Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach

ABSTRACT

One challenge in word learning research is how to operationalize learning. We combined behavioral measures with EEG to examine implicit and explicit recognition of words previously introduced with or without meaning in an incidental learning task. Participants (8–11-year-old children) were not able to recognize previously introduced nonsense words and better performance on the learning task resulted in poorer word recognition. The N400 amplitude differed between nonsense words with meaning versus nonsense words no meaning and novel nonsense words. Results indicate that introducing a nonsense word with meaning does not aid in explicit word learning but improves implicit word learning.

Acknowledgments

The authors would like to acknowledge Julie Schneider for her feedback on this manuscript, members of the Language Learning Lab at San Diego State University for their assistance with data collection and processing, and the children and families who participated. This work was supported by the San Diego State University Grants Program and the National Science Foundation under Grant BCS-1551770 awarded to the first author (AA).

Additional information

Funding

This work was supported by the Division of Behavioral and Cognitive Sciences [BCS-1551770];San Diego State University [University Grants Program].