Evidence map›Paper›PMID 28657362›Full record

ArticleDevelopmental neuropsychology2017

ERPs While Judging Meaningfulness of Sentences With and Without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders With and Without Spelling Disabilities.

Todd Richards, Mark Pettet, Mary Askren, Zoé Mestre, Thomas Grabowski, Kevin Yagle, Peter Wallis, Mary Northey, Robert Abbott, Virginia Berninger

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Developmental neuropsychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
0.3field-weighted citation impact, top 35% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 1 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors at 2 institutions in 1 country.

Todd Richardsa Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Mark Petteta Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Mary Askrena Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Zoé Mestrea Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Thomas Grabowskia Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Kevin Yaglea Integrated Brain Imaging Center, Department of Radiology , University of Washington , Seattle , Washington.
Peter Wallisb Learning Sciences and Human Development , University of Washington , Seattle , Washington.
Mary Northeyb Learning Sciences and Human Development , University of Washington , Seattle , Washington.
Robert Abbottc Statistics and Measurement , University of Washington , Seattle , Washington.
Virginia Berningerb Learning Sciences and Human Development , University of Washington , Seattle , Washington.
University of Washington · USImaging Center · US

Funding

Services Core P50HD071764 · NICHD · UNIVERSITY OF WASHINGTON · PI ABBOTT, ROBERT D · 2012 to 2016
$8.0M
Intellectual and Developmental Disabilities Research CenterU54HD083091 · NICHD · UNIVERSITY OF WASHINGTON · PI GURALNICK, MICHAEL J · 2014 to 2019
$7.9M
NICHD NIH HHS P50 HD071764NICHD NIH HHS U54 HD083091
6 · The paper itself

Abstract

Thirteen students with and twelve students without spelling disabilities judged whether sentences (1/3 all correct spellings, 1/3 with homonym foil, 1/3 with morpheme foil) were meaningful while event-related potentials (ERPs) were measured with EGI Geodesic EEG System 300 (128-channel hydro-cell nets). For N400, Rapid Automatic Switching (RAS) correlated with comprehending sentences with homonym foils in control group but with morpheme foils in SLD group. For P600, dictated spelling correlated with comprehending sentences with morpheme foils in the control group but solving anagrams with homonym foils in the SLD group. Educational significance and neuropsychological significance of these contrasting results are discussed.

Indexed as

ComprehensionLanguageVocabularyAdolescentCase-Control StudiesChildElectroencephalographyEvoked PotentialsFemaleHumansMaleMemory, Short-TermSemantics

Identifiers

PMID28657362
PMCPMC5555779
OpenAlexW2729201367

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.