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EEG has been central to investigations of the time course of various neural functions underpinning visual word recognition. Recently the steady-state visual evoked potential (SSVEP) paradigm has been increasingly adopted for word recognition studies due to its high signal-to-noise ratio. Such studies, however, have been typically framed around a single source in the left ventral occipitotemporal cortex (vOT). Here, we combine SSVEP recorded from 16 adult native English speakers with a data-driven spatial filtering approach—Reliable Components Analysis (RCA)—to elucidate distinct functional sources with overlapping yet separable time courses and topographies that emerge when contrasting words with pseudofont visual controls. The first component topography was maximal over left vOT regions with a shorter latency (approximately 180 ms). A second component was maximal over more dorsal parietal regions with a longer latency (approximately 260 ms). Both components consistently emerged across a range of parameter manipulations including changes in the spatial overlap between successive stimuli, and changes in both base and deviation frequency. We then contrasted word-in-nonword and word-in-pseudoword to test the hierarchical processing mechanisms underlying visual word recognition. Results suggest that these hierarchical contrasts fail to evoke a unitary component that might be reasonably associated with lexical access.

Recent studies have reported evidence that listeners' brains process meaning differently in speech with an in-group as compared to an out-group accent. However, among studies that have used electroencephalography (EEG) to examine neural correlates of semantic processing of speech in different accents, the details of findings are often in conflict, potentially reflecting critical variations in experimental design and/or data analysis parameters. To determine which of these factors might be driving inconsistencies in results across studies, we systematically investigate how analysis parameter sets from several of these studies impact results obtained from our own EEG data set. Data were collected from forty-nine monolingual North American English listeners in an event-related potential (ERP) paradigm as they listened to semantically congruent and incongruent sentences spoken in an American accent and an Indian accent. Several key effects of in-group as compared to out-group accent were robust across the range of parameters found in the literature, including more negative scalp-wide responses to incongruence in the N400 range, more positive posterior responses to congruence in the N400 range, and more positive posterior responses to incongruence in the P600 range. These findings, however, are not fully consistent with the reported observations of the studies whose parameters we used, indicating variation in experimental design may be at play. Other reported effects only emerged under a subset of the analytical parameters tested, suggesting that analytical parameters also drive differences. We hope this spurs discussion of analytical parameters and investigation of the contributions of individual study design variables in this growing field.

This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher than those in the word-alone condition on an immediate post-training test and later retention tests. This outcome, which contrasts with previous studies using picture-embedded words, may result from this method's use of a relevant linking phrase and action that help build an association between picture and word, as well as its incorporation of phonics instruction, with future work needed to test this hypothesis.