Neurobiological basis of speech: a case for the preeminence of temporal processing

The mismatch negativity (MMN) in basic research of central auditory processing: a review

In the present article, the basic research using the mismatch negativity (MMN) and analogous results obtained by using the magnetoencephalography (MEG) and other brain-imaging technologies is reviewed. This response is elicited by any discriminable change in auditory stimulation but recent studies extended the notion of the MMN even to higher-order cognitive processes such as those involving grammar and semantic meaning. Moreover, MMN data also show the presence of automatic intelligent processes such as stimulus anticipation at the level of auditory cortex. In addition, the MMN enables one to establish the brain processes underlying the initiation of attention switch to, conscious perception of, sound change in an unattended stimulus stream.

Duchenne muscular dystrophy: a cerebellar disorder?

Cyrulnik, S.C., and V.J. Hinton. Duchenne muscular dystrophy: A cerebellar disorder? NEUROSCI. BIOBEHAV. REV. Duchenne muscular dystrophy (DMD) is a genetic disorder that is often associated with cognitive deficits. These cognitive deficits have been linked to the absence of dystrophin, a protein product which is normally found in multiple tissues throughout the body. In the current paper, we argue that it is the absence of dystrophin in the cerebellum that is responsible for the cognitive deficits observed. We begin by reviewing data that document structural and functional abnormalities in the brains of individuals with DMD and mdx mice. We briefly review the cognitive deficits associated with DMD, and then present neuroimaging and neuropsychological evidence to indicate that the cerebellum is involved in the same aspects of cognition that are impaired in children with DMD. It is our contention that the development of brain pathways in the cerebellum (e.g., cerebro-cerebellar loops) without dystrophin may result in altered brain function presenting as cognitive deficits in DMD.

N1 and P2 components of auditory event-related potentials in children with and without reading disabilities

OBJECTIVE

The effects of within stimulus presentation rate and rise time on basic auditory processing were investigated in children with reading disabilities and typically reading children.

METHODS

Children with reading disabilities (RD; N=19) and control children (N=20) were studied using event-related potentials (ERPs). Paired stimuli were used with two different within-pair-intervals (WPI; 10 and 255 ms) and two different rise times (10 and 130 ms). Each stimulus was presented with equal probability and long between-pair inter-stimulus intervals (1-5s). The study focused on N1 and P2 components.

RESULTS

The P2 responses to the first tone in the pair showed differences between children with RD and control children. Also, children with RD had larger N1 response than control children to stimuli with short WPI and long rise time.

CONCLUSIONS

These results provide evidence for basic auditory processing abnormalities in children with RD. This processing difference could be related to extraction of stimulus features from sounds or to attentional mechanisms.

SIGNIFICANCE

Our results show support for behavioral findings that children with RD and control children process rise times differently. More than half of children with RD showed atypical auditory processing.

Treatment effects of Fast ForWord demonstrated by magnetoencephalography (MEG) in a child with developmental dyslexia

Treatment effects of Fast ForWord, hypothesized to ameliorate temporal processing deficits, were demonstrated by magnetoencephalography in a child with dyslexia using four paradigms: Word/Non-word Reading (NW), Grapheme-to-Phoneme Matching (GP), Verbal, and Spatial Working Memory (VWM, SWM). Shifts in brain activation from right inferior frontal and temporal to left frontal, bilateral supramarginal, and transverse temporal regions occurred during GP. During NW, shifts progressed from (1) right or bilateral anterior and superior to (2) left, inferior frontal, to (3) left, superior posterior temporoparietal, to (4) left, inferior, posterior temporooccipital regions. Reading and written language improvements were noted in passage comprehension and spelling.

Working memory functioning in developmental dyslexia

Working memory impairments in dyslexia are well documented. However, research has mostly been limited to the phonological domain, a modality in which people with dyslexia have a range of problems. In this paper, 22 adult students with dyslexia and 22 age- and IQ-matched controls were presented with both verbal and visuospatial working memory tasks. Performance was compared on measures of simple span, complex span (requiring both storage and processing), and dynamic memory updating in the two domains. The dyslexic group had significantly lower spans than the controls on all the verbal tasks, both simple and complex, and also on the spatial complex span measure. Impairments remained on the complex span measures after controlling statistically for simple span performance, suggesting a central executive impairment in dyslexia. The novelty of task demands on the initial trials of the spatial updating task also proved more problematic for the dyslexic than control participants. The results are interpreted in terms of extant theories of dyslexia. The possibility of a supervisory attentional system deficit in dyslexia is also raised. It seems clear that working memory difficulties in dyslexia extend into adulthood, can affect performance in both the phonological and visuospatial modalities, and implicate central executive dysfunction, in addition to problems with storage.

