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Nora A, Renvall H, Ronimus M, Kere J, Lyytinen H, Salmelin R. Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms. Neuroimage 2021; 229:117739. [PMID: 33454404 DOI: 10.1016/j.neuroimage.2021.117739] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 01/07/2021] [Accepted: 01/09/2021] [Indexed: 11/28/2022] Open
Abstract
Developmental dyslexia is a specific learning disorder with impairments in reading and spelling acquisition. Apart from literacy problems, dyslexics show inefficient speech encoding and deficient novel word learning, with underlying problems in phonological processing and learning. These problems have been suggested to be related to deficient specialization of the left hemisphere for language processing. To examine this possibility, we tracked with magnetoencephalography (MEG) the activation of the bilateral temporal cortices during formation of neural memory traces for new spoken word forms in 7-8-year-old children with high familial dyslexia risk and in controls. The at-risk children improved equally to their peers in overt repetition of recurring new word forms, but were poorer in explicit recognition of the recurring word forms. Both groups showed reduced activation for the recurring word forms 400-1200 ms after word onset in the right auditory cortex, replicating the results of our previous study on typically developing children (Nora et al., 2017, Children show right-lateralized effects of spoken word-form learning. PLoS ONE 12(2): e0171034). However, only the control group consistently showed a similar reduction of activation for recurring word forms in the left temporal areas. The results highlight the importance of left-hemispheric phonological processing for efficient phonological representations and its disruption in dyslexia.
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Affiliation(s)
- A Nora
- Department of Neuroscience and Biomedical Engineering, and Aalto NeuroImaging, Aalto University, P.O. Box 12200, FI-00076 Aalto, Finland.
| | - H Renvall
- Department of Neuroscience and Biomedical Engineering, and Aalto NeuroImaging, Aalto University, P.O. Box 12200, FI-00076 Aalto, Finland
| | - M Ronimus
- Niilo Mäki Instituutti, FI-40100 Jyväskylä, Finland
| | - J Kere
- Department of Biosciences, Karolinska Institutet, SE-171 77 Stockholm, Sweden
| | - H Lyytinen
- Department of Psychology, University of Jyväskylä, FI-40014 Jyväskylä, Finland
| | - R Salmelin
- Department of Neuroscience and Biomedical Engineering, and Aalto NeuroImaging, Aalto University, P.O. Box 12200, FI-00076 Aalto, Finland
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52
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Murphy CFB, Schochat E, Bamiou DE. The Role of Phonological, Auditory Sensory and Cognitive Skills on Word Reading Acquisition: A Cross-Linguistic Study. Front Psychol 2020; 11:582572. [PMID: 33262732 PMCID: PMC7688452 DOI: 10.3389/fpsyg.2020.582572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 10/23/2020] [Indexed: 11/21/2022] Open
Abstract
Despite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills. Rhyme and Alliteration skills predicted word reading in both groups; however, the correlation in the British group was more robust. Short-term memory was also correlated with reading in both groups; however, it was a significant word reading predictor only in the British group. The auditory sensory was not directly correlated with word reading in either group; however, it was involved with Rhyme and Alliteration performance only in the British group. Those results were discussed considering the complexity of the phonological structure and opaque orthography in English when compared to Portuguese, which indicates that the less transparent the orthography, the higher the importance of factors such as phonological awareness, short-term memory, and to some extent, auditory sensory processing skills on word reading acquisition. Those results emphasize the need to consider orthography and phonological features of a particular language when developing a reading assessment and treatments.
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Affiliation(s)
| | - Eliane Schochat
- Department of Physical Therapy, Speech-Language Pathology and Occupational Therapy, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Doris-Eva Bamiou
- The Ear Institute, University College London, London, United Kingdom
- Department of Neuro-Otology, University College London Hospitals, London, United Kingdom
- Biomedical Research Centre, National Institute for Health Research, London, United Kingdom
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53
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O'Brien G, Yeatman JD. Bridging sensory and language theories of dyslexia: Toward a multifactorial model. Dev Sci 2020; 24:e13039. [PMID: 33021019 PMCID: PMC8244000 DOI: 10.1111/desc.13039] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 08/30/2020] [Accepted: 09/08/2020] [Indexed: 01/27/2023]
Abstract
Competing theories of dyslexia posit that reading difficulties arise from impaired visual, auditory, phonological, or statistical learning mechanisms. Importantly, many theories posit that dyslexia reflects a cascade of impairments emanating from a single “core deficit”. Here we report two studies evaluating core deficit and multifactorial models. In Study 1, we use publicly available data from the Healthy Brain Network to test the accuracy of phonological processing measures for predicting dyslexia diagnosis and find that over 30% of cases are misclassified (sensitivity = 66.7%; specificity = 68.2%). In Study 2, we collect a battery of psychophysical measures of visual motion processing and standardized measures of phonological processing in 106 school‐aged children to investigate whether dyslexia is best conceptualized under a core‐deficit model, or as a disorder with heterogenous origins. Specifically, by capitalizing on the drift diffusion model to analyze performance on a visual motion discrimination experiment, we show that deficits in visual motion processing, perceptual decision‐making, and phonological processing manifest largely independently. Based on statistical models of how variance in reading skill is parceled across measures of visual processing, phonological processing, and decision‐making, our results challenge the notion that a unifying deficit characterizes dyslexia. Instead, these findings indicate a model where reading skill is explained by several distinct, additive predictors, or risk factors, of reading (dis)ability.
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Affiliation(s)
- Gabrielle O'Brien
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, USA.,Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, CA, USA.,Division of Developmental-Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, USA
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54
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Liebig J, Friederici AD, Neef NE. Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Dev Cogn Neurosci 2020; 46:100869. [PMID: 33091833 PMCID: PMC7576516 DOI: 10.1016/j.dcn.2020.100869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 09/07/2020] [Accepted: 09/20/2020] [Indexed: 02/05/2023] Open
Abstract
Multi-domain profiles advance retrospective prediction of emergent literacy. DCDC2 and KIAA0319 risk variants influence emergent spelling skills. Combined DYX2 and auditory brainstem measures enhance predictive model fits. Additional benefit of preliterate phonological awareness on predictive power.
Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.
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Affiliation(s)
- Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Clinical Neurophysiology, Georg-August-University, Göttingen, Robert-Koch-Straße 40, 37075 Göttingen, Germany; Department of Diagnostic and Interventional Neuroradiology, Georg-August-University, Robert-Koch-Str. 40, 37075 Göttingen, Germany.
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55
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O'Brien GE, Gijbels L, Yeatman JD. Context effects on phoneme categorization in children with dyslexia. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2020; 148:2209. [PMID: 33138541 PMCID: PMC7575329 DOI: 10.1121/10.0002181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Revised: 09/23/2020] [Accepted: 09/28/2020] [Indexed: 06/11/2023]
Abstract
Research shows that, on average, children with dyslexia behave less categorically in phoneme categorization tasks. This study investigates three subtle ways that struggling readers may perform differently than their typically developing peers in this experimental context: sensitivity to the frequency distribution from which speech tokens are drawn, bias induced by previous stimulus presentations, and fatigue during the course of the task. We replicate findings that reading skill is related to categorical labeling, but we do not find evidence that sensitivity to the stimulus frequency distribution, the influence of previous stimulus presentations, and a measure of task engagement differs in children with dyslexia. It is, therefore, unlikely that the reliable relationship between reading skill and categorical labeling is attributable to artifacts of the task design, abnormal neural encoding, or executive function. Rather, categorical labeling may index a general feature of linguistic development whose causal relationship to literacy remains to be ascertained.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Liesbeth Gijbels
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, California 94305, USA
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Kailaheimo-Lönnqvist L, Virtala P, Fandakova Y, Partanen E, Leppänen PHT, Thiede A, Kujala T. Infant event-related potentials to speech are associated with prelinguistic development. Dev Cogn Neurosci 2020; 45:100831. [PMID: 32911229 PMCID: PMC7486617 DOI: 10.1016/j.dcn.2020.100831] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Revised: 06/06/2020] [Accepted: 07/27/2020] [Indexed: 11/30/2022] Open
Abstract
Speech processing and prelinguistic skills studied in a large longitudinal sample. Auditory ERPs predicted prelinguistic development in infancy in LCS models. P1 amplitude at 6 months predicted prelinguistic development between 6 and 12 months. MMR to a frequency change was associated with prelinguistic skills at 6 months. Infants’ neural speech processing can help to predict early language development.
Neural auditory processing and prelinguistic communication build the foundation for later language development, but how these two are associated is not well known. The current study investigated how neural speech processing is associated with the level and development of prelinguistic skills in 102 infants. We recorded event-related potentials (ERPs) in 6-months-olds to assess the neural detection of a pseudoword (obligatory responses), as well as the neural discrimination of changes in the pseudoword (mismatch responses, MMRs). Prelinguistic skills were assessed at 6 and 12 months of age with a parental questionnaire (Infant-Toddler Checklist). The association between the ERPs and prelinguistic skills was examined using latent change score models, a method specifically constructed for longitudinal analyses and explicitly modeling intra-individual change. The results show that a large obligatory P1 at 6 months of age predicted strong improvement in prelinguistic skills between 6 and 12 months of age. The MMR to a frequency change was associated with the concurrent level of prelinguistic skills, but not with the improvement of the skills. Overall, our results highlight the strong association between ERPs and prelinguistic skills, possibly offering opportunities for early detection of atypical linguistic and communicative development.
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Affiliation(s)
- Linda Kailaheimo-Lönnqvist
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Haartmaninkatu 3, 00290, Helsinki, Finland.
| | - Paula Virtala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Haartmaninkatu 3, 00290, Helsinki, Finland.
| | - Yana Fandakova
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94 14195, Berlin, Germany.
| | - Eino Partanen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Haartmaninkatu 3, 00290, Helsinki, Finland.
| | - Paavo H T Leppänen
- Department of Psychology, University of Jyväskylä, Mattilanniemi 6, 40014, Jyväskylä, Finland.
| | - Anja Thiede
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Haartmaninkatu 3, 00290, Helsinki, Finland.
| | - Teija Kujala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Haartmaninkatu 3, 00290, Helsinki, Finland.
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57
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Goswami U, Huss M, Mead N, Fosker T. Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia: A Longitudinal Study. Child Dev 2020; 92:1083-1098. [PMID: 32851656 DOI: 10.1111/cdev.13459] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children.
