Temporal processing deficits of language-learning impaired children ameliorated by training

Clinical Decision-Making in the Assessment and Intervention of Central Auditory Processing Disorders

Central auditory processing disorders (CAPDs) are fraught with problems arising from confusion concerning the clinical evidence of the disorder. A major controversy revolves around characterizing the disorder as a unique cluster of behaviors reflecting impairment in some underlying mechanism(s) or as a disorder defined on the basis of performance on a set of tests. This article reviews some recent developments in auditory processing research and considers the role of the speech-language pathologist in evaluating and treating children with suspected auditory processing problems. Particular attention is given to clinical criteria, including characteristics of the population, assessment, and intervention considerations. Areas for clinical caution are highlighted.

A critique of Mody, Studdert-Kennedy, and Brady's "Speech perception deficits in poor readers: auditory processing or phonological coding?"

A 1997 article by Mody, Studdert-Kennedy, and Brady claimed that their studies constituted a critical test of two hypotheses concerning students with reading impairment: (a) that they experience speech-specific failure in phonological representation, and (b) they display general deficits in auditory temporal processing. From these studies, the authors concluded that their findings were consistent with the first hypothesis but were not in agreement with the second. A critical analysis of the Mody et al. article leads to the conclusion that it makes no contribution to that debate because (a) the children in the Poor reading group did not meet the accepted reading-impairment criterion of being delayed by at least 1 year in their reading skills, (b) there were severe violations of statistical assumptions, and (c) their conclusions were based on the failure to find significant differences, thus compelling them to accept the null hypothesis as proven, in the absence of any statistical power analysis.

Language acquisition in the absence of explicit negative evidence: how important is starting small?

It is commonly assumed that innate linguistic constraints are necessary to learn a natural language, based on the apparent lack of explicit negative evidence provided to children and on Gold's proof that, under assumptions of virtually arbitrary positive presentation, most interesting classes of languages are not learnable. However, Gold's results do not apply under the rather common assumption that language presentation may be modeled as a stochastic process. Indeed, Elman (Elman, J.L., 1993. Learning and development in neural networks: the importance of starting small. Cognition 48, 71-99) demonstrated that a simple recurrent connectionist network could learn an artificial grammar with some of the complexities of English, including embedded clauses, based on performing a word prediction task within a stochastic environment. However, the network was successful only when either embedded sentences were initially withheld and only later introduced gradually, or when the network itself was given initially limited memory which only gradually improved. This finding has been taken as support for Newport's 'less is more' proposal, that child language acquisition may be aided rather than hindered by limited cognitive resources. The current article reports on connectionist simulations which indicate, to the contrary, that starting with simplified inputs or limited memory is not necessary in training recurrent networks to learn pseudonatural languages; in fact, such restrictions hinder acquisition as the languages are made more English-like by the introduction of semantic as well as syntactic constraints. We suggest that, under a statistical model of the language environment, Gold's theorem and the possible lack of explicit negative evidence do not implicate innate, linguistic-specific mechanisms. Furthermore, our simulations indicate that special teaching methods or maturational constraints may be unnecessary in learning the structure of natural language.

Neuronal asymmetries in primary visual cortex of dyslexic and nondyslexic brains

Dyslexic brains exhibit histologic changes in the magnocellular (magno) cells of the lateral geniculate nucleus, and consistent with these changes, dyslexics demonstrate abnormal visually evoked potentials and brain activation to magno-specific stimuli. The current study was aimed at determining whether these findings were associated with changes in the primary visual cortex with the prediction that magno components of this cortex would be affected. We measured cross-sectional neuronal areas in primary visual cortex (area 17) in dyslexic and nondyslexic autopsy specimens. There was a significant interaction between hemispheres and diagnostic category; ie, nondyslexic brains had larger neurons in the left hemisphere, whereas dyslexic brains had no asymmetry. On the other hand, cell layers associated with magno input from the lateral geniculate nucleus did not show consistent changes in dyslexic brains. Thus, there is a neuronal size asymmetry in favor of the left primary visual cortex in nondyslexics that is absent in dyslexic brains. This is yet another example of anomalous expression of cerebral asymmetry in dyslexia similar to that of the planum temporale, which in our view reflects abnormality in circuits involved in reading.

Do temporal processing deficits cause phonological processing problems?

This study tested the hypothesis that temporal processing deficits underlie phonological processing problems. The subjects were children aged 8 to 10 years (N = 110) who were separated into 2 groups on the basis of whether their reading scores were normal or poor. As predicted by many earlier studies, children with poor reading scores demonstrate poor abilities on tests of phonological awareness, as well as on 2 other language tasks that depend on phonological processing. Two specific tests of the temporal processing hypothesis were conducted. Children in both groups were tested (a) on their abilities to recall sequences of nonspeech tones presented at various rates and (b) on their abilities to make phonetic decisions using brief and transitional properties of the speech signal, especially formant transitions (the purported "trouble spot" in the speech signal for children with phonological processing problems). The children with poor phonological processing abilities showed no special difficulty recalling rapidly presented nonspeech stimuli, and, in their phonetic decisions, they were able to use brief and transitional signal properties, including formant transitions, at least as well as other children. Therefore, no evidence was found to support the hypothesis that temporal processing deficits cause phonological processing problems.