Early cortical damage in rat somatosensory cortex alters acoustic feature representation in primary auditory cortex

Early postnatal freeze-lesions to the cortical plate result in malformations resembling human microgyria. Microgyria in primary somatosensory cortex (S1) of rats are associated with a reduced behavioral detection of rapid auditory transitions and the loss of large cells in the thalamic nucleus projecting to primary auditory cortex (A1). Detection of slow transitions in sound is intact in animals with S1 microgyria, suggesting dissociation between responding to slow versus rapid transitions and a possible dissociation between levels of auditory processing affected. We hypothesized that neuronal responses in primary auditory cortex (A1) would be differentially reduced for rapid sound repetitions but not for slow sound sequences in animals with S1 microgyria. We assessed layer IV cortical responses in primary auditory cortex (A1) to single pure-tones and periodic noise bursts (PNB) in rats with and without S1 microgyria. We found that responses to both types of acoustic stimuli were reduced in magnitude in animals with microgyria. Furthermore, spectral resolution was degraded in animals with microgyria. The cortical selectivity and temporal precision were then measured with conventional methods for PNB and tone-stimuli, but no significant changes were observed between microgyric and control animals. Surprisingly, the observed spike rate reduction was similar for rapid and slow temporal modulations of PNB stimuli. These results suggest that acoustic processing in A1 is indeed altered with early perturbations of neighboring cortex. However, the type of deficit does not affect the temporal dynamics of the cortical output. Instead, acoustic processing is altered via a systematic reduction in the driven spike rate output and spectral integration resolution in A1. This study suggests a novel form of plasticity, whereas early postnatal lesions of one sensory cortex can have a functional impact on processing in neighboring sensory cortex.

Semantic, syntactic, and phonological processing of written words in adult developmental dyslexic readers: an event-related brain potential study

Background

The present study used event-related brain potentials to investigate semantic, phonological and syntactic processes in adult German dyslexic and normal readers in a word reading task. Pairs of German words were presented one word at a time. Subjects had to perform a semantic judgment task (house – window; are they semantically related?), a rhyme judgment task (house – mouse; do they rhyme?) and a gender judgment task (das – Haus [the – house]; is the gender correct? [in German, house has a neutral gender: das Haus]).

Results

Normal readers responded faster compared to dyslexic readers in all three tasks. Onset latencies of the N400 component were delayed in dyslexic readers in the rhyme judgment and in the gender judgment task, but not in the semantic judgment task. N400 and the anterior negativity peak amplitudes did not differ between the two groups. However, the N400 persisted longer in the dyslexic group in the rhyme judgment and in the semantic judgment tasks.

Conclusion

These findings indicate that dyslexics are phonologically impaired (delayed N400 in the rhyme judgment task) but that they also have difficulties in other, non-phonological aspects of reading (longer response times, longer persistence of the N400). Specifically, semantic and syntactic integration seem to require more effort for dyslexic readers and take longer irrespective of the reading task that has to be performed.

Poor readers but compelled to read: Stroop effects in developmental dyslexia

We studied a group of 24 children with dyslexia in second to fifth primary school grades by using a discrete-trial computerized version of the Stroop Color-Word Test. Since the classic Stroop effect depends on the interference of reading with color naming, one would expect these children to show no interference or, at least, less interference than normal readers. Children with dyslexia showed, however, a Stroop effect larger than normal readers of the same age. This suggests that reading, although difficult and slow, is an inescapable step that precedes naming both in poor and in normal readers.

Individual differences in auditory abilities

Performance on 19 auditory discrimination and identification tasks was measured for 340 listeners with normal hearing. Test stimuli included single tones, sequences of tones, amplitude-modulated and rippled noise, temporal gaps, speech, and environmental sounds. Principal components analysis and structural equation modeling of the data support the existence of a general auditory ability and four specific auditory abilities. The specific abilities are (1) loudness and duration (overall energy) discrimination; (2) sensitivity to temporal envelope variation; (3) identification of highly familiar sounds (speech and nonspeech); and (4) discrimination of unfamiliar simple and complex spectral and temporal patterns. Examination of Scholastic Aptitude Test (SAT) scores for a large subset of the population revealed little or no association between general or specific auditory abilities and general intellectual ability. The findings provide a basis for research to further specify the nature of the auditory abilities. Of particular interest are results suggestive of a familiar sound recognition (FSR) ability, apparently specialized for sound recognition on the basis of limited or distorted information. This FSR ability is independent of normal variation in both spectral-temporal acuity and of general intellectual ability.