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Affiliation(s)
| | | | | | - Tim Fosker
- University of Cambridge.,Queen's University
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58
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Thiede A, Glerean E, Kujala T, Parkkonen L. Atypical MEG inter-subject correlation during listening to continuous natural speech in dyslexia. Neuroimage 2020; 216:116799. [DOI: 10.1016/j.neuroimage.2020.116799] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2019] [Revised: 02/21/2020] [Accepted: 03/30/2020] [Indexed: 10/24/2022] Open
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59
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Thiede A, Parkkonen L, Virtala P, Laasonen M, Mäkelä J, Kujala T. Neuromagnetic speech discrimination responses are associated with reading-related skills in dyslexic and typical readers. Heliyon 2020; 6:e04619. [PMID: 32904386 PMCID: PMC7452546 DOI: 10.1016/j.heliyon.2020.e04619] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 06/09/2020] [Accepted: 07/30/2020] [Indexed: 11/28/2022] Open
Abstract
Poor neural speech discrimination has been connected to dyslexia, and may represent phonological processing deficits that are hypothesized to be the main cause for reading impairments. Thus far, neural speech discrimination impairments have rarely been investigated in adult dyslexics, and even less by examining sources of neuromagnetic responses. We compared neuromagnetic speech discrimination in dyslexic and typical readers with mismatch fields (MMF) and determined the associations between MMFs and reading-related skills. We expected weak and atypically lateralized MMFs in dyslexic readers, and positive associations between reading-related skills and MMF strength. MMFs were recorded to a repeating pseudoword /ta-ta/ with occasional changes in vowel identity, duration, or syllable frequency from 43 adults, 21 with confirmed dyslexia. Phonetic (vowel and duration) changes elicited left-lateralized MMFs in the auditory cortices. Contrary to our hypothesis, MMF source strengths or lateralization did not differ between groups. However, better verbal working memory was associated with stronger left-hemispheric MMFs to duration changes across groups, and better reading was associated with stronger right-hemispheric late MMFs across speech-sound changes in dyslexic readers. This suggests a link between neural speech processing and reading-related skills, in line with previous work. Furthermore, our findings suggest a right-hemispheric compensatory mechanism for language processing in dyslexia. The results obtained promote the use of MMFs in investigating reading-related brain processes.
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Affiliation(s)
- A. Thiede
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - L. Parkkonen
- Department of Neuroscience and Biomedical Engineering, School of Science, Aalto University, Finland
- Aalto Neuroimaging, Aalto University, Finland
| | - P. Virtala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - M. Laasonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
- Department of Phoniatrics, Helsinki University Hospital, Finland
| | - J.P. Mäkelä
- BioMag Laboratory, HUS Medical Imaging Center, Helsinki University Central Hospital, Finland
| | - T. Kujala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
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60
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Marturano F, Brigadoi S, Doro M, Dell'Acqua R, Sparacino G. Computer data simulator to assess the accuracy of estimates of visual N2/N2pc event-related potential components. J Neural Eng 2020; 17:036024. [PMID: 32240993 DOI: 10.1088/1741-2552/ab85d4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
OBJECTIVE Event-related potentials (ERPs) evoked by visual stimulations comprise several components, with different amplitudes and latencies. Among them, the N2 and N2pc components have been demonstrated to be a measure of subjects' allocation of visual attention to possible targets and to be involved in the suppression of irrelevant items. Unfortunately, the N2 and N2pc components have smaller amplitudes compared with those of the background electroencephalogram (EEG), and their measurement requires employing techniques such as conventional averaging, which in turn necessitates several sweeps to provide acceptable estimates. In visual search studies, the number of sweeps (Nswp) used to extrapolate reliable estimates of N2/N2pc components has always been somehow arbitrary, with studies using 50-500 sweeps. In-silico studies relying on synthetic data providing a close-to-realistic fit to the variability of the visual N2 component and background EEG signals are therefore needed to go beyond arbitrary choices in this context. APPROACH In the present work, we sought to take a step in this direction by developing a simulator of ERP variations in the N2 time range based on real experimental data while monitoring variations in the estimation accuracy of N2/N2pc components as a function of two factors, i.e. signal-to-noise ratio (SNR) and number of averaged sweeps. MAIN RESULTS The results revealed that both Nswp and SNR had a strong impact on the accuracy of N2/N2pc estimates. Critically, the present simulation showed that, for a given level of SNR, a non-arbitrary Nswp could be parametrically determined, after which no additional significant improvements in noise suppression and N2/N2pc accuracy estimation were observed. SIGNIFICANCE The present simulator is thought to provide investigators with quantitative guidelines for designing experimental protocols aimed at improving the detection accuracy of N2/N2pc components. The parameters of the simulator can be tuned, adapted, or integrated to fit other ERP modulations.
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Affiliation(s)
- Francesca Marturano
- Department of Information Engineering-DEI, University of Padova, Padova, Italy
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61
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Meilleur A, Foster NEV, Coll SM, Brambati SM, Hyde KL. Unisensory and multisensory temporal processing in autism and dyslexia: A systematic review and meta-analysis. Neurosci Biobehav Rev 2020; 116:44-63. [PMID: 32544540 DOI: 10.1016/j.neubiorev.2020.06.013] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 06/01/2020] [Accepted: 06/08/2020] [Indexed: 12/28/2022]
Abstract
This study presents a comprehensive systematic review and meta-analysis of temporal processing in autism spectrum disorder (ASD) and developmental dyslexia (DD), two neurodevelopmental disorders in which temporal processing deficits have been highly researched. The results provide strong evidence for impairments in temporal processing in both ASD (g = 0.48) and DD (g = 0.82), as measured by judgments of temporal order and simultaneity. In individual analyses, multisensory temporal processing was impaired for both ASD and DD, and unisensory auditory, visual and tactile processing were all impaired in DD. In ASD, speech stimuli showed moderate impairment effect sizes, whereas nonspeech stimuli showed small effects. Greater reading and spelling skills in DD were associated with greater temporal precision. Temporal deficits did not show changes with age in either disorder. In addition to more clearly defining temporal impairments in ASD and DD, the results highlight common and distinct patterns of temporal processing between these disorders. Deficits are discussed in relation to existing theoretical models, and recommendations are made for future research.
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Affiliation(s)
- Alexa Meilleur
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada.
| | - Nicholas E V Foster
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Sarah-Maude Coll
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Simona M Brambati
- Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada; Centre de Recherche de l'Institut Universitaire de Gériatrie de Montréal, 4545 Chemin Queen Mary, Montréal, QC, H3W 1W4, Canada
| | - Krista L Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
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62
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Poor neural and perceptual phoneme discrimination during acoustic variation in dyslexia. Sci Rep 2020; 10:8646. [PMID: 32457322 PMCID: PMC7250843 DOI: 10.1038/s41598-020-65490-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Accepted: 05/04/2020] [Indexed: 12/30/2022] Open
Abstract
Whereas natural acoustic variation in speech does not compromise phoneme discrimination in healthy adults, it was hypothesized to be a challenge for developmental dyslexics. We investigated dyslexics’ neural and perceptual discrimination of native language phonemes during acoustic variation. Dyslexics and non-dyslexics heard /æ/ and /i/ phonemes in a context with fo variation and then in a context without it. Mismatch negativity (MMN) and P3a responses to phoneme changes were recorded with electroencephalogram to compare groups during ignore and attentive listening. Perceptual phoneme discrimination in the variable context was evaluated with hit-ratios and reaction times. MMN/N2bs were diminished in dyslexics in the variable context. Hit-ratios were smaller in dyslexics than controls. MMNs did not differ between groups in the context without variation. These results suggest that even distinctive vowels are challenging to discriminate for dyslexics when the context resembles natural variability of speech. This most likely reflects poor categorical perception of phonemes in dyslexics. Difficulties to detect linguistically relevant invariant information during acoustic variation in speech may contribute to dyslexics’ deficits in forming native language phoneme representations during infancy. Future studies should acknowledge that simple experimental paradigms with repetitive stimuli can be insensitive to dyslexics’ speech processing deficits.
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63
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Mishra SK. The role of efferents in human auditory development: efferent inhibition predicts frequency discrimination in noise for children. J Neurophysiol 2020; 123:2437-2448. [PMID: 32432503 DOI: 10.1152/jn.00136.2020] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
The descending corticofugal fibers originate from the auditory cortex and exert control on the periphery via the olivocochlear efferents. Medial efferents are thought to enhance the discriminability of transient sounds in background noise. In addition, the observation of deleterious long-term effects of efferent sectioning on the response properties of auditory nerve fibers in neonatal cats supports an efferent-mediated control of normal development. However, the role of the efferent system in human hearing remains unclear. The objective of the present study was to test the hypothesis that the medial efferents are involved in the development of frequency discrimination in noise. The hypothesis was examined with a combined behavioral and physiological approach. Frequency discrimination in noise and efferent inhibition were measured in 5- to 12-yr-old children (n = 127) and young adults (n = 37). Medial efferent strength was noninvasively assayed with a rigorous otoacoustic emission protocol. Results revealed an age-mediated relationship between efferent inhibition and frequency discrimination in noise. Efferent inhibition strongly predicted frequency discrimination in noise for younger children (5-9 yr). However, for older children (>9 yr) and adults, efferent inhibition was not related to frequency discrimination in noise. These findings support the role of efferents in the development of hearing-in-noise in humans; specifically, younger children compared with older children and adults are relatively more dependent on efferent inhibition for extracting relevant cues in noise. Additionally, the present findings caution against postulating an oversimplified relationship between efferent inhibition and measures of auditory perception in humans.NEW & NOTEWORTHY Despite several decades of research, the functional role of medial olivocochlear efferents in humans remains controversial and is thought to be insignificant. Here it is shown that medial efferent inhibition strongly predicts frequency discrimination in noise for younger children but not for older children and adults. Young children are relatively more dependent on the efferent system for listening-in-noise. This study highlights the role of the efferent system in hearing-in-noise during childhood development.
