Динамика вызванных потенциалов в процессе становления грамотности ¹⁵⁹

Грамотность – сложное разноплановое явление, хорошо изученное в психологии и педагогике. Анализируя отдельные лингвистические процессы, нейрофизиологи пытаются понять механизмы овладения письмом и чтением. В настоящей работе мы рассматриваем данные, полученные с помощью метода вызванных потенциалов, в свете орфографических, лексических, семантических, синтаксических аспектов грамотности, а также изменения компонентов вызванных потенциалов у детей и взрослых в процессе освоения языка и при дислексии – наиболее изученном нарушении чтения. Метод вызванных потенциалов может помочь понять как общие, универсальные нейрофизиологические основы развития грамотности, так и уникальные особенности разных языков.

Ключевые слова: развитие грамотности, чтение, опознание ошибок, дислексия, вызванные потенциалы, N170, N400, P600

Рубрика: Когнитивная педагогика

Тип: обзорная статья

DOI: https://doi.org/10.17759/jmfp.2020090202

Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований (РФФИ) в рамках научного проекта № 20-013-00514.

1. Елецкая О.В. Особенности лексического запаса и лексических операций у школьников с дизорфографией [Электронный ресурс] // Вестник Пермского государственного гуманитарно-педагогического университета. Серия № 1. Психологические и педагогические науки. 2014. № 2–1. С. 154–159. URL: https://cyberleninka.ru/article/n/osobennosti-leksicheskogo-zapasa-i-leksicheskih-operatsiy-u-shkolnikov-s-dizorfografiey/viewer (дата обращения: 15.06.2020).
2. Корнев А.Н. Поэтапное формирование оперативных единиц письма и чтения как базовый алгоритм усвоения этих навыков // Нарушения письма и чтения у детей: изучение и коррекция / Под ред. О.А. Величенковой 2019. С. 6–23.
3. A developmental ERP study of verbal and non-verbal semantic processing / A. Cummings [et al.] // Brain Research. 2008. Vol. 1208. P. 137–149. DOI:10.1016/j.brainres.2008.02.015
4. Berninger V.W., Richards T.L., Abbott R.D. Differential diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence // Reading and Writing. 2015. Vol. 28. № 8. P. 1119–1153. DOI:10.1007/s11145-015-9565-0
5. Brain activity and language assessment using event-related potentials: Development of a clinical protocol / J.M. Byrne [et al.] // Developmental Medicine and Child Neurology. 1999. Vol. 41. № 11. P. 740–747. DOI:10.1017/S0012162299001504
6. Cheyette S.J., Plaut D.C. Modeling the N400 ERP component as transient semantic over-activation within a neural network model of word comprehension // Cognition. 2017. Vol. 162. P. 153–166. DOI:10.1016/j.cognition.2016.10.016
7. Children learn to read: how visual analysis and mental imagery contribute to the reading performances at different stages of reading acquisition / E. Commodari [et al.] // Journal of Psycholinguistic Research. 2020. Vol. 49. № 1. P. 59–72. DOI:10.1007/s10936-019-09671-w
8. Coarse and fine N1 tuning for print in younger and older Chinese children: Orthography, phonology, or semantics driven? / X. Tong [et al.] // Neuropsychologia. 2016. Vol. 91. P. 109–119. DOI:10.1016/j.neuropsychologia.2016.08.006
9. Coch D. The N400 and the fourth grade shift // Developmental science. 2015. Vol. 18. № 2. P. 254–269. DOI:10.1111/desc.12212
10. Coch D., Meade G. N1 and P2 to words and wordlike stimuli in late elementary school children and adults // Psychophysiology. 2016. Vol. 53. № 2. P. 115–128. DOI:10.1111/psyp.12567
