The current study tested the likely effect of sensory involvement on the FN400 and late positive complex (LPC) responses to semantic and pragmatic comprehension of English sentences. Fifteen English language learners took part in the event-related potential (ERP) experiment and determined the acceptability of 432 sentences under congruent, semantically incongruent, and pragmatically incongruent conditions. Prior to the ERP recording, the subjects received different sensory instructions for six vocabulary items about which they had no previous knowledge. No sensory instruction was given for three extra words, and these served as the control group. The behavioral data corroborated that integration of more senses in instruction improved learners’ pragmatic comprehension. The ERP data revealed that full sensory involvement (involvement) reduced the FN400 amplitude, facilitating real world knowledge retrieval and pragmatic comprehension. The LPC responses to semantic comprehension showed that learners reanalyzed the sentences instructed through limited sensory involvement (exvolvement) more deeply.

中文翻译：

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FN400 和 LPC 对不同程度感觉参与的反应：句子理解研究

目前的研究测试了感官参与对 FN400 和晚期积极复合体 (LPC) 对英语句子语义和语用理解的反应的可能影响。15 名英语学习者参加了事件相关电位 (ERP) 实验，并确定了 432 个句子在一致、语义不一致和语用不一致的条件下的可接受性。在 ERP 记录之前，受试者接受了六个他们以前不知道的词汇项目的不同感官指令。三个额外的词不给予感官指导，这些作为对照组。行为数据证实，在教学中整合更多感官可以提高学习者的语用理解能力。ERP 数据显示，完全的感官参与（involvement）降低了 FN400 幅度，促进了现实世界的知识检索和语用理解。LPC 对语义理解的反应表明，学习者通过有限的感官参与（exvolvement）更深入地重新分析所指示的句子。