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Affiliation(s)
- Srikanta K Mishra
- Department of Communication Sciences and Disorders, The University of Texas Rio Grande Valley, Edinburg, Texas.,Department of Communication Disorders, New Mexico State University, Las Cruces, New Mexico
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Mukhopadhyay P, Bhattacharya L, Roy PK, Misra Chatterjee S, Mukherjee S, Santra M. Development of a Battery to Assess Perceptual-Motor, Cognition, Language, and Scholastic Skills among Bengali Children with Neuro Developmental Disorders. Indian J Psychol Med 2020; 42:238-249. [PMID: 32612328 PMCID: PMC7320737 DOI: 10.4103/ijpsym.ijpsym_198_19] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Accepted: 12/17/2019] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND School failure or poor academic performance is often found in neurodevelopmental disorders (NDD); however, there is a dearth of a comprehensive assessment tool to evaluate various underlying deficits, including perceptual-motor, cognitive, language, and scholastic skills of those who have NDD. The study aimed to develop a test to fill-up this gap. MATERIALS AND METHODS The study followed three phases: the construction of an assessment battery in both Bengali and English languages, separately, incorporating tasks on perceptual-motor, cognitive, language, and scholastic skills; doing a pilot study, and finally, standardization. Standardization was done on 91 normal children (NC) aged 4.5 to 9.5 years, from four districts of West Bengal. The test was applied to 57 children with poor school performance across various NDD, including specific learning disorder, autism spectrum disorder, attention deficit/hyperactivity disorder, and communication disorder. Binet Kamat Test (BKT) of intelligence, National Institute of Mental Health and Neuro-Sciences (NIMHANS) Index for specific learning disability (SLD), Childhood Autism Rating Scale (CARS), Conner's Abbreviated Rating Scale- Parent Report, Linguistic Profile Test, and Test of Pragmatic Language were used as screening tools to identify children with various NDD. The psychometric properties of the tool were assessed. RESULTS The factor analysis suggested four-factor solution named scholastic-cognitive-motor, attention, auditory-verbal, and perceptual skill. The internal consistency of the test was found to be higher (Cronbach's α >0.70 for most tests), indicating high reliability. Discriminant validity revealed significant score differences between NC and children with NDD (P <.01), suggesting that the new tool can differentiate children with NDD from healthy NC. CONCLUSION The results favor the new tool as a psychometrically strong tool to assess the scholastic backwardness of children with NDD. It may be further used to create specific profiles for different categories of NDD.
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Affiliation(s)
- Pritha Mukhopadhyay
- Department of Psychology, University of Calcutta, UCSTA, 92 APC Road, Kolkata, West Bengal, India
| | - Lipika Bhattacharya
- Consultant Special Educator, Apollo Gleneagles Hospitals, 58 Canal Circular Road, Kolkata, West Bengal, India
| | - Prasanta K Roy
- Department of Clinical Psychology, Institute of Psychiatry, 7 D. L. Khan Road, Kolkata, West Bengal, India
| | | | - Somenath Mukherjee
- Speech and Language Pathologist, Speech Plus, 69/T3 Prince Baktiar Shah Road, Kolkata, West Bengal, India
| | - Mainak Santra
- Speech and Language Pathologist, Speech Plus, 69/T3 Prince Baktiar Shah Road, Kolkata, West Bengal, India
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65
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Boll-Avetisyan N, Bhatara A, Höhle B. Processing of Rhythm in Speech and Music in Adult Dyslexia. Brain Sci 2020; 10:brainsci10050261. [PMID: 32365799 PMCID: PMC7287596 DOI: 10.3390/brainsci10050261] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 04/24/2020] [Accepted: 04/29/2020] [Indexed: 11/21/2022] Open
Abstract
Recent studies have suggested that musical rhythm perception ability can affect the phonological system. The most prevalent causal account for developmental dyslexia is the phonological deficit hypothesis. As rhythm is a subpart of phonology, we hypothesized that reading deficits in dyslexia are associated with rhythm processing in speech and in music. In a rhythmic grouping task, adults with diagnosed dyslexia and age-matched controls listened to speech streams with syllables alternating in intensity, duration, or neither, and indicated whether they perceived a strong-weak or weak-strong rhythm pattern. Additionally, their reading and musical rhythm abilities were measured. Results showed that adults with dyslexia had lower musical rhythm abilities than adults without dyslexia. Moreover, lower musical rhythm ability was associated with lower reading ability in dyslexia. However, speech grouping by adults with dyslexia was not impaired when musical rhythm perception ability was controlled: like adults without dyslexia, they showed consistent preferences. However, rhythmic grouping was predicted by musical rhythm perception ability, irrespective of dyslexia. The results suggest associations among musical rhythm perception ability, speech rhythm perception, and reading ability. This highlights the importance of considering individual variability to better understand dyslexia and raises the possibility that musical rhythm perception ability is a key to phonological and reading acquisition.
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Affiliation(s)
- Natalie Boll-Avetisyan
- SFB1287, Research Focus Cognitive Sciences, Faculty of Human Sciences, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476 Potsdam, Germany;
- Correspondence: ; Tel.: +49-331-977-2374
| | - Anjali Bhatara
- CNRS, (Integrative Neuroscience and Cognition Center, UMR 8002), Université de Paris, 45 rue des Saints-Pères, 75270 Paris, France;
| | - Barbara Höhle
- SFB1287, Research Focus Cognitive Sciences, Faculty of Human Sciences, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476 Potsdam, Germany;
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66
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Gori M, Ober KM, Tinelli F, Coubard OA. Temporal representation impairment in developmental dyslexia for unisensory and multisensory stimuli. Dev Sci 2020; 23:e12977. [PMID: 32333455 PMCID: PMC7507191 DOI: 10.1111/desc.12977] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 12/16/2019] [Accepted: 12/24/2019] [Indexed: 11/29/2022]
Abstract
Dyslexia has been associated with a problem in visual-audio integration mechanisms. Here, we investigate for the first time the contribution of unisensory cues on multisensory audio and visual integration in 32 dyslexic children by modelling results using the Bayesian approach. Non-linguistic stimuli were used. Children performed a temporal task: they had to report whether the middle of three stimuli was closer in time to the first one or to the last one presented. Children with dyslexia, compared with typical children, exhibited poorer unimodal thresholds, requiring greater temporal distance between items for correct judgements, while multisensory thresholds were well predicted by the Bayesian model. This result suggests that the multisensory deficit in dyslexia is due to impaired audio and visual inputs rather than impaired multisensory processing per se. We also observed that poorer temporal skills correlated with lower reading skills in dyslexic children, suggesting that this temporal capability can be linked to reading abilities.
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Affiliation(s)
- Monica Gori
- U-VIP Unit for Visually Impaired People, Istituto Italiano di Tecnologia, Genoa, Italy
| | - Kinga M Ober
- Faculty of Educational Studies, Adam Mickiewicz University, Poznan, Poland
| | - Francesca Tinelli
- Department of Developmental Neuroscience, Stella Maris Scientific Institute, Pisa, Italy
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Wong P, Cheng MW. On the Relationship Between General Auditory Sensitivity and Speech Perception: An Examination of Pitch and Lexical Tone Perception in 4- to 6-Year-Old Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:487-498. [PMID: 32073343 DOI: 10.1044/2019_jslhr-19-00104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose Theoretical models and substantial research have proposed that general auditory sensitivity is a developmental foundation for speech perception and language acquisition. Nonetheless, controversies exist about the effectiveness of general auditory training in improving speech and language skills. This research investigated the relationships among general auditory sensitivity, phonemic speech perception, and word-level speech perception via the examination of pitch and lexical tone perception in children. Method Forty-eight typically developing 4- to 6-year-old Cantonese-speaking children were tested on the discrimination of the pitch patterns of lexical tones in synthetic stimuli, discrimination of naturally produced lexical tones, and identification of lexical tone in familiar words. Results The findings revealed that accurate lexical tone discrimination and identification did not necessarily entail the accurate discrimination of nonlinguistic stimuli that followed the pitch levels and pitch shapes of lexical tones. Although pitch discrimination and tone discrimination abilities were strongly correlated, accuracy in pitch discrimination was lower than that in tone discrimination, and nonspeech pitch discrimination ability did not precede linguistic tone discrimination in the developmental trajectory. Conclusions Contradicting the theoretical models, the findings of this study suggest that general auditory sensitivity and speech perception may not be causally or hierarchically related. The finding that accuracy in pitch discrimination is lower than that in tone discrimination suggests that comparable nonlinguistic auditory perceptual ability may not be necessary for accurate speech perception and language learning. The results cast doubt on the use of nonlinguistic auditory perceptual training to improve children's speech, language, and literacy abilities.
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Affiliation(s)
- Puisan Wong
- Faculty of Education, Division of Speech and Hearing Sciences, The University of Hong Kong, Pokfulam
| | - Man Wai Cheng
- Faculty of Education, Division of Speech and Hearing Sciences, The University of Hong Kong, Pokfulam
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Quercia P, Pozzo T, Marino A, Guillemant AL, Cappe C, Gueugneau N. Children with Dyslexia Have Altered Cross-Modal Processing Linked to Binocular Fusion. A Pilot Study. Clin Ophthalmol 2020; 14:437-448. [PMID: 32103890 PMCID: PMC7025670 DOI: 10.2147/opth.s226690] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2019] [Accepted: 01/27/2020] [Indexed: 01/16/2023] Open
Abstract
Introduction The cause of dyslexia, a reading disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities, is unknown. A considerable body of evidence shows that dyslexics have phonological disorders. Other studies support a theory of altered cross-modal processing with the existence of a pan-sensory temporal processing deficit associated with dyslexia. Learning to read ultimately relies on the formation of automatic multisensory representations of sounds and their written representation while eyes fix a word or move along a text. We therefore studied the effect of brief sounds on vision with a modification of binocular fusion at the same time (using the Maddox Rod test). Methods To check if the effect of sound on vision is specific, we first tested with sounds and then replaced them with proprioceptive stimulation on 8 muscular sites. We tested two groups of children composed respectively of 14 dyslexic children and 10 controls. Results The results show transient visual scotoma (VS) produced by sensory stimulations associated with the manipulation of oculomotor balance, the effect being drastically higher in the dyslexic group. The spatial distribution of the VS is stochastic. The effect is not specific for sounds but exists also with proprioceptive stimulations. Discussion Although there was a very significant difference between the two groups, we were not able to correlate the (VS) occurrence with the dyslexic’s reading performance. One possibility to confirm the link between VS and reading impairment would be to find a specific treatment reducing the occurrence of the VS and to check its effect on dyslexia.