11. Demoulin C., Kolinsky R. Does learning to read shape verbal working memory? // Psychonomic bulletin & review. 2016. Vol. 23. № 3. P. 703–722. DOI:10.3758/s13423-015-0956-7
12. Development of neural specialization for print: Evidence for predictive coding in visual word recognition / J. Zhao [et al.] // PLoS biology. 2019. Vol. 17. № 10. 17 p. DOI:10.1371/journal.pbio.3000474
13. Development of sensitivity to orthographic errors in children: An event-related potential study / M. Heldmann [et al.] // Neuroscience. 2017. Vol. 358. P. 349–360. DOI:10.1016/j.neuroscience.2017.07.002
14. Does the late positive component reflect successful reading acquisition? A longitudinal ERP study / C. Wachinger [et al.] // NeuroImage: Clinical. 2018. Vol. 17. P. 232–240. DOI:10.1016/j.nicl.2017.10.014
15. Electrophysiological correlates of impaired reading in dyslexic pre-adolescent children / S. Araújo [et al.] // Brain and cognition. 2012. Vol. 79. № 2. P. 79–88. DOI:10.1016/j.bandc.2012.02.010
16. ERP Effects of Word Exposure and Orthographic Knowledge on Lexical Decisions in Spanish / A.A. González-Garrido [et al.] // Journal of Behavioral and Brain Science. 2015. Vol. 5. № 6. P. 185–193. DOI:10.4236/jbbs.2015.56019
17. ERP indicators of L2 proficiency in word-to-text integration processes / C.L. Yang [et al.] // Neuropsychologia. 2018. Vol. 117. P. 287–301. DOI:10.1016/j.neuropsychologia.2018.06.001
18. Event-related Potentials as Metrics of Foreign Language Learning and Loss / L. Osterhout [et al.] // The Oxford handbook of language attrition / Eds. M.S. Schmid, B. Köpke. Oxford: Oxford University Press, 2019. P. 403–416.
19. Evidence for developmental changes in the visual word processing network beyond adolescence / S. Brem [et al.] // Neuroimage. 2006. Vol. 29. № 3. P. 822–837. DOI:10.1016/j.neuroimage.2005.09.023
20. Faísca L., Reis A.I.D., Araújo S. Early brain sensitivity to word frequency and lexicality during reading aloud and implicit reading // Frontiers in Psychology. 2019. Vol. 10. Article ID 830. 13 p. DOI:10.3389/fpsyg.2019.00830
21. Friedrich M., Friederici A.D. Maturing brain mechanisms and developing behavioral language skills // Brain and Language. 2010. Vol. 114. № 2. P. 66–71. DOI:10.1016/j.bandl.2009.07.004
22. Gómez-Velázquez F.R., González-Garrido A.A., Vega-Gutiérrez O.L. Naming abilities and orthographic recognition during childhood an event-related brain potentials study // International Journal of Psychological Studies. 2013. Vol. 5. № 1. P. 55–68. DOI:10.5539/ijps.v5n1p55
23. Holcomb P.J., Coffey S.A., Neville H.J. Visual and auditory sentence processing: A developmental analysis using event‐related brain potentials // Developmental Neuropsychology. 1992. Vol. 8. № 2–3. P. 203–241. DOI:10.1080/87565649209540525
24. Huettig F., Pickering M.J. Literacy advantages beyond reading: Prediction of spoken language // Trends in cognitive sciences. 2019. Vol. 23. № 6. P. 464–475. DOI:10.1016/j.tics.2019.03.008
25. Impaired neural mechanism for online novel word acquisition in dyslexic children / L. Kimppa [et al.] // Scientific reports. 2018. Vol. 8. № 1. P. 1–12. DOI:10.1038/s41598-018-31211-0
26. Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence / E. Schulz [et al.] // Neuroimage. 2008. Vol. 41. № 1. P. 153–168. DOI:10.1016/j.neuroimage.2008.02.012
27. Kutas M., Federmeier K.D. Thirty years and counting: finding meaning in the N400 component of the event-related brain potential (ERP) // Annual review of psychology. 2011. Vol. 62. P. 621–647. DOI:10.1146/annurev.psych.093008.131123
