Evidence is presented for the efficacy of a new method
of assessing reading comprehension using a standardized
reading test that was formatted for computer presentation
with simultaneous event-related brain potential (ERP) recordings.
Reading comprehension abilities of 23 healthy undergraduate
students were evaluated using ERPs. The results revealed
a differential ERP response pattern for correct and incorrect
test items. These response patterns were observed at individual
participant levels. The findings provided further support
for the use of ERPs in the neuropsychological assessment
of patients who are difficult or impossible to assess using
behavioral responses because of concomitant motoric and/or
communicative limitations. (JINS, 2000, 6,
556–567.)