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Affiliation(s)
- Patrick Quercia
- Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, Dijon F-21078, France
| | - Thierry Pozzo
- Center for Translational Neurophysiology, Istituto Italiano di Tecnologia, Ferrara, Italy
| | | | - Anne Laure Guillemant
- Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, Dijon F-21078, France
| | - Céline Cappe
- Brain and Cognition Research Center, CerCo, CNRS UMR 5549, Toulouse, France
| | - Nicolas Gueugneau
- Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, Dijon F-21078, France
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69
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Witton C, Swoboda K, Shapiro LR, Talcott JB. Auditory frequency discrimination in developmental dyslexia: A meta-analysis. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:36-51. [PMID: 31877576 PMCID: PMC7028017 DOI: 10.1002/dys.1645] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Accepted: 11/26/2019] [Indexed: 05/17/2023]
Abstract
Auditory frequency discrimination has been used as an index of sensory processing in developmental language disorders such as dyslexia, where group differences have often been interpreted as evidence for a basic deficit in auditory processing that underpins and constrains individual variability in the development of phonological skills. Here, we conducted a meta-analysis to evaluate the cumulative evidence for group differences in frequency discrimination and to explore the impact of some potential moderator variables that could contribute to variability in effect-size estimations across studies. Our analyses revealed mean effect sizes for group differences on frequency discrimination tasks on the order of three-quarters of a standard deviation, but in the presence of substantial inter-study variability in their magnitude. Moderator variable analyses indicated that factors related both to participant variability on behavioural and cognitive variables associated with the dyslexia phenotype, and to variability in the task design, contributed to differences in the magnitude of effect size across studies. The apparently complex pattern of results was compounded by the lack of concurrent, standardised metrics of cognitive and reading component skills across the constituent studies. Differences on sensory processing tasks are often reported in studies of developmental disorders, but these need to be more carefully interpreted in the context of non-sensory factors, which may explain significant inter- and intra-group variance in the dependent measure of interest.
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Affiliation(s)
| | - Katy Swoboda
- Aston Neuroscience InstituteAston UniversityBirminghamUK
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Wallace MT, Woynaroski TG, Stevenson RA. Multisensory Integration as a Window into Orderly and Disrupted Cognition and Communication. Annu Rev Psychol 2020; 71:193-219. [DOI: 10.1146/annurev-psych-010419-051112] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
During our everyday lives, we are confronted with a vast amount of information from several sensory modalities. This multisensory information needs to be appropriately integrated for us to effectively engage with and learn from our world. Research carried out over the last half century has provided new insights into the way such multisensory processing improves human performance and perception; the neurophysiological foundations of multisensory function; the time course for its development; how multisensory abilities differ in clinical populations; and, most recently, the links between multisensory processing and cognitive abilities. This review summarizes the extant literature on multisensory function in typical and atypical circumstances, discusses the implications of the work carried out to date for theory and research, and points toward next steps for advancing the field.
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Affiliation(s)
- Mark T. Wallace
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, Tennessee 37232, USA;,
- Departments of Psychology and Pharmacology, Vanderbilt University, Nashville, Tennessee 37232, USA
- Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee 37232, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee 37232, USA
- Vanderbilt Kennedy Center, Nashville, Tennessee 37203, USA
| | - Tiffany G. Woynaroski
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, Tennessee 37232, USA;,
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee 37232, USA
- Vanderbilt Kennedy Center, Nashville, Tennessee 37203, USA
| | - Ryan A. Stevenson
- Departments of Psychology and Psychiatry and Program in Neuroscience, University of Western Ontario, London, Ontario N6A 3K7, Canada
- Brain and Mind Institute, University of Western Ontario, London, Ontario N6A 3K7, Canada
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71
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Lu H, Zhang K, Liu Q. Reading fluency and pitch discrimination abilities in children with learning disabilities. Technol Health Care 2020; 28:361-370. [PMID: 32364169 PMCID: PMC7369083 DOI: 10.3233/thc-209037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
BACKGROUND Pitch perception and pitch matching may link to individual reading skills. OBJECTIVE In this study, we examined pitch perception and pitch matching tasks in children with learning disabilities to determine whether there was any connection between these tests and the reading fluency in these children. METHOD The study used different types of pitch discrimination tests and reading fluency tests to compare the two groups. RESULTS Results indicated that the accuracy of pitch discrimination and reading fluency was significantly different in these children with learning disabilities relative to typically developing children. This study also indicated that they exhibit impaired pitch matching, which linked to their reading skills. CONCLUSION The results indicate that processing and production of speech may be impacted by individuals' musical pitch perception and matching ability. The results may also give us a piece of evidence that we need further research on how these deficits in musical pitch perception affect our speech and language production in children and adults.
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Affiliation(s)
- Haidan Lu
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
| | - Kaili Zhang
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
| | - Qiaoyun Liu
- Education and Rehabilitation Department, Faculty of Education, East China Normal University, Shanghai, China
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Abstract
Brain-computer interfaces and wearable neurotechnologies are now used to measure real-time neural and physiologic signals from the human body and hold immense potential for advancements in medical diagnostics, prevention, and intervention. Given the future role that wearable neurotechnologies will likely serve in the health sector, a critical state-of-the-art assessment is necessary to gain a better understanding of their current strengths and limitations. In this chapter we present wearable electroencephalography systems that reflect groundbreaking innovations and improvements in real-time data collection and health monitoring. We focus on specifications reflecting technical advantages and disadvantages, discuss their use in fundamental and clinical research, their current applications, limitations, and future directions. While many methodological and ethical challenges remain, these systems host the potential to facilitate large-scale data collection far beyond the reach of traditional research laboratory settings.
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73
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Sharma M, Purdy SC, Humburg P. Cluster Analyses Reveals Subgroups of Children With Suspected Auditory Processing Disorders. Front Psychol 2019; 10:2481. [PMID: 31803088 PMCID: PMC6872645 DOI: 10.3389/fpsyg.2019.02481] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Accepted: 10/21/2019] [Indexed: 11/29/2022] Open
Abstract
Background Some children appear to not hear well in class despite normal hearing sensitivity. These children may be referred for auditory processing disorder (APD) assessment but can also have attention, language, and/or reading disorders. Despite presenting with similar concerns regarding hearing difficulties in difficult listening conditions, the overall profile of deficits can vary in children with suspected or confirmed APD. The current study used cluster analysis to determine whether subprofiles of difficulties could be identified within a cohort of children presenting for auditory processing assessment. Methods Ninety school-aged children (7–13 years old) with suspected APDs were included in a cluster analysis. All children had their reading, language, cognition and auditory processing assessed. Parents also completed the Children’s Auditory Performance Scale (CHAPS). Cluster analysis was based on tasks where age-norms were available, including word reading (Castles and Coltheart irregular and non-words test), phonological awareness (Queensland University Inventory of Literacy), language [Comprehensive Language of Assessment-4, Comprehensive Assessment of Spoken Language (CASL)], sustained attention (Continuous Performance Test), working memory (digits forward and backward), and auditory processing [Frequency Pattern Test (FPT), Dichotic Digits Test (DDT)]. Hierarchical cluster analysis was undertaken to determine the optimal number of clusters for the data, followed by a k-means cluster analysis. Results Hierarchical cluster analysis suggested a four-group solution. The four subgroups can be summarized as follows: children with (1) global deficits, n = 35; (2) poor auditory processing with good word reading and phonological awareness skills, n = 22; (3) poor auditory processing with poor attention and memory but good language skills, n = 15; and (4) poor auditory processing and attention with good memory skills, n = 18. Conclusion The cluster analysis identified distinct subgroups of children. These subgroups display the variation in areas of difficulty observed across different studies in the literature (e.g., not every child with APD has an attention deficit), highlighting the heterogeneous nature of APD and the need to assess a range of skills in children with suspected APD. It would be valuable for future studies to independently verify these subgroups and to determine whether interventions can be optimized based on these subgroups.
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Affiliation(s)
- Mridula Sharma
- Department of Linguistics, Australian Hearing Hub, Macquarie University, Macquarie Park, NSW, Australia.,The HEARing CRC, Audiology, Hearing and Speech Sciences, The University of Melbourne, Parkville, VIC, Australia
| | - Suzanne C Purdy
- Speech Science, School of Psychology, The University of Auckland, Auckland, New Zealand.,Eisdell Moore Centre for Hearing and Balance Research, The University of Auckland, Auckland, New Zealand
| | - Peter Humburg
- Faculty of Human Sciences, Macquarie University, Macquarie Park, NSW, Australia
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74
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Auditory gating in adults with dyslexia: An ERP account of diminished rapid neural adaptation. Clin Neurophysiol 2019; 130:2182-2192. [DOI: 10.1016/j.clinph.2019.07.028] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2019] [Revised: 07/08/2019] [Accepted: 07/19/2019] [Indexed: 12/13/2022]
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Gokula R, Sharma M, Cupples L, Valderrama JT. Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties. Front Psychol 2019; 10:2383. [PMID: 31695659 PMCID: PMC6817942 DOI: 10.3389/fpsyg.2019.02383] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Accepted: 10/07/2019] [Indexed: 12/02/2022] Open
Abstract
OBJECTIVES To document the auditory processing, visual attention, digit memory, phonological processing, and receptive language abilities of individual children with identified word reading difficulties. DESIGN Twenty-five children with word reading difficulties and 28 control children with good word reading skills participated. All children were aged between 8 and 11 years, with normal hearing sensitivity and typical non-verbal intelligence. Both groups of children completed a test battery designed to assess their auditory processing, visual attention, digit memory, phonological processing, and receptive language. RESULTS When compared to children who were good readers, children with word reading difficulties obtained significantly lower average scores on tests of auditory processing, including the frequency pattern test, gaps in noise, frequency discrimination, Dichotic Digit difference Test, and Listening in Spatialized Noise. The two groups did not differ on the discrimination measures of sinusoidal amplitude modulation or iterated rippled noise. The results from children with word reading difficulties showed that 5 children (20%) had comorbid deficits in auditory processing, visual attention, and backward digit memory; whereas 12 children (48%) had comorbid auditory processing and visual attention deficits only, and 2 children (8%) had comorbid deficits in auditory processing and digit memory; the remaining children had only auditory processing, visual attention, or digit memory deficits. CONCLUSION The current study highlights the general co-existence of auditory processing, memory, and visual attention deficits in children with word reading difficulties. It is also noteworthy, however, that only one fifth of the current cohort had deficits across all measured tasks. Hence, our results also show the significant individual variability inherent in children with word reading difficulties.
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Affiliation(s)
- Rakshita Gokula
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
| | - Mridula Sharma
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
- Centre for Language Sciences, Macquarie University, Sydney, NSW, Australia
| | - Linda Cupples
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- Centre for Language Sciences, Macquarie University, Sydney, NSW, Australia
| | - Joaquin T. Valderrama
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia
- HEARing Cooperative Research Centre, Melbourne, VIC, Australia
- National Acoustic Laboratories, Sydney, NSW, Australia
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76
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Cancer A, Stievano G, Pace G, Colombo A, Antonietti A. Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia. CHILDREN (BASEL, SWITZERLAND) 2019; 6:E91. [PMID: 31398926 PMCID: PMC6721349 DOI: 10.3390/children6080091] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Revised: 07/23/2019] [Accepted: 08/06/2019] [Indexed: 11/16/2022]
Abstract
Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities-verbal working memory, auditory, and visual attention, and rhythm processing-were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.