Delayed detection of tonal targets in background noise in dyslexia

Individuals with developmental dyslexia are often impaired in their ability to process certain linguistic and even basic non-linguistic auditory signals. Recent investigations report conflicting findings regarding impaired low-level binaural detection mechanisms associated with dyslexia. Binaural impairment has been hypothesized to stem from a general low-level processing disorder for temporally fine sensory stimuli. Here we use a new behavioral paradigm to address this issue. We compared the response times of dyslexic listeners and their matched controls in a tone-in-noise detection task. The tonal signals were either Huggins Pitch (HP), a stimulus requiring binaural processing to elicit a pitch percept, or a pure tone-perceptually similar but physically very different signals. The results showed no difference between the two groups specific to the processing of HP and thus no evidence for a binaural impairment in dyslexia. However, dyslexic subjects exhibited a general difficulty in extracting tonal objects from background noise, manifested by a globally delayed detection speed.

[The relationship between minimal pair reproduction and writing skills]

OBJECTIVE

It is generally accepted that dyslexia arises due to deficits in phonological processing. However, whether these deficits are based on impaired auditory processing is still subject to debate. Here we tested whether low level auditory processing is correlated with a simple phonological processing task, thus indicating a close relationship between higher sensory and lower cognitive processing.

METHODS

We carried out a prospective study with 200 school children attending the third and fourth grades. The dependent variables used were just noticeable differences in intensity and frequency (JNDI, JNDF), gap detection (GD), monaural and binaural temporal order judgment (TOJ(b) and TOJ(m)), minimal pair perception and reproduction skills for real words and nonsense words.

RESULTS

No relevant correlation was found between any auditory low level processing variable and minimal pair representation and reproduction skills.

DISCUSSION

These data do not support the auditory processing deficit theory.

Consequências sociais e emocionais da dislexia de desenvolvimento: um estudo de caso

A dislexia de desenvolvimento é uma dificuldade específica de aprendizagem da leitura e escrita que condiciona a forma como o indivíduo se percepciona e como se relaciona com os seus pares nos mais diversos contextos desde educacionais até familiares. No sentido de avaliar as consequências emocionais e sociais decorrentes de um diagnóstico de dislexia de desenvolvimento, foram efectuados duas entrevistas, orientadas por inquéritos construídos para o efeito, a uma criança portuguesa e ao seu Encarregado de Educação, resultante de um estudo de caso, de carácter longitudinal. Os resultados comprovaram a necessidade de uma avaliação da dislexia efectuada precocemente, o que permite, por sua vez, uma intervenção adequada, no sentido de combater o insucesso escolar. Verifica-se ainda ser fundamental alertar professores e profissionais da educação para esta dificuldade de aprendizagem no sentido de evitar situações de discriminação, como as que identificamos neste estudo.

Neurophysiological indices of attention to speech in children with specific language impairment

OBJECTIVE

The aim was to determine whether children with specific language impairment (SLI) differed from children with typical language development (TLD) in their allocation of attention to speech sounds.

METHODS

Event-related potentials were recorded to non-target speech sounds in two tasks (passive-watch a video and attend to target tones among speech sounds) in two experiments, one using 50-ms duration vowels and the second using 250-ms vowels. The difference in ERPs across tasks was examined in the latency range of the early negative difference wave (Nd) found in adults. Analyses of the data using selected superior and inferior sites were compared to those using electrical field power (i.e., global field power or GFP). The topography of the ERP at the maximum GFP was also examined.

RESULTS

A negative difference, comparable to the adult Nd, was observed in the attend compared to the passive task for both types of analysis, suggesting allocation of attentional resources to processing the speech stimuli in the attend task. Children with TLD also showed greater negativity than those with SLI in the passive task for the long vowels, suggesting that they allocated more attentional resources to processing the speech in this task than the SLI group. This effect was only significant using the GFP analysis and was seen as smaller GFP for the TLD than SLI group. The SLI group also showed significantly later latency than the TLD group in reaching the maximum GFP. In addition, a significantly greater proportion of children with SLI compared to those with typical language showed left-greater-than-right frontocentral amplitude at the latency determined from each child's maximum GFP peak.

CONCLUSIONS

Children generally showed greater attention to speech sounds when attention is directed to the auditory modality compared to the visual modality. However, children with TLD, unlike SLI, also appear to devote some attentional resources to speech even in a task in which they are instructed to attend to visual information and ignore the speech.

