Electrophysiological Evidence for Sentence Comprehension - Wings

. In addition, Homonyms, synonyms and antonyms were tested in a test in which a child
was ask to say “the other word for_____”, “the opposite of______” or “what else ______
meant”.
c. Categorization was tested on a picture task in which a child was asked to group similar
pictures together (e.g. fruit vs. trees or domestic vs. wild animals).
d. Finally, narrative abilities were assessed using The Bus Story (Renfrew, 1969).
Two non-verbal IQ tests were performed on each child – WISC Wechsler Intelligence
Scale, i.e. one of its subtests, the Block Design Test, (Wechsler, 1974) and Raven
Progressive Matrices (Raven et al., 1998). The two tests were crucial for the inclusion of
the SLI children into the study: the children were included into the study if the results on
the language tests were low and the score on the IQ tests was at least 85, i.e. if the results
on the language tests were low on at least one language component, and the non-verbal
IQ quotient was at least 85, the child was included into the study as a child with SLI (two
participants actually scored 85). The highest IQ score was 112; therefore, the IQ range
was 85-112.
4.5. Procedure
a. Reaction time was measured with the E-prime Response Box with the participant
sitting in a chair in front of a computer screen. For each experiment (‘case’, ‘tense’,
‘gender’ and ‘quantifier’) 20 stimuli per condition were used (sentences or word pairs).
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