28. Lexical and sublexical orthographic processing: An ERP study with skilled and dyslexic adult readers / S. Araújo [et al.] // Brain and Language. 2015. Vol. 141. P. 16–27. DOI:10.1016/j.bandl.2014.11.007
29. Lifewide learning for early reading development / A.J. Dowd [et al.] // New directions for child and adolescent development. 2017. Vol. 2017. № 155. P. 31–49. DOI:10.1002/cad.20193
30. McLaughlin J., Osterhout L., Kim A. Neural correlates of second-language word learning: Minimal instruction produces rapid change // Nature neuroscience. 2004. Vol. 7. № 7. P. 703–704. DOI:10.1038/nn1264
31. N300 indexes deficient integration of orthographic and phonological representations in children with dyslexia / S. Hasko [et al.] // Neuropsychologia. 2012. Vol. 50. № 5. P. 640–654. DOI:10.1016/j.neuropsychologia.2012.01.001
32. N400 analysis of semantic processing in children aged zero to six years: a literature review / T.A. Lindau [et al.] // Revista CEFAC: Atualizacao Cientifica em Fonoaudiologia e Educacao. 2017. Vol. 19. № 5. P. 690–702. DOI:10.1590/1982-0216201719513517
33. N400 and P600 effect of chinese words recognition / E. Wang [et al.] // NeuroQuantology. 2017. Vol. 15. № 4. P. 76–83. DOI:10.14704/nq.2017.15.4.1172
34. Neural processes associated with vocabulary and vowel-length differences in a dialect: An ERP study in pre-literate children / J.C. Bühler [et al.] // Brain topography. 2017. Vol. 30. № 5. P. 610–628. DOI:10.1007/s10548-017-0562-2
35. Neural processing of spoken words in specific language impairment and dyslexia / P. Helenius [et al.] // Brain. 2009. Vol. 132. № 7. P. 1918–1927. DOI:10.1093/brain/awp134
36. Neurocognitive mechanisms of learning to read: print tuning in beginning readers related to word‐reading fluency and semantics but not phonology / A.K. Eberhard‐Moscicka [et al.] // Developmental science. 2015. Vol. 18. № 1. P. 106–118. DOI:10.1111/desc.12189
37. Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders / S. Bakos [et al.] // Clinical Neurophysiology. 2018. Vol. 129. № 3. P. 526–540. DOI:10.1016/j.clinph.2017.12.010
38. Okumura Y., Kita Y., Inagaki M. Pure and short-term phonics-training improves reading and print-specific ERP in English: A case study of a Japanese middle school girl // Developmental neuropsychology. 2017. Vol. 42. № 4. P. 265–275. DOI:10.1080/87565641.2017.1334784
39. Perfetti C.A., Wlotko E.W., Hart L.A. Word learning and individual differences in word learning reflected in event-related potentials // Journal of Experimental Psychology: Learning, Memory, and Cognition. 2005. Vol. 31. № 6. P. 1281–1292. DOI:10.1037/0278-7393.31.6.1281
40. Print-, sublexical and lexical processing in children with reading and/or spelling deficits: an ERP study / F. Kemény [et al.] // International Journal of Psychophysiology. 2018. Vol. 130. P. 53–62. DOI:10.1016/j.ijpsycho.2018.05.009
41. Repeated exposure to “meaningless” pseudowords modulates LPC, but not N (FN) 400 / B. Bermúdez-Margaretto [et al.] // Brain topography. 2015. Vol. 28. № 6. P. 838–851. DOI:10.1007/s10548-014-0403-5
42. Sacchi E., Laszlo S. An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers // Neuropsychologia. 2016. Vol. 91. P. 415–425. DOI:10.1016/j.neuropsychologia.2016.09.001
43. Sánchez-Vincitore L.V., Avery T., Froud K. Word-related N170 responses to implicit and explicit reading tasks in neoliterate adults // International Journal of Behavioral Development. 2018. Vol. 42. № 3. P. 321–332. DOI:10.1177/0165025417714063
