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dc.contributor.authorEddy, Marianna D.
dc.contributor.authorGrainger, Jonathan
dc.contributor.authorHolcomb, Phillip J.
dc.contributor.authorMitra, Priya
dc.contributor.authorGabrieli, John D. E.
dc.date.accessioned2014-07-22T14:58:14Z
dc.date.available2014-07-22T14:58:14Z
dc.date.issued2013-12
dc.date.submitted2013-03
dc.identifier.issn00485772
dc.identifier.issn1469-8986
dc.identifier.urihttp://hdl.handle.net/1721.1/88465
dc.description.abstractThis study examined the time-course of reading single words in children and adults using masked repetition priming and the recording of event-related potentials. The N250 and N400 repetition priming effects were used to characterize form- and meaning-level processing, respectively. Children had larger amplitude N250 effects than adults for both shorter and longer duration primes. Children did not differ from adults on the N400 effect. The difference on the N250 suggests that automaticity for form processing is still maturing in children relative to adults, while the lack of differentiation on the N400 effect suggests that meaning processing is relatively mature by late childhood. The overall similarity in the children's repetition priming effects to adults' effects is in line with theories of reading acquisition, according to which children rapidly transition to an orthographic strategy for fast access to semantic information from print.en_US
dc.description.sponsorshipEllison Medical Foundationen_US
dc.description.sponsorshipF32HD061180en_US
dc.language.isoen_US
dc.publisherWiley Blackwellen_US
dc.relation.isversionofhttp://dx.doi.org/10.1111/psyp.12164en_US
dc.rightsCreative Commons Attribution-Noncommercial-Share Alikeen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en_US
dc.sourcePMCen_US
dc.titleMasked priming and ERPs dissociate maturation of orthographic and semantic components of visual word recognition in childrenen_US
dc.typeArticleen_US
dc.identifier.citationEddy, M. D., Grainger, J., Holcomb, P. J., Mitra, P. and Gabrieli, J. D. E. (2014), Masked priming and ERPs dissociate maturation of orthographic and semantic components of visual word recognition in children. Psychophysiology, 51: 136–141.en_US
dc.contributor.departmentHarvard University--MIT Division of Health Sciences and Technologyen_US
dc.contributor.departmentMassachusetts Institute of Technology. Department of Brain and Cognitive Sciencesen_US
dc.contributor.departmentMcGovern Institute for Brain Research at MITen_US
dc.contributor.mitauthorEddy, Marianna D.en_US
dc.contributor.mitauthorGabrieli, John D. E.en_US
dc.relation.journalPsychophysiologyen_US
dc.eprint.versionAuthor's final manuscripten_US
dc.type.urihttp://purl.org/eprint/type/JournalArticleen_US
eprint.statushttp://purl.org/eprint/status/PeerRevieweden_US
dspace.orderedauthorsEddy, Marianna D.; Grainger, Jonathan; Holcomb, Phillip J.; Mitra, Priya; Gabrieli, John D. E.en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-4429-0324
dc.identifier.orcidhttps://orcid.org/0000-0003-1158-5692
mit.licenseOPEN_ACCESS_POLICYen_US


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