Altered Auditory Input and Language Webs to Improve Language Processing Skills

A method of altering auditory input and a structured set of listening tasks are described. The parameters of rate, prosody, and pattern of pausing are modified in the Altered Auditory Input (AAI) technique to make language input easier for the child with language delays to process. This technique is used during play activities, reading to the child, language activities, faceto-face conversation, and structured listening tasks called Language Webs. The Language Webs are a set of highly redundant, hierarchical picture identification listening tasks. The goal of these approaches is to improve language processing in children with language difficulties so that they can both access their current language knowledge and learn new language.

Auditory sequential organization among children with and without a hearing loss

The present investigation examined the ability of children with and without a hearing loss to correctly reproduce sequences of acoustic stimuli that varied in number, temporal spacing, and type. Forty-eight children took part in the investigation. They were divided into four groups: two groups of 6- and 7-year-old children, 12 with normal hearing and 12 with a sensorineural hearing loss; and two groups of 9- and 10-year-old children, 12 with normal hearing and 12 with a sensorineural hearing loss. All of the children completed auditory temporal sequencing tasks with verbal (/ba/ and /da/) and nonverbal (a 1-kHz pure tone and a wide band noise) acoustic stimuli. For the 6- and 7-year-old children, the results revealed a significant difference between the children with a hearing loss and their peers with normal hearing for immediate recall of verbal sequences. There were no significant differences in performance between the children with a hearing loss and their peers with normal hearing on the nonverbal sequencing tasks or on the nonverbal and verbal memory span tasks. For the 9- and 10-year-old children, the results did not show any significant differences in performance between the two groups of children for the reproduction of sequences containing more than two verbal or nonverbal elements nor for the auditory memory span task when the sequences consisted of verbal stimuli. For the recall of two verbal stimuli with a variable interstimulus interval (ISI) duration, the results showed that the children with a hearing loss experienced more difficulty than the children with normal hearing. Overall, the results indicated that on the auditory sequential organization tasks, the poorer performance of the children with a hearing loss is likely attributable to auditory perceptual processing deficits rather than to poorer short-term memory capabilities. Also, an analysis of the data revealed that the older children obtained significantly better results than the younger children on auditory sequential organization tasks.

Thalamic asymmetry is related to acoustic signal complexity

Hemispheric asymmetries in response to speech sounds are well documented. However, it is not known if these asymmetries reflect only cortical hemispheric specialization to language or whether they also reflect pre-conscious encoding of signals at lower levels of the auditory pathway. This study examined differences in neural representations of signals with acoustic properties inherent to speech in the left versus right side of the thalamus. Specifically, 2000 Hz tone bursts, clicks and synthesized forms of the phoneme /da/ were presented to anesthetized guinea pigs. Evoked responses were recorded simultaneously from aggregate cell groups in the left and right medial geniculate bodies. Results showed an asymmetric response to complex auditory stimuli between the left versus right auditory thalamus, but not to the simple tonal signal. Moreover, asymmetries differed in male versus female animals.

Dyslexia, gender, and brain imaging

Future brain imaging studies of dyslexia should have a sufficient number of males and females to detect possible gender differences in the neurological underpinning of this disorder. Detailed knowledge about such differences may clarify our understanding of the structural and functional impairments which lead to the phonological deficits that characterize dyslexia. Functional brain imaging studies have shown that males and females exhibit different patterns of brain activation during phonological processing. Further differences between the brains of males and females have been suggested by studies of normal brain development, morphology, and functional activation during reading. Animal studies have shown that lesions, similar to those seen in postmortem studies of dyslexia, affect rapid auditory processing in males, but not in females. The large body of research on gender differences in brain development, functional organization, and activation during reading tasks urges separation of males and females in dyslexia research in order to minimize variance and to detect subtle, but functionally-relevant, differences. Well-controlled studies, with large numbers of male and female dyslexics, may produce more sensitive and accurate identification of the neurological substrates of dyslexia.

Speech sound perception and learning: biologic bases

Historically, auditory research has focused predominantly on how relatively simple acoustic signals are represented in the neuronal responses of the auditory periphery. However, in order to understand the neurophysiology underlying speech perception, the ultimate objective is to discover how speech sounds are represented in the central auditory system and to relate that representation to the perception of speech as a meaningful acoustic signal. This paper reviews three areas pertaining to the central auditory representation of speech: (1) the differences in neural representation of speech sounds at different levels of the auditory system, (2) the relation between the representation of sound in the auditory pathway and the perception/misperception of speech, and (3) the plasticity of speech-sound neural representation and speech perception.

Auditory temporal-order judgement is impaired in patients with cortical lesions in posterior regions of the left hemisphere

Auditory temporal-order judgement was investigated in patients suffering from unilateral focal brain lesions, localized in anterior or posterior regions of the left hemisphere (LH) (resulting in non-fluent or fluent aphasia, respectively), or in predominantly subcortical regions of this hemisphere (without aphasic syndromes) and in anterior or posterior regions of the right hemisphere. The temporal order threshold was measured as the minimum time interval between two clicks presented consecutively and binaurally via headphones (one to each ear) that was necessary for a subject to indicate the temporal order of the two stimuli. Only the patient group with fluent aphasia showed a significantly increased mean temporal-order threshold as compared to the controls. Our results indicate that fine temporal resolution for auditory stimuli is predominantly associated with posterior regions of the LH.

