Relationships between event-related potentials and behavioral and scholastic measures of reading ability: A large-scale, cross-sectional study.

In the cognitive, computational, neuropsychological, and educational literatures, it is established that children approach text in unique ways, and that even adult readers can differ in the strategies they bring to reading. In the developmental event-related potential (ERP) literature, however, children with differing degrees of reading ability are, the majority of the time, placed in monolithic groups such as 'normal' and 'dyslexic' (e.g.

A direct comparison of active and passive amplification electrodes in the same amplifier system.

Background: Active amplification electrodes are becoming more popular for ERP data collection, as they amplify the EEG at the scalp and thereby potentially decrease the influence of ambient electrical noise. However, the performance of active electrodes has not been directly compared with that of passive electrodes in the context of collecting ERPs from a cognitive task. Here, the performance of active and passive amplification electrodes in the same digitizing amplifier system was examined.