SIGNIFICANCE

These findings suggest that children with SLI have limited attentional resources, that they are poorer at dividing attention, or that they are less automatic in allocating resources to speech compared to children with typically developing language skills.

Dyslexia, learning, and pedagogical neuroscience

The explosion in neuroscientific knowledge has profound implications for education, and we advocate the establishment of the new discipline of 'pedagogical neuroscience' designed to combine psychological, medical, and educational perspectives. We propose that specific learning disabilities provide the crucible in which the discipline may be forged, illustrating the scope by consideration of developmental dyslexia. Current approaches have failed to establish consensus on fundamental issues such as theoretical causes, diagnostic methods, and treatment strategies. We argue that these difficulties arise from diagnosis via behavioural or cognitive symptoms, even though they may arise from diverse causes. Rather than an inconvenience, variability of secondary symptoms within and across learning disabilities can inform both diagnosis and treatment. We illustrate how brain-based theories lead to radical restructuring of diagnostic methods and propose that there is an urgent need to develop genetic and brain-based diagnostic methods designed to lead to individually-appropriate remediation and treatment methods.

Local and global auditory processing: behavioral and ERP evidence

Differential processing of local and global visual features is well established. Global precedence effects, differences in event-related potentials (ERPs) elicited when attention is focused on local versus global levels, and hemispheric specialization for local and global features all indicate that relative scale of detail is an important distinction in visual processing. Observing analogous differential processing of local and global auditory information would suggest that scale of detail is a general organizational principle of the brain. However, to date the research on auditory local and global processing has primarily focused on music perception or on the perceptual analysis of relatively higher and lower frequencies. The study described here suggests that temporal aspects of auditory stimuli better capture the local-global distinction. By combining short (40 ms) frequency modulated tones in series to create global auditory patterns (500 ms), we independently varied whether pitch increased or decreased over short time spans (local) and longer time spans (global). Accuracy and reaction time measures revealed better performance for global judgments and asymmetric interference that were modulated by amount of pitch change. ERPs recorded while participants listened to identical sounds and indicated the direction of pitch change at the local or global levels provided evidence for differential processing similar to that found in ERP studies employing hierarchical visual stimuli. ERP measures failed to provide evidence for lateralization of local and global auditory perception, but differences in distributions suggest preferential processing in more ventral and dorsal areas respectively.

Developmental disruptions and behavioral impairments in rats following in utero RNAi of Dyx1c1

Developmental malformations of cortex have been shown to co-occur with language, learning, and other cognitive deficits in humans. Rodent models have repeatedly shown that animals with such developmental malformations have deficits related to auditory processing and learning. More specifically, freeze-lesion induced microgyria as well as molecular layer ectopias have been found to impair rapid auditory processing ability in rats and mice. In humans, deficits in rapid auditory processing appear to relate to later impairments of language. Recently, genetic variants of four different genes involved in early brain development have been proposed to associate with an elevated incidence of developmental dyslexia in humans. Three of these, DYX1C1, DCDC2, and KIAA0319, have been shown by in utero RNAi to play a role in neuronal migration in developing neocortex. The present study assessed the effects of in utero RNAi of Dyx1c1 on auditory processing and spatial learning in rats. Results indicate that RNAi of Dyx1c1 is associated with cortical heterotopia and is suggestive of an overall processing deficit of complex auditory stimuli in both juvenile and adult periods (p=.051, one-tail). In contrast, adult data alone reveal a significant processing impairment among RNAi treated subjects compared to shams, indicating an inability for RNAi treated subjects to improve detection of complex auditory stimuli over time (p=.022, one-tail). Further, a subset of RNAi treated rats exhibited hippocampal heterotopia centered in CA1 (in addition to cortical malformations). Malformations of hippocampus were associated with robust spatial learning impairment in this sub-group (p<.01, two-tail). In conclusion, in utero RNAi of Dyx1c1 results in heterogeneous malformations that correspond to distinct behavioral impairments in auditory processing, and spatial learning.