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Affiliation(s)
- Alice Cancer
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy.
| | - Giulia Stievano
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy
| | - Gabriella Pace
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy
| | - Alessia Colombo
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy
| | - Alessandro Antonietti
- Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy
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77
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O'Brien GE, McCloy DR, Yeatman JD. Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2019; 146:245. [PMID: 31370631 PMCID: PMC6639114 DOI: 10.1121/1.5116568] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 06/20/2019] [Accepted: 06/25/2019] [Indexed: 06/10/2023]
Abstract
It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
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78
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Cunha P, Silva IMDC, Neiva ER, Tristão RM. Auditory processing disorder evaluations and cognitive profiles of children with specific learning disorder. Clin Neurophysiol Pract 2019; 4:119-127. [PMID: 31249906 PMCID: PMC6584683 DOI: 10.1016/j.cnp.2019.05.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2018] [Revised: 05/04/2019] [Accepted: 05/10/2019] [Indexed: 12/05/2022] Open
Abstract
Children with altered auditory processing exhibit a specific cognitive profile. Lower verbal and spatial reasoning performance are associated with altered auditory processing. Children with specific learning disorder should undergo a complete multimodal examination.
Objective This study investigated the auditory sensory-perceptual level of specific learning disorder (SLD) and explored relationships among neuropsychological assessments for SLD, auditory processing, and short and long latencies of auditory event-related potentials (ERPs). Methods Fifteen children (7–14 years old) comprised the control group; 34 children comprised the SLD group. Audiologic assessments included tone audiometry, acoustic immittance measurements, acoustic reflex, central auditory processing, brainstem evoked response audiometry, and long latency potentials (P3 and N2). Children’s intelligence levels were assessed with 2 intelligence batteries, 1 verbal and 1 non-verbal, as well as with visuomotor skills. Results Multiple regression showed a significant interaction effect of APE tests and P3/N2 over Wechsler Scale performance in freedom of distractibility indexes and multiple subtests. Errors in the Bender Visual Motor Gestalt Test were predicted by lower parental education, lower performance in APE tests: dichotic digits and pediatric/synthetic sentence identification-ipsilateral, and longer P3/N2 latencies, particularly regarding integration and rotation distortions. Conclusions Children with altered auditory processing exhibit a specific cognitive profile, including lower verbal and spatial reasoning performance, that is sensitive to parental education level. Significance Children with SLD should undergo a complete multimodal examination to identify their specific difficulties and needs.
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Key Words
- ADHD, attention deficit and hyperactivity disorder
- APD, auditory processing disorders
- APE, auditory processing evaluation
- Auditory processing
- BERA, brainstem evoked response audiometry
- BGT, Bender Visual Motor Gestalt Test
- DD, dichotic digits test-double pairs
- ERP, event-related potential
- Event-related potentials
- FDI, Freedom from Distractibility Index
- FSIQ, full scale intelligence quotient
- IQ, intelligence quotient
- LD, learning disability
- LOC, localization in five directions
- PIQ, performance intelligence quotient
- PRI, Perceptual Reasoning Index
- PSI, Processing Speed Index
- PSI/SSI, synthetic sentence identification test
- SLD, specific learning disorder
- SN, speech in noise test
- SON-R test, Snijders-Oomen Non-verbal Intelligence Test
- SSW, staggered spondaic words
- Spatial reasoning
- Specific learning disorder
- TA, tone audiometry
- VCI, Verbal Comprehension Index
- VIQ, verbal intelligence quotient
- Visuomotor skills
- WISC, Wechsler Intelligence Scale for Children
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Affiliation(s)
- Patrícia Cunha
- Psychology Institute, University of Brasília, Brasília, DF, Brazil
| | | | | | - Rosana Maria Tristão
- Faculty of Medicine, Post-Graduation Program in Medical Sciences, University of Brasília, Brasília, DF, Brazil
- Corresponding author at: Faculty of Medicine of the University of Brasilia, Faculdade de Medicina-FM, Universidade de Brasília-UnB, Campus Universitário Darcy Ribeiro, Asa Norte, CEP: 70.910-900, Brasília, DF, Brazil.
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Caccia M, Presti G, Toraldo A, Radaelli A, Ludovico LA, Ogliari A, Lorusso ML. Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia. Front Psychol 2019; 10:1458. [PMID: 31316427 PMCID: PMC6611421 DOI: 10.3389/fpsyg.2019.01458] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 06/07/2019] [Indexed: 12/01/2022] Open
Abstract
The study deals with the issue of lexical stress perception in both a developmental (comparing children and adults with typical development) and a clinical perspective (comparing typically developing children and children with dyslexia). The three parameters characterizing the acoustic profiles of words and non-words in a certain language are duration, pitch and intensity of its syllables. Based on (sparse) previous literature on Italian and other European languages, it was expected that syllable duration would be the parameter predominantly determining the perception of stress position. It was furthermore anticipated that children with dyslexia may be found to have an altered perception of lexical stress, due to their impairments in auditory processing of either pitch, duration or (more controversial) intensity. Systematic manipulation of the pitch, duration and intensity profiles of three Italian trisyllabic non-words produced a series of 81 stimuli, that were judged with respect to stress position (perceived on the ultimate, penultimate, or antepenultimate syllable) by the three groups of participants. The results showed, contrarily to expectations, that the pitch component is the most reliable acoustic cue in stress perception for both adults, in whom this dominance is very strong, and typically developing children, who showed a similar but quantitatively less marked pattern. As to children with dyslexia, they did not seem to rely on any parameter for their judgments, and rather gave random responses, which point to a general inability to process the various acoustic modulations that normally contribute to stress perception. Performance on the stress perception task strongly correlates with language (morphosyntactic) measures in the whole sample of children, and with reading abilities in the group with dyslexia, confirming the strict relationship between the two sets of skills. These findings seem to support a language-specific approach, suggesting that the set of acoustic parameters required for the development of stress perception is language-dependent rather than universal.
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Affiliation(s)
- Martina Caccia
- Center for Neurocognition, Epistemology and Theoretical Syntax, University School For Advanced Studies, Pavia, Italy
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
| | - Giorgio Presti
- Laboratory of Music Informatics (LIM), Department of Computer Science, University of Milan, Milan, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
- Milan Center for Neuroscience, Milan, Italy
| | - Anthea Radaelli
- Developmental Psychopathology Unit, Vita-Salute San Raffaele University, Milan, Italy
| | - Luca Andrea Ludovico
- Laboratory of Music Informatics (LIM), Department of Computer Science, University of Milan, Milan, Italy
| | - Anna Ogliari
- Developmental Psychopathology Unit, Vita-Salute San Raffaele University, Milan, Italy
| | - Maria Luisa Lorusso
- Unit of Neuropsychology of Developmental Disorders, Department of Child Psychopathology, Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
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80
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Vandermosten M, Correia J, Vanderauwera J, Wouters J, Ghesquière P, Bonte M. Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia. Dev Sci 2019; 23:e12857. [PMID: 31090993 DOI: 10.1111/desc.12857] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2018] [Revised: 04/03/2019] [Accepted: 04/29/2019] [Indexed: 12/13/2022]
Abstract
There is an ongoing debate whether phonological deficits in dyslexics should be attributed to (a) less specified representations of speech sounds, like suggested by studies in young children with a familial risk for dyslexia, or (b) to an impaired access to these phonemic representations, as suggested by studies in adults with dyslexia. These conflicting findings are rooted in between study differences in sample characteristics and/or testing techniques. The current study uses the same multivariate functional MRI (fMRI) approach as previously used in adults with dyslexia to investigate phonemic representations in 30 beginning readers with a familial risk and 24 beginning readers without a familial risk of dyslexia, of whom 20 were later retrospectively classified as dyslexic. Based on fMRI response patterns evoked by listening to different utterances of /bA/ and /dA/ sounds, multivoxel analyses indicate that the underlying activation patterns of the two phonemes were distinct in children with a low family risk but not in children with high family risk. However, no group differences were observed between children that were later classified as typical versus dyslexic readers, regardless of their family risk status, indicating that poor phonemic representations constitute a risk for dyslexia but are not sufficient to result in reading problems. We hypothesize that poor phonemic representations are trait (family risk) and not state (dyslexia) dependent, and that representational deficits only lead to reading difficulties when they are present in conjunction with other neuroanatomical or-functional deficits.
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Affiliation(s)
- Maaike Vandermosten
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium.,Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Joao Correia
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands.,Basque Center on Cognition, Brain and Language, San Sebastian, Spain
| | - Jolijn Vanderauwera
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
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81
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Kalashnikova M, Goswami U, Burnham D. Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behav Dev 2019; 57:101327. [PMID: 31207365 DOI: 10.1016/j.infbeh.2019.101327] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Revised: 04/26/2019] [Accepted: 04/27/2019] [Indexed: 10/26/2022]
Abstract
Phonological constancy refers to infants' ability to disregard variations in the phonetic realisation of speech sounds that do not indicate lexical contrast, e.g., when listening to accented speech. In typically-developing infants, this ability develops between 15- and 19-months of age, coinciding with the consolidation of infants' native phonological competence and vocabulary growth. Here we investigated the developmental time course of phonological constancy in infants at family risk for developmental dyslexia, using a longitudinal design. Developmental dyslexia is a disorder affecting the acquisition of reading and spelling skills, and it also affects early auditory processing, speech perception, and lexical acquisition. Infants at-risk and not at-risk for dyslexia, based on a family history of dyslexia, participated when they were 15-, 19-, and 26-months of age. Phonological constancy was indexed by comparing at-risk and not at-risk infants' ability to recognise familiar words in two preferential looking tasks: (1) a task using words presented in their native accent, and (2) a task using words presented in a non-native accent. We expected a delay in phonological constancy for the at-risk infants. As predicted, in the non-native accent task, not at-risk infants recognised familiar words by 19 months, but at-risk infants did not. The control infants thus exhibited phonological constancy. By 26 months, at-risk toddlers did show successful word recognition in the native accent task. However, for the non-native accent task at 26 months, neither at-risk nor control infants showed familiar word recognition. These findings are discussed in terms of the impact of family risk for dyslexia on toddlers' consolidation of early phonological and lexical skills.
