Constance Th. W. M. Vissers

Monitoring in language perception: Mild and strong conflicts elicit different erp patterns

In the language domain, most studies of error monitoring have been devoted to language production. However, in language perception, errors are made as well and we are able to detect them. According to the monitoring theory of language perception, a strong conflict between what is expected and what is observed triggers reanalysis to check for possible perceptual errors, a process reflected by the P600. This is at variance with the dominant view that the P600 reflects syntactic reanalysis or repair, after syntactic violations or ambiguity. In the present study, the prediction of the monitoring theory of language perception was tested, that only a strong conflict between expectancies triggers reanalysis to check for possible perceptual errors, reflected by the P600. Therefore, we manipulated plausibility, and hypothesized that when a critical noun is mildly implausible in the given sentence (e.g., “The eye consisting of among other things a pupil, iris, and eyebrow …”), a mild conflict arises between the expected and unexpected event; integration difficulties arise due to the unexpectedness but they are resolved successfully, thereby eliciting an N400 effect. When the noun is deeply implausible however (e.g., “The eye consisting of among other things a pupil, iris, and sticker …”), a strong conflict arises; integration fails and reanalysis is triggered, eliciting a P600 effect. Our hypothesis was confirmed; only when the conflict between the expected and unexpected event is strong enough, reanalysis is triggered.

Monitoring in Language Perception

Monitoring is an aspect of executive control that entails the detection of errors and the triggering of corrective actions when there is a mismatch between competing responses or representations. In the language domain, research of monitoring has mainly focused on errors made during language production. However, in language perception, for example while reading or listening, errors occur as well and people are able to detect them. A hypothesis that was developed to account for these errors is the monitoring hypothesis for language perception. According to this account, when a strong expectation conflicts with what is actually observed, a reanalysis is triggered to check the input for processing errors reflected by the P600 component. In contrast to what has been commonly assumed, the P600 is thought to reflect a general reanalysis and not a syntactic reanalysis. In this review, we will describe the different studies that led to this hypothesis and try to extend it beyond the language domain.

The relationship of language and emotion: N400 support for an embodied view of language comprehension

According to embodied theories, the symbols used by language are meaningful because they are grounded in perception, action, and emotion. In contrast, according to abstract symbol theories, meaning arises from the syntactic combination of abstract, amodal symbols. If language is grounded in internal bodily states, then one would predict that emotion affects language. Consistent with this, advocates of embodied theories propose a strong link between emotion and language [Havas, D., Glenberg, A. M., & Rinck, M. Emotion simulation during language comprehension. Psychonomic Bulletin & Review, 14, 436–441, 2007; Niedenthal, P. M. Embodying emotion. Science, 316, 1002–1005, 2007]. The goal of this study was to test abstract symbol vs. embodied views of language by investigating whether mood affects semantic processing. To this aim, we induced different emotional states (happy vs. sad) by presenting film clips that displayed fragments from a happy movie or a sad movie. The clips were presented before and during blocks of sentences in which the cloze probability of mid-sentence critical words varied (high vs. low). Participants read sentences while ERPs were recorded. The mood induction procedure was successful: Participants watching the happy film clips scored higher on a mood scale than those watching the sad clips. For N400, mood by cloze probability interactions were obtained. The N400 cloze effect was strongly reduced in the sad mood compared with the happy mood condition. Furthermore, a difference in late positivity was only present for the sad mood condition. The mood by semantic processing interaction observed for N400 supports embodied theories of meaning and challenges abstract symbol theories that assume that processing of word meaning reflects a modular process.

Diagnosing autism spectrum disorders in elderly people

BACKGROUND As autism spectrum disorders (ASD) have largely been neglected in old-age psychiatry, the objective of the present paper is to describe the diagnostic process in elderly patients. METHODS A systematic review of the literature on ASD in older age was undertaken and illustrated by a case series of three elderly patients first diagnosed with ASD in later life by a tertiary mental health clinic. RESULTS The search of the literature only yielded three papers on late-life ASD, while the review of the available diagnostic procedures among adults suggests some relevance for screening instruments (Autism Questionnaire), diagnostic instruments (Module 4, Autism Diagnostic Observation Schedule), and neuropsychological examination to profile impairments. Nonetheless, the case reports clearly showed that taking a thorough history with the patient, corroborated and supplemented by a close relative or caregiver who has known the patient for at least ten years, still remains the most important diagnostic tool. CONCLUSION The three case studies show that in clinical practice ASD can easily be missed in elderly individuals presenting with comorbid psychiatric disorders, potentially causing iatrogenic damage. Although further research on phenotyping and diagnosing ASD in older people is warranted, the most important step at this point is to create a greater awareness of the possibility of ASD in old age among health-care professionals working with people in this age group.

The Influence of Mood on the Processing of Syntactic Anomalies: Evidence from P600.

