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Related Experiment Video

Updated: Apr 26, 2026

Investigating the Effects of Antipsychotics and Schizotypy on the N400 Using Event-Related Potentials and Semantic Categorization
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The N400 and the fourth grade shift.

Donna Coch1

  • 1Department of Education, Dartmouth College, USA.

Developmental Science
|July 22, 2014
PubMed
Summary
This summary is machine-generated.

Neuroscience research on reading development shows adult-like semantic and phonological skills by third grade. However, orthographic processing continues to develop beyond fifth grade, indicating a gradual reading skill maturation.

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Neuroscience

Background:

  • Behavioral and educational studies suggest a significant shift in reading development around fourth grade.
  • Neuroscience evidence, particularly concerning single word processing, has been limited in this age group.

Purpose of the Study:

  • To investigate the developmental trajectory of single word processing in children using event-related potentials.
  • To compare the neural processing of words and non-words in third, fourth, fifth graders, and adults.
  • To examine the role of the N400 component in understanding reading development.

Main Methods:

  • Event-related potentials (ERPs) were recorded from third, fourth, fifth graders, and college students.
  • Participants viewed real words, pseudowords, letter strings, false font strings, and animal name targets.
  • The N400 component amplitude was analyzed in response to different stimuli.

Main Results:

  • N400 amplitudes for real words and pseudowords were similar across all age groups.
  • False font strings elicited N400s comparable to words in children but not in adults.
  • Adult-like semantic and phonological processing appears established by third grade, while orthographic processing shows a longer developmental course.

Conclusions:

  • Single word processing, including semantic and phonological aspects, is largely adult-like by third grade.
  • Orthographic processing demonstrates a protracted developmental timeline extending beyond fifth grade.
  • The N400 component's developmental pattern suggests distinct time courses for automatic reading and integrative processes.