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Affiliation(s)
- Marina Kalashnikova
- BCBL. Basque Center on Cognition, Brain and Language, Donostia, Spain; The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, Australia.
| | - Usha Goswami
- Centre for Neuroscience in Education, University of Cambridge, Cambridge, UK
| | - Denis Burnham
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Penrith, Australia
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82
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Leppänen PHT, Tóth D, Honbolygó F, Lohvansuu K, Hämäläinen JA, Demonet JF, Schulte-Körne G, Csépe V. Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties. Sci Rep 2019; 9:8487. [PMID: 31186430 PMCID: PMC6560029 DOI: 10.1038/s41598-019-41992-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2017] [Accepted: 01/18/2019] [Indexed: 11/09/2022] Open
Abstract
Neuroscience findings have recently received critique on the lack of replications. To examine the reproducibility of brain indices of speech sound discrimination and their role in dyslexia, a specific reading difficulty, brain event-related potentials using EEG were measured using the same cross-linguistic passive oddball paradigm in about 200 dyslexics and 200 typically reading 8-12-year-old children from four countries with different native languages. Brain responses indexing speech and non-speech sound discrimination were extremely reproducible, supporting the validity and reliability of cognitive neuroscience methods. Significant differences between typical and dyslexic readers were found when examined separately in different country and language samples. However, reading group differences occurred at different time windows and for different stimulus types between the four countries. This finding draws attention to the limited generalizability of atypical brain response findings in children with dyslexia across language environments and raises questions about a common neurobiological factor for dyslexia. Our results thus show the robustness of neuroscience methods in general while highlighting the need for multi-sample studies in the brain research of language disorders.
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Affiliation(s)
- Paavo H T Leppänen
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland.
| | - Dénes Tóth
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
| | - Ferenc Honbolygó
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
| | - Kaisa Lohvansuu
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland
| | - Jarmo A Hämäläinen
- Centre for Interdisciplinary Brain Research, Department of Psychology, P.O. Box 35, 40014 University of Jyväskylä, Jyväskylä, Finland
| | | | - Jean-Francois Demonet
- Université de Toulouse, UPS, Imagerie cérébrale et handicaps neurologiques UMR 825; CHU Purpan, Place du Dr Baylac, F-31059, Toulouse Cedex 9, France.,Leenaards Memory Center, Département Neurosciences Cliniques, Centre Hospitalier Universitaire Vaudois (CHUV) & University of Lausanne, Rue du Bugnon 46, CH-1011, Lausanne, Switzerland
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy, Ludwig-Maximilians-Universität, Nußbaumstr 5a, 80336, Munich, Germany
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre for Natural Sciences, Hungarian Academy of Sciences, 1519, Budapest, P.O. Box 286, Hungary
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83
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Boltzmann M, Münte T, Mohammadi B, Rüsseler J. Functional and structural neural plasticity effects of literacy acquisition in adulthood. ZEITSCHRIFT FÜR NEUROPSYCHOLOGIE 2019. [DOI: 10.1024/1016-264x/a000254] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.
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Affiliation(s)
- Melanie Boltzmann
- Institute for Neurorehabilitation Research, BDH-Clinic Hessisch Oldendorf, Hessisch Oldendorf
| | - Thomas Münte
- Department of Neurology, University of Lübeck, Lübeck
- Institute of Psychology 2, University of Lübeck, Lübeck
| | - Bahram Mohammadi
- Department of Neurology, University of Lübeck, Lübeck
- CNS-LAB, International Neuroscience Institute, (INI), Hannover
| | - Jascha Rüsseler
- Department of Psychology, Otto-Friedrich University of Bamberg, Bamberg
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84
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An extensive pattern of atypical neural speech-sound discrimination in newborns at risk of dyslexia. Clin Neurophysiol 2019; 130:634-646. [DOI: 10.1016/j.clinph.2019.01.019] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2018] [Revised: 01/11/2019] [Accepted: 01/14/2019] [Indexed: 11/23/2022]
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85
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Frey A, François C, Chobert J, Velay JL, Habib M, Besson M. Music Training Positively Influences the Preattentive Perception of Voice Onset Time in Children with Dyslexia: A Longitudinal Study. Brain Sci 2019; 9:brainsci9040091. [PMID: 31010099 PMCID: PMC6523730 DOI: 10.3390/brainsci9040091] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 04/12/2019] [Accepted: 04/13/2019] [Indexed: 12/04/2022] Open
Abstract
Previous results showed a positive influence of music training on linguistic abilities at both attentive and preattentive levels. Here, we investigate whether six months of active music training is more efficient than painting training to improve the preattentive processing of phonological parameters based on durations that are often impaired in children with developmental dyslexia (DD). Results were also compared to a control group of Typically Developing (TD) children matched on reading age. We used a Test–Training–Retest procedure and analysed the Mismatch Negativity (MMN) and the N1 and N250 components of the Event-Related Potentials to syllables that differed in Voice Onset Time (VOT), vowel duration, and vowel frequency. Results were clear-cut in showing a normalization of the preattentive processing of VOT in children with DD after music training but not after painting training. They also revealed increased N250 amplitude to duration deviant stimuli in children with DD after music but not painting training, and no training effect on the preattentive processing of frequency. These findings are discussed in view of recent theories of dyslexia pointing to deficits in processing the temporal structure of speech. They clearly encourage the use of active music training for the rehabilitation of children with language impairments.
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Affiliation(s)
- Aline Frey
- ESPE de l'académie de Créteil, Université Paris-Est Créteil, Laboratoire CHArt, 94380 Bonneuil-sur-Marne, France.
| | - Clément François
- Laboratoire Parole et Langage, CNRS et Aix Marseille Université, 13640 Aix-en-Provence, France.
- Cognition and Brain Plasticity Group, IDIBELL, University of Barcelona, 08193 Barcelona, Spain.
| | - Julie Chobert
- Laboratoire de Neurosciences Cognitives, CNRS et Aix-Marseille Université, 13331 Marseille, France.
| | - Jean-Luc Velay
- Laboratoire de Neurosciences Cognitives, CNRS et Aix-Marseille Université, 13331 Marseille, France.
| | - Michel Habib
- Département de Neurologie Pédiatrique, CHU Timone, 13005 Marseille, France.
| | - Mireille Besson
- Laboratoire de Neurosciences Cognitives, CNRS et Aix-Marseille Université, 13331 Marseille, France.
- Cuban Neuroscience Center, La Havane 4850, Cuba.
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86
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Steinbrink C, Knigge J, Mannhaupt G, Sallat S, Werkle A. Are Temporal and Tonal Musical Skills Related to Phonological Awareness and Literacy Skills? - Evidence From Two Cross-Sectional Studies With Children From Different Age Groups. Front Psychol 2019; 10:805. [PMID: 31040806 PMCID: PMC6477020 DOI: 10.3389/fpsyg.2019.00805] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2018] [Accepted: 03/25/2019] [Indexed: 11/20/2022] Open
Abstract
Temporal and spectral auditory processing abilities are required for efficient and unimpaired processing of speech and might thus be associated with the development of phonological and literacy skills in children. Indeed, studies with unselected children have found links between these basic auditory processing abilities and the development of phonological awareness, reading, and spelling. Additionally, associations between the processing of temporal or spectral/tonal information in music and phonological awareness/literacy have been reported, but findings concerning relations between music processing and spelling are rather sparse. To gain more insights into the specific, potentially age-dependent relevance of various temporal (e.g., rhythm, tempo) and tonal (e.g., pitch, melody) musical subdomains for phonological awareness and literacy, we adapted five music-processing tasks (three temporal, two tonal) for use with tablet computers and used them in two cross-sectional studies with German children from two age groups: Study 1 was conducted with preschool children (about 5 years of age; without formal reading and spelling instruction) and focused on associations between music processing and phonological awareness. In Study 2, third-graders (about 8 years of age) were investigated concerning relations between music processing, phonological awareness, reading comprehension, and spelling. In both studies, rhythm reproduction and pitch perception turned out to be significant predictors of phonological awareness in stepwise regression analyses. Although various associations between music processing and literacy were found for third-graders in Study 2, after phonological awareness was accounted for, only rhythm reproduction made a unique contribution to literacy skills, namely, to alphabetic spelling skills. Hence, both studies indicate that temporal (i.e., rhythm reproduction) and spectral/tonal (i.e., pitch perception) musical skills are distinctly and uniquely related to phonological awareness in children from different age groups (preschool vs. Grade 3). The finding that rhythm reproduction, an auditory temporal processing skill integrating perceptual and motor aspects of rhythm processing, was especially tightly linked to phonological awareness and literacy corroborates other findings on associations between rhythm processing and literacy development and is of interest from the viewpoint of current theories of developmental dyslexia. The potential relevance of our results for applied research concerning early diagnosis and training of literacy-related skills is discussed.
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Affiliation(s)
| | - Jens Knigge
- Department of Music, Nord University, Levanger, Norway
| | - Gerd Mannhaupt
- Department of Primary Education and Childhood Research, University of Erfurt, Erfurt, Germany
| | - Stephan Sallat
- Department of Special Needs Education and Rehabilitation, Martin Luther University of Halle-Wittenberg, Halle, Germany
- Department of Special Needs Education and Social Pedagogy, University of Erfurt, Erfurt, Germany
| | - Anne Werkle
- Department of Psychology, University of Erfurt, Erfurt, Germany
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87
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Atypical neural processing of rise time by adults with dyslexia. Cortex 2019; 113:128-140. [DOI: 10.1016/j.cortex.2018.12.006] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 10/30/2018] [Accepted: 12/11/2018] [Indexed: 11/16/2022]
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88
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Cantiani C, Ortiz-Mantilla S, Riva V, Piazza C, Bettoni R, Musacchia G, Molteni M, Marino C, Benasich AA. Reduced left-lateralized pattern of event-related EEG oscillations in infants at familial risk for language and learning impairment. NEUROIMAGE-CLINICAL 2019; 22:101778. [PMID: 30901712 PMCID: PMC6428938 DOI: 10.1016/j.nicl.2019.101778] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 03/07/2019] [Accepted: 03/10/2019] [Indexed: 02/02/2023]
Abstract
The ability to rapidly discriminate successive auditory stimuli within tens-of-milliseconds is crucial for speech and language development, particularly in the first year of life. This skill, called Rapid Auditory Processing (RAP), is altered in infants at familial risk for language and learning impairment (LLI) and is a robust predictor of later language outcomes. In the present study, we investigate the neural substrates of RAP, i.e., the underlying neural oscillatory patterns, in a group of Italian 6-month-old infants at risk for LLI (FH+, n = 24), compared to control infants with no known family history of LLI (FH−, n = 32). Brain responses to rapid changes in fundamental frequency and duration were recorded via high-density electroencephalogram during a non-speech double oddball paradigm. Sources of event-related potential generators were localized to right and left auditory regions in both FH+ and FH− groups. Time-frequency analyses showed variations in both theta (Ɵ) and gamma (ɣ) ranges across groups. Our results showed that overall RAP stimuli elicited a more left-lateralized pattern of oscillations in FH− infants, whereas FH+ infants demonstrated a more right-lateralized pattern, in both the theta and gamma frequency bands. Interestingly, FH+ infants showed reduced early left gamma power (starting at 50 ms after stimulus onset) during deviant discrimination. Perturbed oscillatory dynamics may well constitute a candidate neural mechanism to explain group differences in RAP. Additional group differences in source location suggest that anatomical variations may underlie differences in oscillatory activity. Regarding the predictive value of early oscillatory measures, we found that the amplitude of the source response and the magnitude of oscillatory power and phase synchrony were predictive of expressive vocabulary at 20 months of age. These results further our understanding of the interplay among neural mechanisms that support typical and atypical rapid auditory processing in infancy. Neural sources of RAP in infancy were identified at right/left auditory regions. FH− infants demonstrated a mature left-lateralized pattern of neural oscillations. FH+ infants demonstrated a more right-lateralized pattern of neural oscillations. FH+ infants showed reduced left gamma power during rapid auditory discrimination. Source and oscillatory measures are both associated with later language skills.