44. Sauseng P., Bergmann J., Wimmer H. When does the brain register deviances from standard word spellings? — An ERP study // Cognitive Brain Research. 2004. Vol. 20. № 3. P. 529–532. DOI:10.1016/j.cogbrainres.2004.04.008
45. Semantic anomaly detection in school-aged children during natural sentence reading–A study of fixation-related brain potentials / O. Loberg [et al.] // PloS one. 2018. Vol. 13. № 12. 27 p. DOI:10.1371/journal.pone.0209741
46. Semantic compensation and novel word learning in university students with dyslexia / M. Rasamimanana [et al.] // Neuropsychologia. 2020. Vol. 139. 13 p. DOI:10.1016/j.neuropsychologia.2020.107358
47. Semantic processing in deaf and hard-of-hearing children: Large N400 mismatch effects in brain responses, despite poor semantic ability / P. Kallioinen [et al.] // Frontiers in psychology. 2016. Vol. 7. Article ID 1146. 10 p. DOI:10.3389/fpsyg.2016.01146
48. Semantic processing of sentences in preschoolers with specific language impairment: Evidence from the N400 effect / J. Pijnacker [et al.] // Journal of Speech, Language, and Hearing Research. 2017. Vol. 60. № 3. P. 627–639. DOI:10.1044/2016_JSLHR-L-15-0299
49. Semantic, syntactic, and phonological processing of written words in adult developmental dyslexic readers: an event-related brain potential study / J. Rüsseler [et al.] // BMC neuroscience. 2007. Vol. 8. № 52. 10 p. DOI:10.1186/1471-2202-8-52
50. Spatiotemporal reorganization of the reading network in adult dyslexia / E. Cavalli [et al.] // Cortex. 2017. Vol. 92. P. 204–221. DOI:10.1016/j.cortex.2017.04.012
51. Tanner D., Grey S., van Hell J.G. Dissociating retrieval interference and reanalysis in the P600 during sentence comprehension // Psychophysiology. 2017. Vol. 54. № 2. P. 248–259. DOI:10.1111/psyp.12788
52. The development of print tuning in children with dyslexia: Evidence from longitudinal ERP data supported by fMRI / U. Maurer [et al.] // Neuroimage. 2011. Vol. 57. № 3. P. 714–722. DOI:10.1016/j.neuroimage.2010.10.055
53. The Development of Words and Sentences Processing: ERP Study in 9-13 Years Old Children [Электронный ресурс] / E.I. Galperina [et al.] // Neurobiology of Speech and Language. Proceedings of the 2nd International Workshop «Neurobiology of Speech and Language». The Laboratory of Behavioural Neurodynamics, Saint Petersburg State University / Eds. O. Shcherbakova, Y. Shtyrov. St. Petersburg: Scythia-print, 2018. 64 p. URL: https://elibrary.ru/item.asp?id=36656783& (дата обращения: 15.06.2020).
54. The time course of reading processes in children with and without dyslexia: an ERP study / S. Hasko [et al.] // Frontiers in human neuroscience. 2013. Vol. 7. Article ID 570. 19 p. DOI:10.3389/fnhum.2013.00570
55. Wray A.H., Weber-Fox C. Specific aspects of cognitive and language proficiency account for variability in neural indices of semantic and syntactic processing in children // Developmental cognitive neuroscience. 2013. Vol. 5. P. 149–171. DOI:10.1016/j.dcn.2013.03.002
56. Young children’s sentence comprehension: Neural correlates of syntax-semantic competition / A. Strotseva-Feinschmidt [et al.] // Brain and cognition. 2019. Vol. 134. P. 110–121. DOI:10.1016/j.bandc.2018.09.003
57. Yurchenko A., Lopukhina A., Dragoy O. Meaning relatedness in polysemous and homonymous words: an ERP study in Russian: basic research program working papers. Higher School of Economics Research Paper No. WP BRP. Moscow: National Research University Higher School of Economics, 2018. Vol. 67. 15 p. DOI:10.2139/ssrn.3291173