Lexical Access in College Students with Learning Disabilities: An Electrophysiological and Performance-Based Investigation
The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adoles...
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| Veröffentlicht in: | Journal of learning disabilities 2002-05, Vol.35 (3), p.257-267 |
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| creator | Rubin, Scott S. Johnson, Clinton M. |
| description | The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access. |
| doi_str_mv | 10.1177/002221940203500307 |
| format | Article |
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Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/002221940203500307</identifier><identifier>PMID: 15493322</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Thousand Oaks, CA: SAGE Publications</publisher><subject>Adolescent ; Adult ; Adult and adolescent clinical studies ; Attention ; Biological and medical sciences ; Career Development ; Cognition ; Cognitive Processes ; College students ; Colleges ; Comparative studies ; Electroencephalography ; Electrophysiology ; Event-related potentials ; Evoked Potentials ; Female ; Higher Education ; Humans ; Intelligence ; Intelligence tests ; Learning Disabilities ; Learning disabled students ; Learning Disorders - physiopathology ; Lexical access ; Male ; Medical sciences ; Mental Processes ; Miscellaneous ; Neurological Impairments ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reaction Time ; Reaction times ; Recall (Psychology) ; Sampling ; Semantic processing ; Semantics ; Special education ; Standardized Tests ; Student Characteristics ; Students with disabilities ; Symptoms (Individual Disorders) ; Task performance ; Task Performance and Analysis ; Undergraduate Students ; Young Adults</subject><ispartof>Journal of learning disabilities, 2002-05, Vol.35 (3), p.257-267</ispartof><rights>2002 INIST-CNRS</rights><rights>Copyright PRO-ED Journals May/Jun 2002</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c430t-b042efc2ca32d46a13a082d87a4294e5ba7965cd1abd79f6fc04aede29e433203</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/002221940203500307$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/002221940203500307$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>315,781,785,12851,21824,27929,27930,31004,31005,43626,43627</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ647157$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=14169620$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15493322$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rubin, Scott S.</creatorcontrib><creatorcontrib>Johnson, Clinton M.</creatorcontrib><title>Lexical Access in College Students with Learning Disabilities: An Electrophysiological and Performance-Based Investigation</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>The purpose of this study was to compare the semantic processing abilities of college students with learning disabilities (LD) to those of their peers without learning disabilities (NLD) who were matched for age, gender, and intelligence. Participants were compared on results from the Test of Adolescent/Adult Word Finding (TAWF) and from event-related potential (N400) sampling to the processing of semantically incongruous sentences. The LD and NLD groups did not significantly differ in accuracy on the TAWF; however, students with LD demonstrated a significantly greater number of delayed responses. The LD group's N400 responses were significantly delayed at the Pz electrode site. Effect size indicators also revealed somewhat reduced amplitudes at Fz and Cz locations. The significant delays of the students with LD on standardized testing and on N400 suggest an inefficiency in the semantic processing of these individuals, in both automatic and attention-based aspects of lexical access.</description><subject>Adolescent</subject><subject>Adult</subject><subject>Adult and adolescent clinical studies</subject><subject>Attention</subject><subject>Biological and medical sciences</subject><subject>Career Development</subject><subject>Cognition</subject><subject>Cognitive Processes</subject><subject>College students</subject><subject>Colleges</subject><subject>Comparative studies</subject><subject>Electroencephalography</subject><subject>Electrophysiology</subject><subject>Event-related potentials</subject><subject>Evoked Potentials</subject><subject>Female</subject><subject>Higher Education</subject><subject>Humans</subject><subject>Intelligence</subject><subject>Intelligence tests</subject><subject>Learning Disabilities</subject><subject>Learning disabled students</subject><subject>Learning Disorders - physiopathology</subject><subject>Lexical access</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Mental Processes</subject><subject>Miscellaneous</subject><subject>Neurological Impairments</subject><subject>Psychology. 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| ispartof | Journal of learning disabilities, 2002-05, Vol.35 (3), p.257-267 |
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| subjects | Adolescent Adult Adult and adolescent clinical studies Attention Biological and medical sciences Career Development Cognition Cognitive Processes College students Colleges Comparative studies Electroencephalography Electrophysiology Event-related potentials Evoked Potentials Female Higher Education Humans Intelligence Intelligence tests Learning Disabilities Learning disabled students Learning Disorders - physiopathology Lexical access Male Medical sciences Mental Processes Miscellaneous Neurological Impairments Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reaction Time Reaction times Recall (Psychology) Sampling Semantic processing Semantics Special education Standardized Tests Student Characteristics Students with disabilities Symptoms (Individual Disorders) Task performance Task Performance and Analysis Undergraduate Students Young Adults |
| title | Lexical Access in College Students with Learning Disabilities: An Electrophysiological and Performance-Based Investigation |
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