Brain waves and brain wiring: the role of endogenous and sensory-driven neural activity in development

Neural activity is critical for sculpting the intricate circuits of the nervous system from initially imprecise neuronal connections. Disrupting the formation of these precise circuits may underlie many common neurodevelopmental disorders, ranging from subtle learning disorders to pervasive developmental delay. The necessity for sensory-driven activity has been widely recognized as crucial for infant brain development. Recent experiments in neurobiology now point to a similar requirement for endogenous neural activity generated by the nervous system itself before sensory input is available. Here we use the formation of precise neural circuits in the visual system to illustrate the principles of activity-dependent development. Competition between the projections from lateral geniculate nucleus neurons that receive sensory input from the two eyes shapes eye-specific connections from an initially diffuse projection into ocular dominance columns. When the competition is altered during a critical period for these changes, by depriving one eye of vision, the normal ocular dominance column pattern is disrupted. Before ocular dominance column formation, the highly ordered projection from retina to lateral geniculate nucleus develops. These connections form before the retina can respond to light, but at a time when retinal ganglion cells spontaneously generate highly correlated bursts of action potentials. Blockade of this endogenous activity, or biasing the competition in favor of one eye, results in a severe disruption of the pattern of retinogeniculate connections. Similar spontaneous, correlated activity has been identified in many locations in the developing central nervous system and is likely to be used during the formation of precise connections in many other neural systems. Understanding the processes of activity-dependent development could revolutionize our ability to identify, prevent, and treat developmental disorders resulting from disruptions of neural activity that interfere with the formation of precise neural circuits.

Profile of auditory temporal processing in older listeners

This investigation examined age-related performance differences on a range of speech and nonspeech measures involving temporal manipulation of acoustic signals and variation of stimulus complexity. The goal was to identify a subset of temporally mediated measures that effectively distinguishes the performance patterns of younger and older listeners, with and without hearing loss. The nonspeech measures included duration discrimination for simple tones and gaps, duration discrimination for tones and gaps embedded within complex sequences, and discrimination of temporal order. The speech measures were undistorted speech, time-compressed speech, reverberant speech, and combined time-compressed + reverberant speech. All speech measures were presented both in quiet and in noise. Strong age effects were observed for the nonspeech measures, particularly in the more complex stimulus conditions. Additionally, age effects were observed for all time-compressed speech conditions and some reverberant speech conditions, in both quiet and noise. Effects of hearing loss were observed also for the speech measures only. Discriminant function analysis derived a formula, based on a subset of these measures, for classifying individuals according to temporal performance consistent with age and hearing loss categories. The most important measures to accomplish this goal involved conditions featuring temporal manipulations of complex speech and nonspeech signals.

BIRDSONG AND HUMAN SPEECH: Common Themes and Mechanisms

Human speech and birdsong have numerous parallels. Both humans and songbirds learn their complex vocalizations early in life, exhibiting a strong dependence on hearing the adults they will imitate, as well as themselves as they practice, and a waning of this dependence as they mature. Innate predispositions for perceiving and learning the correct sounds exist in both groups, although more evidence of innate descriptions of species-specific signals exists in songbirds, where numerous species of vocal learners have been compared. Humans also share with songbirds an early phase of learning that is primarily perceptual, which then serves to guide later vocal production. Both humans and songbirds have evolved a complex hierarchy of specialized forebrain areas in which motor and auditory centers interact closely, and which control the lower vocal motor areas also found in nonlearners. In both these vocal learners, however, how auditory feedback of self is processed in these brain areas is surprisingly unclear. Finally, humans and songbirds have similar critical periods for vocal learning, with a much greater ability to learn early in life. In both groups, the capacity for late vocal learning may be decreased by the act of learning itself, as well as by biological factors such as the hormones of puberty. Although some features of birdsong and speech are clearly not analogous, such as the capacity of language for meaning, abstraction, and flexible associations, there are striking similarities in how sensory experience is internalized and used to shape vocal outputs, and how learning is enhanced during a critical period of development. Similar neural mechanisms may therefore be involved.

Speech sound perception, neurophysiology, and plasticity

An approach to understanding biological processes underlying speech perception, is to discover how speech sounds are represented in the central auditory system and to relate that representation to the perception of speech as a meaningful acoustic signal. Research from our group that pertains to the neurophysiologic representation of speech in the central pathways is reviewed here. Specifically considered is the relation between the representation of sound in the auditory pathway and the perception/misperception of speech, and neurophysiologic plasticity associated with speech-sound perceptual learning.

Daily rhythm of temporal resolution in the auditory system

Over a period of 24 hours, fusion thresholds (click durations 100 micros) were assessed in 7 subjects. Over the same period, order thresholds (click duration of 1 ms) were measured in 10 subjects (12 independent sessions). Auditory fusion thresholds showed a diurnal rhythm with a maximum performance (shortest intervals) around midnight. In contrast, order thresholds appear to be independent on the time of day. Sex specific differences in threshold levels were only observed in order thresholds but not in fusion thresholds.

Auditory cortical plasticity: a comparison with other sensory systems

The auditory cortex has a crucial role in higher cognitive functions, including the perception of speech, music and auditory space. Cortical plasticity, as in other sensory systems, is used in the fine tuning of the auditory system for these higher functions. Auditory cortical plasticity can also be demonstrated after lesions of the cochlea and it appears to participate in generating tinnitus. Early musical training leads to an expansion in the representation of complex harmonic sounds in the auditory cortex. Similarly, the early phonetic environment has a strong influence on speech development and, presumably, on the cortical organization of speech. In auditory spatial perception, the spectral cues generated by the head and outer ears vary between individuals and have to be calibrated by learning, which most probably takes place at the cortical level. The neural mechanisms of plasticity are likely to be the same across all cortical regions. It should be useful, therefore, to relate some of the findings and hypotheses about auditory cortical plasticity to previous studies of other sensory systems.

