Setbacks, pleasant surprises and the simply unexpected: brainwave responses in a language comprehension task.

نویسندگان

  • Eva M Moreno
  • Irene C Rivera
چکیده

This event-related potential (ERP) study explored the behaviour of N400 and post-N400 frontal positivities (pN400FP) during the processing of emotionally biased and unbiased sentences that randomly led to highly expected or unexpected word outcomes. Unexpected outcomes (as determined by sentence completion written tests) elicited significantly larger N400 and pN400FP responses than did highly expected outcomes. Emotionally neutral outcomes triggered a significant N400 expectancy effect across all scalp locations, including frontal sites, whereas emotionally biased outcomes elicited a significant N400 effect localized to posterior scalp regions. The subsequent pN400FP effect was significant only when emotional expectations were violated and not when emotionally neutral sentences led to unexpected outcomes. This frontal effect, linked to the processing of lexically unexpected but plausible words, showed larger amplitudes for unexpected pleasant surprises than for unexpected setbacks. Our results support the view that the pN400FP response to unexpected verbal outcomes entails more than a generic reaction to a lexical 'misprediction'. Rather, they favour the hypothesis that the affective content of the sentence being processed influences the effort needed to override a lexical prediction, such that more effort is needed to override a pessimistic prediction than an optimistic one.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

The Effect of Task-Based Activities on Iranian Beginner EFL Learners’ Listening Comprehension

The purpose of this study was to explore the effect of applying task-based activities on students’ listening comprehension improvement. It also aimed at providing evidence to show how shifting from a traditional language teaching approach into the TBLT approach can positively affect the process of learning listening skill. To do this, 80 participants were selected from three English language in...

متن کامل

The Effects of Task Complexity on English Language Learners’ Listening Comprehension

This article reports on the findings of a study that investigated the impact of manipulating task performance conditions on listening task performance by learners of English as a foreign language (EFL). The study was designed to explore the effects of changing complexity dimensions on listening task performance and to achieve two aims: to see how listening comprehension task performance was aff...

متن کامل

Task-Induced Involvement in L2 Vocabulary Learning: A Case for Listening Comprehension

The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictio...

متن کامل

The effect of task-based instruction on reading comprehension of Iranian EFL learners

Developing reading comprehension ability is an important aspect in acquisition of a language. The  present  study  focused  on  improving  reading  comprehension  ability  through  Task-based Instruction  (TBI).  TBI  is  a  methodology  that  develops  from  a  focus  on  classroom  tasks.  The participants of the study were 135 Iranian female students at different levels selected from high sc...

متن کامل

Task-based Metacognitive Instruction approach to Self-regulation in Listening Comprehension

Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearche...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:
  • Social cognitive and affective neuroscience

دوره 9 7  شماره 

صفحات  -

تاریخ انتشار 2014