However, only for adults Ne/ERN amplitudes associated with errors were larger compared to Nc/CRN amplitudes for correct trials under accuracy instructions, suggesting an ongoing maturation in the ability to differentiate levels of response conflict. Behavioral interference costs were considerable in both children and older adults. Performance for children and older adults deteriorated rather than improved following errors, in line with intact conflict detection, but impaired conflict resolution. Thus, participants in all age groups were able to detect response conflict, but only young adults successfully avoided subsequent conflict by up-regulating control.

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