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Affiliation(s)
- Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy.
| | | | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Caterina Piazza
- Bioengineering Lab, Scientific Institute IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Roberta Bettoni
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy; Department of Psychology, University of Milano-Bicocca, Milano, Italy
| | - Gabriella Musacchia
- Department of Audiology, University of the Pacific, USA; Department of Otolaryngology - Head and Neck Surgery, Stanford University, USA
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Cecilia Marino
- Centre for Addiction and Mental Health (CAMH), University of Toronto, Toronto, Canada
| | - April A Benasich
- Center for Molecular and Behavioral Neuroscience, Rutgers University-Newark, USA
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90
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Chillemi G, Calamuneri A, Quartarone A, Terranova C, Salatino A, Cacciola A, Milardi D, Ricci R. Endogenous orientation of visual attention in auditory space. J Adv Res 2019; 18:95-100. [PMID: 30828479 PMCID: PMC6383076 DOI: 10.1016/j.jare.2019.01.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 01/17/2019] [Accepted: 01/18/2019] [Indexed: 11/24/2022] Open
Abstract
Facilitation was observed for right-sided auditory stimuli in a new visuo-audio task. Auditory space has dynamic nature, which adapts to changes in visual space. Sound localization was enhanced by visual cues. Crossmodal links in spatial attention were found between audition and vision. These findings have theoretical and translational implications for future studies.
Visuospatial attention is asymmetrically distributed with a leftward bias (i.e. pseudoneglect), while evidence for asymmetries in auditory spatial attention is still controversial. In the present study, we investigated putative asymmetries in the distribution of auditory spatial attention and the influence that visual information might have on its deployment. A modified version of the Posner task (i.e. the visuo-audio spatial task [VAST]) was used to investigate spatial processing of auditory targets when endogenous orientation of spatial attention was mediated by visual cues in healthy adults. A line bisection task (LBT) was also administered to assess the presence of a leftward bias in deployment of visuospatial attention. Overall, participants showed rightward and leftward biases in the VAST and the LBT, respectively. In the VAST, sound localization was enhanced by visual cues. Altogether, these findings support the existence of a facilitation effect for auditory targets originating from the right side of space and provide new evidence for crossmodal links in endogenous spatial attention between vision and audition.
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Affiliation(s)
- Gaetana Chillemi
- IRCCS Centro Neurolesi Bonino Pulejo, Contrada Casazza, SS113, 98124 Messina, Italy
| | | | - Angelo Quartarone
- IRCCS Centro Neurolesi Bonino Pulejo, Contrada Casazza, SS113, 98124 Messina, Italy.,Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, Via Consolare Valeria 1, Gazzi, 98125 Messina, Italy
| | - Carmen Terranova
- Department of Clinical and Experimental Medicine, Endocrinology, University of Messina, Via Consolare Valeria 1, Gazzi, 98125 Messina, Italy
| | - Adriana Salatino
- Department of Psychology, University of Torino, Torino 10123, Italy
| | - Alberto Cacciola
- IRCCS Centro Neurolesi Bonino Pulejo, Contrada Casazza, SS113, 98124 Messina, Italy.,Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, Via Consolare Valeria 1, Gazzi, 98125 Messina, Italy
| | - Demetrio Milardi
- IRCCS Centro Neurolesi Bonino Pulejo, Contrada Casazza, SS113, 98124 Messina, Italy.,Department of Biomedical and Dental Sciences and Morphofunctional Imaging, University of Messina, Via Consolare Valeria 1, Gazzi, 98125 Messina, Italy
| | - Raffaella Ricci
- Department of Psychology, University of Torino, Torino 10123, Italy
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91
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O'Brien GE, McCloy DR, Kubota EC, Yeatman JD. Reading ability and phoneme categorization. Sci Rep 2018; 8:16842. [PMID: 30442952 PMCID: PMC6237901 DOI: 10.1038/s41598-018-34823-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Accepted: 10/18/2018] [Indexed: 11/10/2022] Open
Abstract
Dyslexia is associated with abnormal performance on many auditory psychophysics tasks, particularly those involving the categorization of speech sounds. However, it is debated whether those apparent auditory deficits arise from (a) reduced sensitivity to particular acoustic cues, (b) the difficulty of experimental tasks, or (c) unmodeled lapses of attention. Here we investigate the relationship between phoneme categorization and reading ability, with special attention to the nature of the cue encoding the phoneme contrast (static versus dynamic), differences in task paradigm difficulty, and methodological details of psychometric model fitting. We find a robust relationship between reading ability and categorization performance, show that task difficulty cannot fully explain that relationship, and provide evidence that the deficit is not restricted to dynamic cue contrasts, contrary to prior reports. Finally, we demonstrate that improved modeling of behavioral responses suggests that performance does differ between children with dyslexia and typical readers, but that the difference may be smaller than previously reported.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA.
| | - Daniel R McCloy
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Emily C Kubota
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Institute for Learning and Brain Sciences and Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
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92
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FragaGonzález G, Karipidis II, Tijms J. Dyslexia as a Neurodevelopmental Disorder and What Makes It Different from a Chess Disorder. Brain Sci 2018; 8:E189. [PMID: 30347764 PMCID: PMC6209961 DOI: 10.3390/brainsci8100189] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Revised: 10/10/2018] [Accepted: 10/18/2018] [Indexed: 01/15/2023] Open
Abstract
The convenience of referring to dyslexia as a neurodevelopmental disorder has been repeatedly brought into question. In this opinion article, we argue in favor of the current diagnosis of dyslexia based on the criteria of harm and dysfunction. We discuss the favorable clinical and educational outcomes of a neuroscience-informed approach of dyslexia as a disorder. Furthermore, we discuss insights derived from neuroimaging studies and their importance to address problems related to developmental dyslexia.
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Affiliation(s)
- Gorka FragaGonzález
- Department of Developmental Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands.
- Rudolf Berlin Center, 44401 Amsterdam, The Netherlands.
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, CH-8006 Zurich, Switzerland.
| | - Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, CH-8006 Zurich, Switzerland.
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, 8092 Zurich, Switzerland.
| | - Jurgen Tijms
- Department of Developmental Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands.
- Rudolf Berlin Center, 44401 Amsterdam, The Netherlands.
- IWAL Institute, Amsterdam, The Netherlands.
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93
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Zuk J, Perdue MV, Becker B, Yu X, Chang M, Raschle NM, Gaab N. Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children. Dev Cogn Neurosci 2018; 34:82-91. [PMID: 30103188 PMCID: PMC6481189 DOI: 10.1016/j.dcn.2018.07.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2017] [Revised: 06/27/2018] [Accepted: 07/13/2018] [Indexed: 11/24/2022] Open
Abstract
First fMRI investigation of phonological processing in musically trained children. Greater bilateral activation with music training in regions disrupted in dyslexia. Implications for music training to support compensatory neural network in dyslexia.
Phonological processing has been postulated as a core area of deficit among children with dyslexia. Reduced brain activation during phonological processing in children with dyslexia has been observed in left-hemispheric temporoparietal regions. Musical training has shown positive associations with phonological processing abilities, but the neural mechanisms underlying this relationship remain unspecified. The present research aims to distinguish neural correlates of phonological processing in school-age typically developing musically trained children, musically untrained children, and musically untrained children with dyslexia utilizing fMRI. A whole-brain ANCOVA, accounting for gender and nonverbal cognitive abilities, identified a main effect of group in bilateral temporoparietal regions. Subsequent region-of-interest analyses replicated temporoparietal hypoactivation in children with dyslexia relative to typically developing children. By contrast, musically trained children showed greater bilateral activation in temporoparietal regions when compared to each musically untrained group. Therefore, musical training shows associations with enhanced bilateral activation of left-hemispheric regions known to be important for reading. Findings suggest that engagement of these regions through musical training may underlie the putative positive effects of music on reading development. This supports the hypothesis that musical training may facilitate the development of a bilateral compensatory neural network, which aids children with atypical function in left-hemispheric temporoparietal regions.
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Affiliation(s)
- Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA; Harvard Medical School, Boston, MA 02115, USA
| | - Meaghan V Perdue
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA; Department of Psychological Sciences, University of Connecticut, Storrs, CT 06268, USA
| | - Bryce Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA; Harvard Medical School, Boston, MA 02115, USA
| | - Michelle Chang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Nora Maria Raschle
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA; Department of Child and Adolescent Psychiatry, University of Basel, Psychiatric University Hospital, Basel, Switzerland
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA; Harvard Medical School, Boston, MA 02115, USA; Harvard Graduate School of Education, Cambridge, MA 02138, USA.
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94
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de Wit E, Steenbergen B, Visser-Bochane MI, van der Schans CP, van Dijk P, Luinge MR. Response to the Letter to the Editor From Moncrieff (2017) Regarding de Wit et al. (2016), "Characteristics of Auditory Processing Disorders: A Systematic Review". JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1517-1519. [PMID: 29800061 DOI: 10.1044/2018_jslhr-h-17-0412] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Accepted: 12/18/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The purpose of this letter is to respond to Moncrieff's (2017) letter to the editor, "Response to de Wit et al., 2016, 'Characteristics of Auditory Processing Disorders: A Systematic Review,'" published in May 2017 by the Journal of Speech, Language, and Hearing Research. CONCLUSION We believe that our original conclusions are valid given the limited evidence that is currently available about the etiology of auditory processing disorders (APD). The focus of our systematic review was to identify the characteristics of children with a diagnosis of APD or a suspicion of APD. The results of our study showed that the characteristics of these children are not specific or limited to the auditory modality but are multimodal instead. In our view, it is incorrect to use the diagnosis APD, because there is not necessarily a specific auditory deficit in a large group of children suffering from listening difficulties. Before we start using any new diagnoses, a better insight into how bottom-up and top-down processes are precisely involved in listening needs to be developed. In addition, more insight is needed with respect to the similarities and differences between the different developmental disorders of children.
