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dc.contributor.authorAmora, Kathleen Kay
dc.contributor.authorTretow, Ariane
dc.contributor.authorVerwimp, Cara
dc.contributor.authorTijms, Jurgen
dc.contributor.authorLeppänen, Paavo H. T.
dc.contributor.authorCsépe, Valéria
dc.date.accessioned2022-08-12T11:26:26Z
dc.date.available2022-08-12T11:26:26Z
dc.date.issued2022
dc.identifier.citationAmora, K. K., Tretow, A., Verwimp, C., Tijms, J., Leppänen, P. H. T., & Csépe, V. (2022). Typical and Atypical Development of Visual Expertise for Print as Indexed by the Visual Word N1 (N170w) : A Systematic Review. <i>Frontiers in Neuroscience</i>, <i>16</i>, Article 898800. <a href="https://doi.org/10.3389/fnins.2022.898800" target="_blank">https://doi.org/10.3389/fnins.2022.898800</a>
dc.identifier.otherCONVID_148801162
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82517
dc.description.abstractThe visual word N1 (N170w) is an early brain ERP component that has been found to be a neurophysiological marker for print expertise, which is a prelexical requirement associated with reading development. To date, no other review has assimilated existing research on reading difficulties and atypical development of processes reflected in the N170w response. Hence, this systematic review synthesized results and evaluated neurophysiological and experimental procedures across different studies about visual print expertise in reading development. Literature databases were examined for relevant studies from 1995 to 2020 investigating the N170w response in individuals with or without reading disorders. To capture the development of the N170w related to reading, results were compared between three different age groups: pre-literate children, school-aged children, and young adults. The majority of available N170w studies (N = 69) investigated adults (n = 31) followed by children (school-aged: n = 21; pre-literate: n = 4) and adolescents (n = 1) while some studies investigated a combination of these age groups (n = 12). Most studies were conducted with German-speaking populations (n = 17), followed by English (n = 15) and Chinese (n = 14) speaking participants. The N170w was primarily investigated using a combination of words, pseudowords, and symbols (n = 20) and mostly used repetition-detection (n = 16) or lexical-decision tasks (n = 16). Different studies posed huge variability in selecting electrode sites for analysis; however, most focused on P7, P8, and O1 sites of the international 10–20 system. Most of the studies in adults have found a more negative N170w in controls than poor readers, whereas in children, the results have been mixed. In typical readers, N170w ranged from having a bilateral distribution to a left-hemispheric dominance throughout development, whereas in young, poor readers, the response was mainly right-lateralized and then remained in a bilateral distribution. Moreover, the N170w latency has varied according to age group, with adults having an earlier onset yet with shorter latency than school-aged and pre-literate children. This systematic review provides a comprehensive picture of the development of print expertise as indexed by the N170w across age groups and reading abilities and discusses theoretical and methodological differences and challenges in the field, aiming to guide future research.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media SA
dc.relation.ispartofseriesFrontiers in Neuroscience
dc.rightsCC BY 4.0
dc.subject.otherreading development
dc.subject.otherdyslexia
dc.subject.otherwords
dc.subject.otherdevelopmental reading disorder (DRD)
dc.subject.otherevent-related potentials (ERP)
dc.subject.othervisual expertise
dc.subject.othersystematic review
dc.titleTypical and Atypical Development of Visual Expertise for Print as Indexed by the Visual Word N1 (N170w) : A Systematic Review
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202208124061
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_dcae04bc
dc.description.reviewstatuspeerReviewed
dc.relation.issn1662-4548
dc.relation.volume16
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 Amora, Tretow, Verwimp, Tijms, Leppänen and Csépe.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber813546
dc.relation.grantnumber813546
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/H2020/813546/EU//Neo-PRISM-C
dc.subject.ysodysleksia
dc.subject.ysosanat
dc.subject.ysolapsen kehitys
dc.subject.ysolukihäiriöt
dc.subject.ysolukeminen
dc.subject.ysooppiminen
dc.subject.ysovisuaalinen lukutaito
dc.subject.ysolukutaito
dc.subject.ysoneurofysiologia
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysosystemaattiset kirjallisuuskatsaukset
dc.subject.ysooppimisvaikeudet
dc.subject.ysokehitys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5303
jyx.subject.urihttp://www.yso.fi/onto/yso/p3291
jyx.subject.urihttp://www.yso.fi/onto/yso/p2125
jyx.subject.urihttp://www.yso.fi/onto/yso/p5301
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p27163
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p2316
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p29683
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p2123
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fnins.2022.898800
dc.relation.funderEuropean Commissionen
dc.relation.funderEuroopan komissiofi
jyx.fundingprogramMSCA Innovative Training Networks (ITN)en
jyx.fundingprogramMSCA Innovative Training Networks (ITN)fi
jyx.fundinginformationThis research was funded by the Neo-PRISM-C project (European Union Horizon 2020 Program, H2020-MSCA-ITN2018) under the Marie Skłodowska-Curie Innovative Training Network (Grant Agreement No. 813546).
dc.type.okmA2


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