Young children's sentence comprehension: Neural correlates of syntax-semantic competition.

Sentence comprehension requires the assignment of thematic relations between the verb and its noun arguments in order to determine who is doing what to whom. In some languages, such as English, word order is the primary syntactic cue. In other languages, such as German, case-marking is additionally used to assign thematic roles.

The role of pause as a prosodic boundary marker: language ERP studies in German 3- and 6-year-olds.

Spoken language is hierarchically structured into prosodic units divided by prosodic breaks. The largest prosodic breaks in an utterance are intonational phrase boundaries (IPBs), which are defined by three acoustic cues, namely, pitch change, preboundary lengthening, and pausing. Previous studies have revealed that the electrophysiological marker of IPB perception, the Closure Positive Shift (CPS), is established between 2 and 3 years of age.

Preschool children's interpretation of object-initial sentences: neural correlates of their behavioral performance.

The acquisition of the function of case-marking is a key step in the development of sentence processing for German-speaking children since case-marking reveals the relations between sentential arguments. In this study, we investigated the development of the processing of case-marking and argument structures in children at 3, 4;6 and 6 years of age, as well as its processing in adults. Using EEG, we measured event-related potentials (ERPs) in response to object-initial compared to subject-initial German sentences including transitive verbs and case-marked noun phrases referring to animate arguments.

Brain responses to case-marking violations in German preschool children.

The processing of case-marking and argument structures was investigated in children at the age of 3 years, 4 years and 6 months, and 6 years. Two event-related potential (ERP) experiments were conducted in a case-marked language, i.e.

[Beneficial outcomes of an interdisciplinary psychoeducative group intervention for patients with malignant gliomas and their relatives].

Background: To assess the impact of psychoeducative group interventions on patients with high-grade glioma (glioblastoma, mixed glioma, and astrocytoma) and their relatives.

Methods: A total of one hundred and four patients and relatives underwent group interventions between September 2007 and May 2010 and were coached by a psychologist and a physician in the context of an interdisciplinary meeting. Questionnaires were distributed after every meeting.