ABSTRACT This article provides a basic background for the professional who is interested in utilizing event-related potential (ERP) approaches to study language processes but has little background or knowledge of the technique. First, a brief history of the emergence of this technology is presented, followed by definitions, a theoretical overview, and a practical guide to conducting ERP studies. The bases for choice of electrode positions, equipment characteristics (e.g., filter settings), and analyses are also discussed. Finally, examples of language studies that utilize this information in a research study are provided. 3 The use of brain electrophysiology techniques to study language: A basic guide for the beginning consumer of electrophysiology information. Dennis L. Molfese, Victoria J. Molfese, and Spencer Kelly University of Louisville There has been a long-standing interest by researchers and theorists in brain-behavior relations. This interest has led to the development and adaptation of instruments and methodologies that measure the brain's responses for use in studying developmental issues. Techniques such as electroencephalography (EEG), event-related potentials (ERP), and brainstem evoked response (BSER) all share a common approach to cortical electrophysiology -scalp electrodes are used to detect electrical activity generated by the brain. These techniques can provide insights into brain-behavior developmental issues that complement and supplement information obtained through more traditional behavioral measures. This article reviews the history of cortical electrophysiological approaches to investigate brainbehavior relations. An overview of the procedure is provided along with rationales for various components of it. We briefly will also comment on how these approaches compare to other techniques, such as Positron Emission Tomography (PET), Magnetic Resonance Imaging (MRI), and functional Magnetic Resonance Imaging (fMRI). A final section will describe the current use of ERP techniques in longitudinal research to investigate the relation between brain functioning in infancy and subsequent cognitive and language development in school aged children, with a focus on reading and reading disability