Impaired categorical perception of synthetic speech sounds in schizophrenia

BACKGROUND

Simple speech sounds such as /ba/ and /da/ differ in the frequency composition of their underlying formants. Normal volunteers asked to identify intermediate phonemes along the /ba/ to /da/ continuum abruptly switch from perceiving "ba" to perceiving "da". The present study investigates precision of phonemic processing in schizophrenia.

METHODS

Categorical perception of speech sounds was evaluated in 15 schizophrenic and 14 control subjects, using a forced-choice phonemic discrimination paradigm.

RESULTS

Patients and controls were equally able to recognize endpoint forms of both phonemes, but differed significantly in their perception of intermediate forms near the center of the continuum. Patients also showed a significantly shallower response curve, suggesting an impairment in boundary definition. Despite their impairment in categorical perception, schizophrenic subjects showed normal adaptation of response when test stimuli were preceded by a series of /ba/ or /da/ stimuli from the endpoints of the continuum.

CONCLUSIONS

The present results suggest that precision of phonemic processing is impaired in schizophrenia. This categorical perception deficit may represent upward generalization of impaired memory-dependent acoustic processing. Deficits in the precision of cortical processing may contribute significantly to cognitive dysfunction in schizophrenia.

Time perception and temporal processing levels of the brain

A classification is presented to structure divergent empirical findings on temporal mechanisms of the brain. Proceeding from our time experiences of simultaneity, nonsimultaneity, temporal order, duration, and the subjective present, a classification of thresholds is established that marks distinct processes involved in time perception and the temporal control of movements. On the basis of this classification, evidence has been collected that suggests that perception and action share common timing mechanisms. Furthermore, brain structures involved in temporal aspects of behavior on different time scales have been identified--namely, the cerebellum, the basal ganglia, and circumscribed cortical regions. Another question under debate concerns the representational mode in which time is represented in the brain; models suggest neuronal oscillations or interval-based mechanisms.

Listen and Learn? A Software Review of Earobics®

The evaluation of software in the treatment of a language-learning disability requires analysis of both the technical and conceptual aspects of software development. The Earobics® program is reviewed with this dual purpose. The Earobics® program, as reported by the publisher, is an auditory development and phonics software program that is designed to provide auditory processing and phonemic awareness training. Considered first are the technical aspects of the program, including the program description, hardware requirements, and user friendliness. Next, the conceptual framework motivating the software development is assessed through an analysis of the six games that make up the program. These six games appear to be premised on a combination of auditory processing and phonological awareness principles, which are not necessarily compatible. Finally, the strengths and limitations of the program are examined for the developmental sequence presented in its games and utility of the game sequence in the reading acquisition process.

Can children with language impairment be accurately identified using temporal processing measures? A simulation study

Three simulation experiments were conducted to determine the basis of the high predictive accuracy (98%) of temporal processing variables for the identification of language impairment obtained by Tallal, Stark, and Mellits (1985). In the first two experiments, the stepwise discriminant analysis using a set of 160 arrays of random numbers to predict a dichotomous language status (either normal or disordered) resulted in an average accuracy rate of 86.3% in contrast with the 98% rate obtained by Tallal, Stark, and Mellits. The third experiment showed that a 95% accuracy rate could be obtained from an array of 160 variables that each may only account for about 1.5% variance in the language ability. These results emphasize the need for confirmatory studies when large data sets are used to identify a small set of predictor variables.

Plasticity of temporal information processing in the primary auditory cortex

Neurons in the rat primary auditory cortex (A1) generally cannot respond to tone sequences faster than 12 pulses per second (pps). To test whether experience can modify this maximum following rate in adult rats, trains of brief tones with random carrier frequency but fixed repetition rate were paired with electrical stimulation of the nucleus basalis (NB) 300 to 400 times per day for 20-25 days. Pairing NB stimulation with 5-pps stimuli markedly decreased the cortical response to rapidly presented stimuli, whereas pairing with 15-pps stimuli significantly increased the maximum cortical following rate. In contrast, pairing with fixed carrier frequency 15-pps trains did not significantly increase the mean maximum following rate. Thus this protocol elicits extensive cortical remodeling of temporal response properties and demonstrates that simple differences in spectral and temporal features of the sensory input can drive very different cortical reorganizations.

Temporal integration in a subjective accentuation task as a function of child cognitive development

We have previously shown that temporal integration in the domain of a few seconds may be studied using a subjective accentuation paradigm. Here we report developmental effects on the limits of this temporal integration in 9-10-year-olds in comparison with 13-14-year-olds. The task was to listen to a string of identical metronome beats and mentally bind the presented beats by subjectively accentuating every second, third or nth beat. The integration interval length was defined as the number of stimuli mentally connected multiplied by the temporal interval between two successive beats. For the lowest stimulus frequency integration intervals were approximately 3 s for the older and 2.2 s for the younger children. For higher frequencies integration intervals got systematically shorter, but being always longer for the older age group. It is suggested that the prefrontal region is responsible for this developmental effect. The expansion of temporal integration correlates with cognitive development in the investigated phase of ontogenesis.

Evidence for a grammar-specific deficit in children

BACKGROUND

Specific language impairment (SLI) is a disorder in which language acquisition is impaired in an otherwise normally developing child. SLI affects around 7% of children. The existence of a purely grammatical form of SLI has become extremely controversial because it points to the existence and innateness of a putative grammatical subsystem in the brain. Some researchers dispute the existence of a purely grammatical form of SLI. They hypothesise that SLI in children is caused by deficits in auditory and/or general cognitive processing, or social factors. There are also claims that the cognitive abilities of people with SLI have not yet been sufficiently characterised to substantiate the existence of SLI in a pure grammatical form.

