Attentional focus during learning impacts N170 ERP responses to an artificial script.
Reading instruction can direct attention to different unit sizes in print-to-speech mapping, ranging from grapheme-phoneme to whole-word relationships. Thus, attentional focus during learning might influence brain mechanisms recruited during reading, as indexed by the N170 response to visual words. To test this, two groups of adults were trained to read an artificial script under instructions directing attention to grapheme-phoneme versus whole-word associations. N170 responses were subsequently contrasted within an active reading task. Grapheme-phoneme focus drove a left-lateralized N170 response relative to the right-lateralized N170 under whole-word focus. These findings suggest a key role for attentional focus in early reading acquisition.
Yoncheva
Yuliya N
YN
Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee 37203-5721, USA.
Blau
Vera C
VC
Maurer
Urs
U
McCandliss
Bruce D
BD
D000328:Adult; D001288:Attention / Q000502:physiology*; D001931:Brain Mapping; D016022:Case-Control Studies; D004569:Electroencephalography / Q000379:methods; D005071:Evoked Potentials / Q000502:physiology*; D005260:Female; D007839:Functional Laterality; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D010775:Photic Stimulation / Q000379:methods; D011930:Reaction Time / Q000502:physiology; D011932:Reading; D013057:Spectrum Analysis; D014796:Visual Perception / Q000502:physiology*