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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Domain-specific and domain-general constraints on word and sequence learning Archibald, Lisa M. D.; Joanisse, Marc F. In: Memory & cognition. - Heidelberg [u.a.] : Springer 41 (2013) 2, 268-280 OLC Linguistik Show details 2 Relationships between linguistic, working memory, and other cognitive processes Archibald, Lisa M. D. (Hrsg.). - Hagerstown, MD : Lippincott Williams & Wilkins, 2013 UB Frankfurt Linguistik Show details 3 Memory and word learning : implications for assessment and intervention for specific language impairment Archibald, Lisa M. D. (Hrsg.). - Hagerstown, MD : Lippincott Williams & Wilkins, 2013 UB Frankfurt Linguistik Show details 4 ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment Malins, Jeffrey G.; Desroches, Amy S.; Robertson, Erin K.. - : Elsevier, 2013 BASE Show details 5 Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children Archibald, Lisa M. D.; Oram Cardy, Janis; Joanisse, Marc F.. - : Public Library of Science, 2013 BASE Show details 6 ERPs reveal the temporal dynamics of auditory word recognition in specific language impairment. Joanisse, Marc F; Robertson, Erin K; Archibald, Lisa M D; Newman, Randy Lynn; Malins, Jeffrey G; Desroches, Amy S In: Brain and Mind Institute Researchers' Publications (2013) Abstract: We used event-related potentials (ERPs) to compare auditory word recognition in children with specific language impairment (SLI group; N=14) to a group of typically developing children (TD group; N=14). Subjects were presented with pictures of items and heard auditory words that either matched or mismatched the pictures. Mismatches overlapped expected words in word-onset (cohort mismatches; see: DOLL, hear: dog), rhyme (CONE -bone), or were unrelated (SHELL -mug). In match trials, the SLI group showed a different pattern of N100 responses to auditory stimuli compared to the TD group, indicative of early auditory processing differences in SLI. However, the phonological mapping negativity (PMN) response to mismatching items was comparable across groups, suggesting that just like TD children, children with SLI are capable of establishing phonological expectations and detecting violations of these expectations in an online fashion. Perhaps most importantly, we observed a lack of attenuation of the N400 for rhyming words in the SLI group, which suggests that either these children were not as sensitive to rhyme similarity as their typically developing peers, or did not suppress lexical alternatives to the same extent. These findings help shed light on the underlying deficits responsible for SLI. Keyword: Acoustic Stimulation; Auditory; Child; Evoked Potentials; Female; Humans; Language Development Disorders; Male; Neurosciences; Photic Stimulation; Psychology; Reaction Time; Recognition; Speech Perception; Time Factors URL: https://ir.lib.uwo.ca/brainpub/220 https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1230&context=brainpub BASE Hide details 7 Language, reading, and math learning profiles in an epidemiological sample of school age children. Archibald, Lisa M D; Oram Cardy, Janis; Joanisse, Marc F... In: Brain and Mind Institute Researchers' Publications (2013) BASE Show details

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