RESULTS

We present a case study of a boy, known as AZ, with SLI. To investigate the claim for a primary grammatical impairment, we distinguish between grammatical abilities, non-grammatical language abilities and non-verbal cognitive abilities. We investigated AZ's abilities in each of these areas. AZ performed normally on auditory and cognitive tasks, yet exhibited severe grammatical impairments. This is evidence for a developmental grammatical deficit that cannot be explained as a by-product of retardation or auditory difficulties.

CONCLUSIONS

The case of AZ provides evidence supporting the existence of a genetically determined, specialised mechanism that is necessary for the normal development of human language.

Where and when to pay attention: the neural systems for directing attention to spatial locations and to time intervals as revealed by both PET and fMRI

Although attention is distributed across time as well as space, the temporal allocation of attention has been less well researched than its spatial counterpart. A temporal analog of the covert spatial orientation task [Posner MI, Snyder CRR, Davidson BJ (1980) Attention and the detection of signals. J Exp Psychol Gen 109:160-174] was developed to compare the neural systems involved in directing attention to spatial locations versus time intervals. We asked whether there exists a general system for allocating attentional resources, independent of stimulus dimension, or whether functionally specialized brain regions are recruited for directing attention toward spatial versus temporal aspects of the environment. We measured brain activity in seven healthy volunteers by using positron emission tomography (PET) and in eight healthy volunteers by using functional magnetic resonance imaging (fMRI). The task manipulated cued attention to spatial locations (S) and temporal intervals (T) in a factorial design. Symbolic central cues oriented subjects toward S only (left or right), toward T only (300 msec or 1500 msec), toward both S and T simultaneously, or provided no information regarding S or T. Subjects also were scanned during a resting baseline condition. Behavioral data showed benefits and costs for performance during temporal attention similar to those established for spatial attention. Brain-imaging data revealed a partial overlap between neural systems involved in the performance of spatial versus temporal orientation of attention tasks. Additionally, hemispheric asymmetries revealed preferential right and left parietal activation for spatial and temporal attention, respectively. Parietal cortex was activated bilaterally by attending to both dimensions simultaneously. This is the first direct comparison of the neural correlates of attending to spatial versus temporal cues.

Computer-based training for the treatment of partial blindness

Partial blindness after brain injury has been considered non-treatable. To evaluate whether patients with visual-field defects can profit from computer-based visual restitution training (VRT), two independent clinical trials were conducted using patients with optic nerve (n = 19) or post-chiasmatic brain injury (n = 19). In post-chiasma patients, VRT led to a significant improvement (29.4%) over baseline in the ability to detect visual stimuli; in optic nerve patients, the effects were even more pronounced (73.6% improvement). Visual-field enlargements were confirmed by the observation of a visual-field expansion of 4.9 degrees-5.8 degrees of visual angle and improved acuity in optic nerve patients. Ninety five percent of the VRT-treated patients showed improvements, 72.2% confirmed visual improvements subjectively. Patients receiving a placebo training did not show comparable improvements. In conclusion, VRT with a computer program improves vision in patients with visual-field defects and offers a new, cost-effective therapy for partial blindness.

Speech modifications algorithms used for training language learning-impaired children

In this paper, the details of processing algorithms used in a training program with language learning-impaired children (LLI's) are described. The training program utilized computer games, speech/language training exercises, books-on-tape and educational CD-ROM's. Speech tracks in these materials were processed using these algorithms. During a four week training period, recognition of both processed and normal speech in these children continually increased to near age-appropriate levels. We conclude that this form of processed speech is subject to profound perceptual learning effects and exhibits widespread generalization to normal speech. This form of learning and generalization contributes to the rehabilitation of temporal processing deficits and language comprehension in this subject population.

Orienting asymmetries in rhesus monkeys: the effect of time-domain changes on acoustic perception

Humans exhibit left-hemisphere dominance for processing spoken language, a species-specific acoustic signal characterized by a suite of spectro-temporal parameters. Some nonhuman primates (genus Macaca) also exhibit left-hemisphere dominance for processing their species-specific vocalizations, as evidenced by right-ear biases in orienting and reaction-time studies, and more damaging effects from left- than right-hemisphere lesions. Little, however, is known about the acoustic features underlying such biases. We conducted field playback experiments on adult rhesus monkeys, Macaca mulatta, to determine whether asymmetries in perception (measured as an orienting bias) are sensitive to changes in the temporal characteristics of their calls. If the observed right-ear bias for perceiving conspecific calls (Hauser & Andersson 1994, Proceedings of the National Academy of Sciences, U.S.A., 91, 3946-3948) depends upon particular acoustic parameters, then experimental manipulations beyond the species-typical range of signal variation will cause a change in perceptual asymmetry, either reversing the pattern (i.e. right to left ear ) or wiping it out (i.e. no asymmetry). We presented manipulated and unmanipulated exemplars of three pulsatile call types within the rhesus repertoire: an affiliative signal 'grunt', an alarm signal 'shrill bark', and a mating signal 'copulation scream'. Signal manipulations involved either (1) a reduction of the interpulse interval to zero or the population minimum or (2) an expansion of the interpulse interval to the population maximum, or two times the maximum. For the grunt and shrill bark, manipulations of interpulse interval outside the range of natural variation either eliminated the orienting bias or caused a shift from right- to left-ear bias. For the copulation scream, however, a right-ear bias was observed in response to all stimuli, manipulated and unmanipulated. Results show that for some call types within the repertoire, temporal properties such as interpulse interval provide significant information to listeners about whether the signal is from a conspecific or not. We interpret the orienting bias as evidence that hemispheric asymmetries underly this perceptual effect.Copyright 1998 The Association for the Study of Animal Behaviour.

