Electrophysiological Evidence for Sentence Comprehension - Wings

Phonological abilities were tested on number of test materials.
a. Discrimination test in which a child was asked to discriminate between phonologically
similar words by offering a definition for each pair (e.g. gljiva – šljiva ‘mushroom’ –
‘plum’) was administrated.
b. Phonological analysis and synthesis was tested, as well. A child was asked to build a
word from offered letters and to identify the new word obtained by deletion of a letter in
a word (e.g. plot pot).
c. In the Rapid naming (RAN) test a child was asked to name pictures as quickly as
possible in a minute. The pictures contained objects that are familiar to children: toys,
pets, fruits, etc. d. Phonological memory was tested by saying a word to a child and
asking him to repeat it letter by letter. The task was performed forward and backward
(e.g. mačka ‘cat’: m-a-č-k-a and a-k-č-a-m).
e. Phonological tests include three repetition tests, as well: Repetition of semantically
similar words (all words in a list read to the child were semantically similar, for example,
they were names for domestic animals); Repetition of phonologically similar words and
Repetition of pseudo-words. Pseudo-words were built from frequent Croatian nouns by
transposition (e.g. orem from more ‘sea’).
Morphology and syntax were tested on five tests (v. Table 3):
a. Noun morphology was tested on a picture task: a child was shown a picture of a, say,
king and the child had to fill the sentence offered by the test administrator: “Here is
a______.” Then, an empty screen was shown and the child had to finish the sentence
using the correct case (Genitive): Nema kralja ‘There is no king.’ Finally, a picture
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