Semantic Priming and Its Link to Verbal Comprehension and Working Memory in Children with Learning Disorders

Abstract

Children with learning disorders (LD children) often have heterogeneous cognitive impairments that affect their ability to learn and use basic academic skills. A proposed cause for this variability has been working memory (WM) capacity. Altered patterns of event-related potentials (ERPs) in these children have also been found in the N400 component associated with semantic priming. However, regarding the semantic priming effect in LD children, no distinction has been made for children with varying WM abilities. This study aims to explore the relationship of WM with the brain’s electrophysiological response that underlies semantic priming in LD children that performed a lexical decision task. A total of 40 children (8-10 years old) participated: 28 children with LD and 12 age-matched controls. The ERPs were recorded for each group and analyzed with permutation-based t-tests. The N400 effect was observed only in the control group, and both groups showed a late positive complex (LPC). Permutation-based regression analyses were performed for the results from the LD group using the WISC-IV indices (e.g., Verbal Comprehension and WM) as independent predictors of the ERPs. The Verbal Comprehension Index, but not the WM index, was a significant predictor of the N400 and LPC effects in LD children.