Short-term memory and language outcomes after extreme prematurity at birth

The performance of 26 children (3;0-4;0 years) who were born before 32 weeks gestation was compared with the performance of 26 full-term children on a range of short-term memory and language measures. The measures tested vocabulary, expressive language, phonological short-term memory, and general nonverbal ability. Preterm children scored more poorly across the full range of measures. The mildly depressed performance of the preterm group on the short-term memory and language measures was attributable to the large deficits on these tests shown by a subgroup of approximately one third of preterm children identified as being "at risk" for persisting language difficulties using the Bus Story Test (Bishop & Edmundson, 1987). The findings indicate that preterm birth and associated hazards may constitute a significant risk factor for specific language impairment in a sizable minority of children.

Temporal and spectral sensitivity of complex auditory neurons in the nucleus HVc of male zebra finches

Complex vocalizations, such as human speech and birdsong, are characterized by their elaborate spectral and temporal structure. Because auditory neurons of the zebra finch forebrain nucleus HVc respond extremely selectively to a particular complex sound, the bird's own song (BOS), we analyzed the spectral and temporal requirements of these neurons by measuring their responses to systematically degraded versions of the BOS. These synthetic songs were based exclusively on the set of amplitude envelopes obtained from a decomposition of the original sound into frequency bands and preserved the acoustical structure present in the original song with varying degrees of spectral versus temporal resolution, which depended on the width of the frequency bands. Although both excessive temporal or spectral degradation eliminated responses, HVc neurons responded well to degraded synthetic songs with time-frequency resolutions of approximately 5 msec or 200 Hz. By comparing this neuronal time-frequency tuning with the time-frequency scales that best represented the acoustical structure in zebra finch song, we concluded that HVc neurons are more sensitive to temporal than to spectral cues. Furthermore, neuronal responses to synthetic songs were indistinguishable from those to the original BOS only when the amplitude envelopes of these songs were represented with 98% accuracy. That level of precision was equivalent to preserving the relative time-varying phase across frequency bands with resolutions finer than 2 msec. Spectral and temporal information are well known to be extracted by the peripheral auditory system, but this study demonstrates how precisely these cues must be preserved for the full response of high-level auditory neurons sensitive to learned vocalizations.

Sensitive periods for visual calibration of the auditory space map in the barn owl optic tectum

Previous studies have identified sensitive periods for the developing barn owl during which visual experience has a powerful influence on the calibration of sound localization behavior. Here we investigated neural correlates of these sensitive periods by assessing developmental changes in the capacity of visual experience to alter the map of auditory space in the optic tectum of the barn owl. We used two manipulations. (1) We equipped owls with prismatic spectacles that optically displaced the visual field by 23 degrees to the left or right, and (2) we restored normal vision to prism-reared owls that had been raised wearing prisms. In agreement with previous behavioral experiments, we found that the capacity of abnormal visual experience to shift the tectal auditory space map was restricted to an early sensitive period. However, this period extended until later in life (approximately 200 d) than described previously in behavioral studies (approximately 70 d). Furthermore, unlike the previous behavioral studies that found that the capacity to recover normal sound localization after restoration of normal vision was lost at approximately 200 d of age, we found that the capacity to recover a normal auditory space map was never lost. Finally, we were able to reconcile the behaviorally and neurophysiologically defined sensitive periods by taking into account differences in the richness of the environment in the two sets of experiments. We repeated the behavioral experiments and found that when owls were housed in a rich environment, the capacity to adjust sound localization away from normal extended to later in life, whereas the capacity to recover to normal was never lost. Conversely, when owls were housed in an impoverished environment, the capacity to recover a normal auditory space map was restricted to a period ending at approximately 200 d of age. The results demonstrate that the timing and even the existence of sensitive periods for plasticity of a neural circuit and associated behavior can depend on multiple factors, including (1) the nature of the adjustment demanded of the system and (2) the richness of the sensory and social environment in which the plasticity is studied.

Levels of analysis in health science. A framework for integrating sociobehavioral and biomedical research

One of the principal goals of the Office of Behavioral and Social Sciences Research at the National Institutes of Health is to facilitate interdisciplinary research between social, behavioral, and biomedical scientists. The purpose of this paper is to provide a framework for such interdisciplinary health research. The essence of this framework is the concept of levels of analysis in the health sciences. These levels include the social/environment, behavioral/psychological, organ systems, cellular, and molecular. The interdependence of these five levels of analysis suggests that advances in the health sciences may be accelerated by a more integrated, multilevel approach to research. The principles of integrated, multilevel research are outlined, and examples of research that support this approach are presented. Finally, some of the activities of the Office of Behavioral and Social Sciences Research that will further interdisciplinary research across levels of analysis are summarized.

Recovery of cognitive functions following nonprogressive brain injury

It has recently become clear that the adult human brain is capable of more plasticity than previously thought. Investigations into the natural history of change following brain injury demonstrate that partial recovery of function can and does occur. Furthermore, there is increasing evidence that intervention through re-training or provision of compensatory memory aids can result in improved cognitive functioning.