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Affiliation(s)
- Ellen de Wit
- Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, the Netherlands
- Department of Otorhinolaryngology, Head & Neck Surgery, University of Groningen, University Medical Center Groningen, the Netherlands
- University of Groningen, Graduate School of Medical Sciences, Research School of Behavioral and Cognitive Neurosciences, the Netherlands
| | - Bert Steenbergen
- Behavioural Science Institute, Radboud University Nijmegen, the Netherlands
- Australian Catholic University, Melbourne, Australia
| | - Margot I Visser-Bochane
- Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, the Netherlands
| | - Cees P van der Schans
- Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, the Netherlands
- Department of Rehabilitation, University Medical Center Groningen, University of Groningen, the Netherlands
| | - Pim van Dijk
- Department of Otorhinolaryngology, Head & Neck Surgery, University of Groningen, University Medical Center Groningen, the Netherlands
- University of Groningen, Graduate School of Medical Sciences, Research School of Behavioral and Cognitive Neurosciences, the Netherlands
| | - Margreet R Luinge
- Research Group Healthy Ageing, Allied Health Care and Nursing, Hanze University of Applied Sciences, Groningen, the Netherlands
- Department of Otorhinolaryngology, Head & Neck Surgery, University of Groningen, University Medical Center Groningen, the Netherlands
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95
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Gabay Y, Holt LL. Short-term adaptation to sound statistics is unimpaired in developmental dyslexia. PLoS One 2018; 13:e0198146. [PMID: 29879142 PMCID: PMC5991687 DOI: 10.1371/journal.pone.0198146] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Accepted: 05/14/2018] [Indexed: 11/19/2022] Open
Abstract
Developmental dyslexia is presumed to arise from phonological impairments. Accordingly, people with dyslexia show speech perception deficits taken as indication of impoverished phonological representations. However, the nature of speech perception deficits in those with dyslexia remains elusive. Specifically, there is no agreement as to whether speech perception deficits arise from speech-specific processing impairments, or from general auditory impairments that might be either specific to temporal processing or more general. Recent studies show that general auditory referents such as Long Term Average Spectrum (LTAS, the distribution of acoustic energy across the duration of a sound sequence) affect speech perception. Here we examine the impact of preceding target sounds' LTAS on phoneme categorization to assess the nature of putative general auditory impairments associated with dyslexia. Dyslexic and typical listeners categorized speech targets varying perceptually from /ga/-/da/ preceded by speech and nonspeech tone contexts varying. Results revealed a spectrally contrastive influence of the preceding context LTAS on speech categorization, with a larger magnitude effect for nonspeech compared to speech precursors. Importantly, there was no difference in the presence or magnitude of the effects across dyslexia and control groups. These results demonstrate an aspect of general auditory processing that is spared in dyslexia, available to support phonemic processing when speech is presented in context.
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Affiliation(s)
- Yafit Gabay
- Department of Special Education, University of Haifa, Haifa, Israel
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
| | - Lori L. Holt
- Carnegie Mellon University, Department of Psychology, Pittsburgh, United States of America
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96
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Snowling MJ, Gooch D, McArthur G, Hulme C. Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia. Psychol Sci 2018; 29:1270-1282. [PMID: 29791271 DOI: 10.1177/0956797618763090] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This study evaluated the claim that auditory processing deficits are a cause of reading and language difficulties. We report a longitudinal study of 245 children at family risk of dyslexia, children with preschool language impairments, and control children. Children with language impairments had poorer frequency-discrimination thresholds than controls at 5.5 years, but children at family risk of dyslexia did not. A model assessing longitudinal relationships among frequency discrimination, reading, language, and executive function skills showed that frequency discrimination was predicted by executive skills but was not a longitudinal predictor of reading or language skills. Our findings contradict the hypothesis that frequency discrimination is causally related to dyslexia or language impairment and suggest that individuals at risk for dyslexia or who have language impairments may perform poorly on auditory processing tasks because of comorbid attentional difficulties.
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Affiliation(s)
- Margaret J Snowling
- 1 St John's College, University of Oxford.,2 Department of Experimental Psychology, University of Oxford
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97
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Huotilainen M, Tervaniemi M. Planning music-based amelioration and training in infancy and childhood based on neural evidence. Ann N Y Acad Sci 2018; 1423:146-154. [PMID: 29727038 DOI: 10.1111/nyas.13655] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2017] [Revised: 02/01/2018] [Accepted: 02/06/2018] [Indexed: 11/30/2022]
Abstract
Music-based amelioration and training of the developing auditory system has a long tradition, and recent neuroscientific evidence supports using music in this manner. Here, we present the available evidence showing that various music-related activities result in positive changes in brain structure and function, becoming helpful for auditory cognitive processes in everyday life situations for individuals with typical neural development and especially for individuals with hearing, learning, attention, or other deficits that may compromise auditory processing. We also compare different types of music-based training and show how their effects have been investigated with neural methods. Finally, we take a critical position on the multitude of error sources found in amelioration and training studies and on publication bias in the field. We discuss some future improvements of these issues in the field of music-based training and their potential results at the neural and behavioral levels in infants and children for the advancement of the field and for a more complete understanding of the possibilities and significance of the training.
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Affiliation(s)
- Minna Huotilainen
- Cognitive Brain Research Unit and CICERO Learning Network, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit and CICERO Learning Network, University of Helsinki, Helsinki, Finland
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98
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Virtala P, Partanen E. Can very early music interventions promote at-risk infants' development? Ann N Y Acad Sci 2018; 1423:92-101. [PMID: 29707797 DOI: 10.1111/nyas.13646] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 01/23/2018] [Accepted: 01/30/2018] [Indexed: 02/28/2024]
Abstract
Music and musical activities are often a natural part of parenting. As accumulating evidence shows, music can promote auditory and language development in infancy and early childhood. It may even help to support auditory and language skills in infants whose development is compromised by heritable conditions, like the reading deficit dyslexia, or by environmental factors, such as premature birth. For example, infants born to dyslexic parents can have atypical brain responses to speech sounds and subsequent challenges in language development. Children born very preterm, in turn, have an increased likelihood of sensory, cognitive, and motor deficits. To ameliorate these deficits, we have developed early interventions focusing on music. Preliminary results of our ongoing longitudinal studies suggest that music making and parental singing promote infants' early language development and auditory neural processing. Together with previous findings in the field, the present studies highlight the role of active, social music making in supporting auditory and language development in at-risk children and infants. Once completed, the studies will illuminate both risk and protective factors in development and offer a comprehensive model of understanding the promises of music activities in promoting positive developmental outcomes during the first years of life.
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Affiliation(s)
- Paula Virtala
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Eino Partanen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Center of Functionally Integrative Neuroscience (CFIN), Department of Clinical Medicine, Aarhus University, Aarhus, Denmark
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99
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Tichko P, Skoe E. Musical Experience, Sensorineural Auditory Processing, and Reading Subskills in Adults. Brain Sci 2018; 8:E77. [PMID: 29702572 PMCID: PMC5977068 DOI: 10.3390/brainsci8050077] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Revised: 04/20/2018] [Accepted: 04/25/2018] [Indexed: 12/22/2022] Open
Abstract
Developmental research suggests that sensorineural auditory processing, reading subskills (e.g., phonological awareness and rapid naming), and musical experience are related during early periods of reading development. Interestingly, recent work suggests that these relations may extend into adulthood, with indices of sensorineural auditory processing relating to global reading ability. However, it is largely unknown whether sensorineural auditory processing relates to specific reading subskills, such as phonological awareness and rapid naming, as well as musical experience in mature readers. To address this question, we recorded electrophysiological responses to a repeating click (auditory stimulus) in a sample of adult readers. We then investigated relations between electrophysiological responses to sound, reading subskills, and musical experience in this same set of adult readers. Analyses suggest that sensorineural auditory processing, reading subskills, and musical experience are related in adulthood, with faster neural conduction times and greater musical experience associated with stronger rapid-naming skills. These results are similar to the developmental findings that suggest reading subskills are related to sensorineural auditory processing and musical experience in children.
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Affiliation(s)
- Parker Tichko
- Department of Psychological Sciences, Developmental Psychology Division, University of Connecticut, Storrs, CT 06269, USA.
| | - Erika Skoe
- Department of Psychological Sciences, Developmental Psychology Division, University of Connecticut, Storrs, CT 06269, USA.
- Department of Speech, Language, and Hearing Sciences, University of Connecticut, Storrs, CT 06269, USA.
- Connecticut Institute for the Brain and Cognitive Sciences, University of Connecticut, Storrs, CT 06269, USA.
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100
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Escera C, López-Caballero F, Gorina-Careta N. The Potential Effect of Forbrain as an Altered Auditory Feedback Device. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:801-810. [PMID: 29554188 DOI: 10.1044/2017_jslhr-s-17-0072] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Accepted: 11/10/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The purpose of this study was to run a proof of concept on a new commercially available device, Forbrain® (Sound For Life Ltd/Soundev, Luxemburg, model UN38.3), to test whether it can modulate the speech of its users. METHOD Participants were instructed to read aloud a text of their choice during 3 experimental phases: baseline, test, and posttest, while wearing a Forbrain® headset. Critically, for half of the participants (Forbrain group), the device was turned on during the test phase, whereas for the other half (control group), the device was kept off. Voice recordings were analyzed to derive 6 quantitative measures of voice quality over each of the phases of the experiment. RESULTS A significant Group × Phase interaction was obtained for the smoothed cepstral peak prominence, a measure of voice harmony, and for the trendline of the long-term average spectrum, a measure of voice robustness, this latter surviving Bonferroni correction for multiple comparisons. CONCLUSIONS The results of this study indicate the effectiveness of Forbrain® in modifying the speech of its users. It is suggested that Forbrain® works as an altered auditory feedback device. It may hence be used as a clinical device in speech therapy clinics, yet further studies are warranted to test its usefulness in clinical groups.
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Affiliation(s)
- Carles Escera
- Brainlab-Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- The Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Catalonia, Spain
| | - Fran López-Caballero
- Brainlab-Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- The Institute of Neurosciences, University of Barcelona, Catalonia, Spain
| | - Natàlia Gorina-Careta
- Brainlab-Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain
- The Institute of Neurosciences, University of Barcelona, Catalonia, Spain
- Institut de Recerca Sant Joan de Déu (IRSJD), Catalonia, Spain
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