In several domains of psychology it has been shown that mood influences the way in which we process information. So far, little is known about the relation between mood and processes of language comprehension. In the present study we explore, whether, and if so how, mood affects the processing of syntactic anomalies in real time by recording event-related potentials (ERPs). To this aim we compared the P600 effect to subject-verb agreement errors relative to correct sentences while ERPs were recorded and mood was manipulated by presenting happy or sad film clips. The prediction was that if emotional state affects processes of language comprehension this should be reflected by an interaction between mood and P600. The results were as follows: first, the mood induction procedure was effective: participants were happier after watching happy film clips and sadder after watching sad film clips compared to baseline. Second, for P600 a mood by syntactic correctness interaction was obtained for the midline and lateral electrodes. The interaction reflected a broadly distributed P600 effect for the happy mood condition and a strong reduction in P600 effect for the sad mood condition. Correlation analyses confirmed that the observed changes in P600 effect were accompanied by reliable changes in emotional state. The present ERP findings demonstrate that mood interacts with processes of language comprehension. Three possible explanations for the mood by syntactic correctness interaction are discussed; one in terms of syntactic processing, one in terms of heuristic processing, and one in terms of more general factors like attention and/or motivation.

The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder

This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD.

Executive functioning in preschoolers with specific language impairment

The pathogenesis of Specific Language Impairment (SLI) is still largely beyond our understanding. In this review, a neuropsychological perspective on language impairments in SLI is taken, focusing specifically on executive functioning (EF) in preschoolers (age range: 2.6–6.1 years) with SLI. Based on the studies described in this review, it can be concluded that similar to school-aged children with SLI, preschoolers with SLI show difficulties in working memory, inhibition and shifting, as revealed by both performance based measures and behavioral ratings. It seems plausible that a complex, reciprocal relationship exists between language and EF throughout development. Future research is needed to examine if, and if yes how, language and EF interact in SLI. Broad neuropsychological assessment in which both language and EF are taken into account may contribute to early detection of SLI. This in turn can lead to early and tailored treatment of children with (suspected) SLI aimed not only at stimulating language development but also at strengthening EF.

Contributions of emotional state and attention to the processing of syntactic agreement errors: evidence from P600

The classic account of language is that language processing occurs in isolation from other cognitive systems, like perception, motor action, and emotion. The central theme of this paper is the relationship between a participant’s emotional state and language comprehension. Does emotional context affect how we process neutral words? Recent studies showed that processing of word meaning – traditionally conceived as an automatic process – is affected by emotional state. The influence of emotional state on syntactic processing is less clear. One study reported a mood-related P600 modulation, while another study did not observe an effect of mood on syntactic processing. The goals of this study were: First, to clarify whether and if so how mood affects syntactic processing. Second, to shed light on the underlying mechanisms by separating possible effects of mood from those of attention on syntactic processing. Event-related potentials (ERPs) were recorded while participants read syntactically correct or incorrect sentences. Mood (happy vs. sad) was manipulated by presenting film clips. Attention was manipulated by directing attention to syntactic features vs. physical features. The mood induction was effective. Interactions between mood, attention and syntactic correctness were obtained, showing that mood and attention modulated P600. The mood manipulation led to a reduction in P600 for sad as compared to happy mood when attention was directed at syntactic features. The attention manipulation led to a reduction in P600 when attention was directed at physical features compared to syntactic features for happy mood. From this we draw two conclusions: First, emotional state does affect syntactic processing. We propose mood-related differences in the reliance on heuristics as the underlying mechanism. Second, attention can contribute to emotion-related ERP effects in syntactic language processing. Therefore, future studies on the relation between language and emotion will have to control for effects of attention.

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment

Children with Specific Language Impairment (SLI) often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM). In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years) with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children. Based hereon, three possible causal models for the interrelation between language, ToM and social emotional functioning are put forward. It is proposed that future research on the construct and measurement of early ToM, social emotional functioning and language development in preschoolers with SLI is needed to achieve early detection, tailored treatment, and ultimately insight into the pathogenesis of SLI.

Can monitoring in language comprehension in Autism Spectrum Disorder be modulated? Evidence from event-related potentials

The present study examined language comprehension in Autism Spectrum Disorder (ASD) in light of monitoring. It was studied whether individuals with ASD monitor their language perception, and whether monitoring during language perception could be modulated with instructions. We presented higher-level (semantic) linguistic violations and lower-level (orthographic) linguistic violations in a free reading condition and in an instructed condition, recording event-related potentials. For control participants, a monitoring response as tapped by the P600 effect was found to semantically and orthographically incorrect input in both conditions. For participants with ASD, however, a monitoring response to semantically implausible input, tapped by the P600, was found only in the instructed condition. For orthographic errors monitoring was observed both in the free reading and in the instructed condition. This suggests that people with ASD are less inclined than typical individuals to monitor their perception of higher-level linguistic input, but that this can be enhanced with instructions.