Central auditory processing disorder in school-aged children: a critical review

The rationale to evaluate for central auditory processing disorder (CAPD) in school-aged children is based on the assumption that an auditory-specific perceptual deficit underlies many learning problems including specific reading and language disabilities. A fundamental issue in this area is whether convincing empirical evidence exists to validate this proposition. Herein, we consider the issue of modality specificity by examining the extent to which reading, language, and attention disorders in school-aged children involve perceptual dysfunctions limited to a single sensory modality. Difficulty in validating CAPD as a diagnostic label is due in large part to use of the unimodal inclusive framework, which has biased the diagnosis to favor sensitivity of test results over documenting the specificity of the deficit. Indeed, empirical research documenting modality-specific auditory-perceptual dysfunction in this population is scarce. Therefore, the existing literature on this topic has not clarified the "true" nature of the problem, and has left many questions about this disorder unanswered. It is argued that demonstrating modality specificity is one way to rule out supramodal disorders as explanations for observed dysfunction. Multimodal perceptual testing is one logical approach to help clarify this area of investigation.

Adult cortical dynamics

There are many influences on our perception of local features. What we see is not strictly a reflection of the physical characteristics of a scene but instead is highly dependent on the processes by which our brain attempts to interpret the scene. As a result, our percepts are shaped by the context within which local features are presented, by our previous visual experiences, operating over a wide range of time scales, and by our expectation of what is before us. The substrate for these influences is likely to be found in the lateral interactions operating within individual areas of the cerebral cortex and in the feedback from higher to lower order cortical areas. Even at early stages in the visual pathway, cells are far more flexible in their functional properties than previously thought. It had long been assumed that cells in primary visual cortex had fixed properties, passing along the product of a stereotyped operation to the next stage in the visual pathway. Any plasticity dependent on visual experience was thought to be restricted to a period early in the life of the animal, the critical period. Furthermore, the assembly of contours and surfaces into unified percepts was assumed to take place at high levels in the visual pathway, whereas the receptive fields of cells in primary visual cortex represented very small windows on the visual scene. These concepts of spatial integration and plasticity have been radically modified in the past few years. The emerging view is that even at the earliest stages in the cortical processing of visual information, cells are highly mutable in their functional properties and are capable of integrating information over a much larger part of visual space than originally believed.

Temporal-order discrimination for selected auditory and visual stimulus dimensions

Thresholds for the discrimination of temporal order were determined for selected auditory and visual stimulus dimensions in 10 normal-adult volunteers. Auditory stimuli consisted of binary pure tones varying in frequency or sound pressure level, and visual stimuli consisted of binary geometric forms varying in size, orientation, or color. We determined the effect of psychophysical method and the reliability of performance across stimulus dimensions. Using a single-track adaptive procedure, Experiment 1 showed that temporal-order thresholds (TOTs) varied with stimulus dimension, being lowest for auditory frequency, intermediate for size, orientation, and auditory level, and longest for color. Test performance improved over sessions and the profile of thresholds across stimulus dimensions had a modest reliability. Experiment 2 used a double-interleaved adaptive procedure and TOTs were similarly ordered as in Experiment 1. However, TOTs were significantly lower for initially ascending versus descending tracks. With this method, the reliability of the profile across stimulus dimensions and tracks was relatively low. In Experiment 3, psychometric functions were obtained for each of the stimulus dimensions and thresholds were defined as the interpolated 70.7% correct point. The relative ordering of TOTs was similar to those obtained in the first two experiments. Non-monotonicities were found in some of the psychometric functions, with the most prominent being for the color dimension. A cross-experiment comparison of results demonstrates that TOTs and their reliability are significantly influenced by the psychophysical method. Taken together, these results support the notion that the temporal resolution of ordered stimuli involves perceptual mechanisms specific to a given sensory modality or submodality.

Practice-related improvements in somatosensory interval discrimination are temporally specific but generalize across skin location, hemisphere, and modality

This paper concerns the characterization of performance and perceptual learning of somatosensory interval discrimination. The purposes of this study were to define (1) the performance characteristics for interval discrimination in the somatosensory system by naive adult humans, (2) the normal capacities for improvement in somatosensory interval discrimination, and (3) the extent of generalization of interval discrimination learning. In a two-alternative forced choice procedure, subjects were presented with two pairs of vibratory pulses. One pair was separated in time by a fixed base interval; a second pair was separated by a target interval that was always longer than the base interval. Subjects indicated which pair was separated by the target interval. The length of the target interval was varied adaptively to determine discrimination thresholds. After initial determination of naive abilities, subjects were trained for 900 trials per day at base intervals of either 75 or 125 msec for 10-15 d. Significant improvements in thresholds resulted from training. Learning at the trained base interval generalized completely across untrained skin locations on the trained hand and to the corresponding untrained skin location in the contralateral hand. The learning partially generalized to untrained base intervals similar to the trained one, but not to more distant base intervals. Learning with somatosensory stimuli generalized to auditory stimuli presented at comparable base intervals. These results demonstrate temporal specificity in somatosensory interval discrimination learning that generalizes across skin location, hemisphere, and modality.

Trying to Make Sense of Developmental Language Disorders

In this article, I share my thoughts concerning what children with developmental language disorders should be called, how they should be defined, and how we might differentiate children with specific language impairment (SLI) from other children with developmental language disorders. Among other things, I attempt to show why a lack of congruence between clinical and research constructs should be expected.

Researchers and clinicians use different identification criterion and procedures because clinical and educational objectives are different from research objectives. While recognizing these differences, I suggest several possible ways to differentiate a subgroup of children with SLI from the general population of children with developmental language disorders without using nonverbal IQ. Even if researchers are able to identify this unique group of children, clinicians may never embrace the SLI construct.

In the best of all possible worlds, clinicians would be familiar with how researchers define SLI and appreciate the value of research that attempts to identify distinct subgroups of children with developmental language disorders. Researchers, in this ideal world, would recognize and acknowledge the lack of congruence between the research populations of SLI and the larger clinical population of children with developmental language disorders.

Brain morphology in children with specific language impairment

The planum temporale and pars triangularis have been found to be larger in the left hemisphere than the right in individuals with normal language skills. Brain morphology studies of individuals with developmental language disorders report reversed asymmetry or symmetry of the planum, although the bulk of this research has been completed on adults with dyslexia. Pars triangularis has not been studied in the developmental language impaired population. In this study, magnetic resonance imaging (MRI) was used for quantitative comparisons of the planum temporale (Wernicke's area) and pars triangularis (Broca's area) in children with specific language impairment (SLI) and children with normal language skills. The subjects were 11 children with SLI and 19 age- and sex-matched controls between 5.6 and 13.0 years old. Each subject received a neurolinguistic battery of tests and a high resolution volumetric MRI scan. Major results were that (a) pars triangularis was significantly smaller in the left hemisphere of children with SLI, and (b) children with SLI were more likely to have rightward asymmetry of language structures. Furthermore, anomalous morphology in these language areas correlated with depressed language ability. These findings support the hypothesis that language impairment is a consequence of an underlying neurobiological defect in areas of the brain known to subserve language.

Evolution and revolution in child psychiatry: ADHD as a disorder of adaptation

Current knowledge about early plasticity and children's responsiveness to environmental modifications as well as the atheoretical nature of current nosological systems necessitate alternative models to explain the phenomena of childhood behavioral and emotional disturbances. Evolutionary biology provides one such framework. It organizes data from the behavioral and cognitive sciences and parallels similar efforts in other areas of medicine and biology. Through an evolutionary biological lens, some mental disorders are better viewed as an adaptive response to early pathogenic environments and/or reflect the optimization of brain function to some environments at the cost of poorer response to the demands of other environments. As an example, the authors examine attention-deficit/hyperactivity disorder (ADHD) in relation to evolutionary theories of psychology and biology and clarify the potentially adaptive nature of characteristics of inattention, impulsivity, and motoric hyperactivity, depending on the nature of child's environments. Reframing ADHD characteristics according to evolutionary theory has important treatment implications for clinicians and offers researchers opportunities for novel scientific discoveries.

Follow-up study of a right- and a left-hemispherectomized child: implications for localization and impairment of language in children

Two hemispherectomized girls, one operated on the right, the other on the left, were followed from time of surgery until 9 and 10 years of age and compared with respect to course of language acquisition following surgery. At conclusion of follow-up, receptive and expressive language, phoneme perception and production, and sentence processing of the two hemispherectomized children were compared with those of two control groups of similar age, one developing language normally, the other language-impaired. The left-hemispherectomized child's abilities were similar to those of the language-impaired children; the right-hemispherectomized child's abilities resembled those of the language-normal children. Implications for localization of developmental anomalies in language-impaired children are discussed.

Effect of sign task on speech timing in simultaneous communication

The purpose of this investigation was to study the effect of the signing task on temporal features of speech during simultaneous communication (SC). The effects of three independent variables: (a) communication mode (speech only vs. SC); (b) sign task demand (base vs. elaborated signs); and (c) type of sign movement (kinetic vs. morphokinetic) were studied on five dependent variables: (a) word duration; (b) sentence duration; (c) diphthong duration; (d) interword interval before signed experimental word (IWIB); and (e) interword interval after signed experimental word (IWIA). Audio recordings were made of 12 normal hearing, experienced sign language users speaking experimental words that varied in sign task demand and movement under SC and speech only (SO) conditions. Results indicated longer sentence durations for SC than SO and longer anticipatory durations of IWIB and diphthong before signed words, especially those using signs with greater task demand or with movements including hand shape change. IWIA only lengthened for SC vs. SO with no further effect of sign task demand or movement. These results indicate finite effects of sign task demand and movement on pause and segment durations before the sign but not as strong an effect as has been reported for increased finger spelling task length.

Context-sensitive synaptic plasticity and temporal-to-spatial transformations in hippocampal slices

Hippocampal slices are used to show that, as a temporal input pattern of activity flows through a neuronal layer, a temporal-to-spatial transformation takes place. That is, neurons can respond selectively to the first or second of a pair of input pulses, thus transforming different temporal patterns of activity into the activity of different neurons. This is demonstrated using associative long-term potentiation of polysynaptic CA1 responses as an activity-dependent marker: by depolarizing a postsynaptic CA1 neuron exclusively with the first or second of a pair of pulses from the dentate gyrus, it is possible to "tag" different subpopulations of CA3 neurons. This technique allows sampling of a population of neurons without recording simultaneously from multiple neurons. Furthermore, it reflects a biologically plausible mechanism by which single neurons may develop selective responses to time-varying stimuli and permits the induction of context-sensitive synaptic plasticity. These experimental results support the view that networks of neurons are intrinsically able to process temporal information and that it is not necessary to invoke the existence of internal clocks or delay lines for temporal processing on the time scale of tens to hundreds of milliseconds.