Auditory Brainstem Correlates of Perceptual Timing Deficits

Children with language-based learning problems often exhibit pronounced speech perception difficulties. Specifically, these children have increased difficulty separating brief sounds occurring in rapid succession (temporal resolution). The purpose of this study was to better understand the consequences of auditory temporal resolution deficits from the perspective of the neural encoding of speech. The findings provide evidence that sensory processes relevant to cognition take place at much earlier levels than traditionally believed. Thresholds from a psychophysical backward masking task were used to divide children into groups with good and poor temporal resolution. Speech-evoked brainstem responses were analyzed across groups to measure the neural integrity of stimulus-time mechanisms. Results suggest that children with poor temporal resolution do not have an overall neural processing deficit, but rather a deficit specific to the encoding of certain acoustic cues in speech. Speech understanding relies on the ability to attach meaning to rapidly fluctuating changes of both the temporal and spectral information found in consonants and vowels. For this to happen properly, the auditory system must first accurately encode these time-varying acoustic cues. Speech perception difficulties that often co-occur in children with poor temporal resolution may originate as a neural encoding deficit in structures as early as the auditory brainstem. Thus, speech-evoked brainstem responses are a biological marker for auditory temporal processing ability.

Procedural learning difficulties: reuniting the developmental disorders?

During the past 30 years, research into developmental disorders has fragmented, emphasizing differences rather than commonalities. We propose that reunification might be achieved by using a "neural-systems" approach. Deficits in dyslexia are attributed to an intact declarative learning system combined with an impaired procedural learning system--a network that includes prefrontal language systems and basal ganglia, parietal and cerebellar structures. A typology is provided for other prevalent learning disabilities; this framework focuses on different learning skills in the understanding of learning disabilities and emphasizes the diagnostic significance of "secondary" symptoms. This approach highlights the need for development of "neurocognitive" tests to probe the function of components of each neural system and improve strategies for explanation, diagnosis and support of developmental disorders.

Motion-perception deficits and reading impairment: it's the noise, not the motion

We tested the hypothesis that deficits on sensory-processing tasks frequently associated with poor reading and dyslexia are the result of impairments in external-noise exclusion, rather than motion perception or magnocellular processing. We compared the motion-direction discrimination thresholds of adults and children with good or poor reading performance, using coherent-motion displays embedded in external noise. Both adults and children who were poor readers had higher thresholds than their respective peers in the presence of high external noise, but not in the presence of low external noise or when the signal was clearly demarcated. Adults' performance in high external noise correlated with their general reading ability, whereas children's performance correlated with their language and verbal abilities. The results support the hypothesis that noise-exclusion deficits impair reading and language development and suggest that the impact of such deficits on the development of reading skills changes with age.

Neural attunement processes in infants during the acquisition of a language-specific phonemic contrast

To elucidate the developmental neural attunement process in the language-specific phonemic repertoire, cerebral hemodynamic responses to a Japanese durational vowel contrast were measured in Japanese infants using near-infrared spectroscopy. Because only relative durational information distinguishes this particular vowel contrast, both first and second language learners have difficulties in acquiring this phonemically crucial durational difference. Previous cross-linguistic studies conducted on adults showed that phoneme-specific, left-dominant neural responses were observed only for native Japanese listeners. Using the same stimuli, we show that a larger response to the across-category changes than to the within-category changes occurred transiently in the 6- to 7-month-old group before stabilizing in the groups older than 12 months. However, the left dominance of the phoneme-specific response in the auditory area was observed only in the groups of 13 months and above. Thus, the durational phonemic contrast is most likely processed first by a generic auditory circuit at 6-7 months as a result of early auditory experience. The neural processing of the contrast is then switched over to a more linguistic circuit after 12 months, this time with a left dominance similar to native adult listeners.

Prisms throw light on developmental disorders

Prism adaptation, in which the participant adapts to prismatic glasses that deflect vision laterally, is a specific test of cerebellar function. Fourteen dyslexic children (mean age 13.5 years); 14 children with developmental coordination disorder (DCD): 6 of whom had comorbid dyslexia; and 12 control children matched for age and IQ underwent prism adaptation (assessed by clay throwing accuracy to a 16.7 degrees visual displacement). All 8 DCD children, 5 of the 6 children with comorbid DCD and dyslexia and 10 of the 14 dyslexic children showed an impaired rate of adaptation, thereby providing strong evidence of impaired cerebellar function in DCD and developmental dyslexia. Taken together with other emerging evidence of overlap between developmental disorders, these findings highlight the importance of complementing research on the individual disorders with research on the commonalities between the disorders.

Auditive Verarbeitungs- und Wahrnehmungsstörungen

The consensus statement published by the German Society for Phoniatry and Paedaudiology in the year 2000 has been revised and actualized. The revised version takes into account current scientific and clinical findings. Aspects of the definition of auditory processing disorders (APD) are described extensively. These include symptoms, anamnestic information and diagnostic steps (preliminary examinations, subjective and objective audiological procedures). APD can appear in different forms, some of which can be classified within subtypes. Furthermore, factors which need to be considered in order to differentiate between APD and other diseases are specified. Therapeutic intervention possibilities which are rated according to their prognostic values conclude the article.

Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.

Minicolumnar structure in Heschl’s gyrus and planum temporale: Asymmetries in relation to sex and callosal fiber number

AIM

To investigate the cytoarchitectural basis of asymmetries in human auditory cortex. Minicolumn spacing and number, and regional cortical volume and surface area were measured in the primary auditory region (Heschl's gyrus, HG) and posterior auditory association region (planum temporale, PT) in 17 neurologically normal adults (10 female, seven male). PT surface area, minicolumn spacing and minicolumn number were greater in the left hemisphere. HG surface area was larger in the left hemisphere. Asymmetries of minicolumn number in primary and association auditory regions correlated with axonal fiber numbers in the subregions of the corpus callosum through which they project. PT minicolumn number was more asymmetrical in men than women but total number was similar in the two sexes. We conclude that asymmetry of the surface area of the PT is a function of minicolumn spacing. Fewer callosal projections between the plana are found when the minicolumn spacing is more asymmetrical.

The Neural Basis of Language Development and Its Impairment

The neural correlates of early language development and language impairment are described, with the adult language-related brain systems as a target model. Electrophysiological and hemodynamic studies indicate that language functions to be installed in the child's brain are similar to those of adults, with lateralization being present at birth, phonological processes during the first months, semantic processes at 12 months, and syntactic processes around 30 months. These findings support the view that the brain basis of language develops continuously over time. Discontinuities are observed in children with language impairment. Here, the observed functional abnormalities are accompanied by structural abnormalities in inferior frontal and temporal brain regions.

Implicit learning deficits in dyslexic adults: An fMRI study

It is assumed that several neuropsychological impairments characterize the cognitive profile of individuals with developmental dyslexia (DD). Phonological and visual processing are often impaired as well as auditory processing, attention, and information processing speed. Although reports in the literature on implicit learning abilities are contradictory, recent neurological and physiological data suggest that these abilities are deficient in individuals with DD. To evaluate implicit learning we administered a classical version of the serial reaction time task (SRTT) related to sequence learning. Using functional magnetic resonance imaging we investigated brain activation patterns associated with implicit learning deficits in 14 adults with DD matched with 14 normal readers. SRTT results indicated the absence of implicit learning in the DD group and different activations between groups mainly in SMA, inferior parietal areas and cerebellar lobule 6. These results can be interpreted in the light of the different capacities for the two groups to build an internal model to guide movements. Further, they explain DD individuals' difficulty in domains not directly related to reading ability.

Auditory pattern recognition and brief tone discrimination of children with reading disorders

Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or duration. A test involving measurement of difference limens for long and short duration tones was also administered. In comparison to controls, children with reading disorders exhibited significantly higher error rates in discrimination of duration and frequency patterns, as well as larger brief tone frequency difference limens. These results suggest that difficulties in the recognition and processing of auditory patterns may co-occur with decoding deficits in children with reading disorders.

LEARNING OUTCOMES

(1) As a result of this activity, the participant will be able to identify a relationship between reading and temporal processing. (2) As a result of this activity, the reader will be able to discuss the difference between sight-word decoding and phonological decoding. (3) As a result of this activity, the reader will be able to explain a relationship between reading skills and the identification of auditory patterns.

Vowel processing evokes a large sustained response anterior to primary auditory cortex

The present study uses electroencephalography (EEG) and a new stimulation paradigm, the 'continuous stimulation paradigm', to investigate the neural correlate of phonological processing in human auditory cortex. Evoked responses were recorded to stimuli consisting of a control sound (1000 ms) immediately followed by a test sound (150 ms). On half of the trials, the control sound was a noise and the test sound a vowel; to control for unavoidable effects of spectral change at the transition, the roles of the stimuli were reversed on the other half of the trials. The acoustical properties of the vowel and noise sounds were carefully matched to isolate the response specific to phonological processing. As the unspecific response to sound energy onset has subsided by the transition to the test sound, we hypothesized that the transition response from a noise to a vowel would reveal vowel-specific processing. Contrary to this expectation, however, the most striking difference between vowel and noise processing was a large, vertex-negative sustained response to the vowel control sound, which had a fast onset (30-50 ms) and remained constant throughout presentation of the vowel. The vowel-specific response was isolated using a subtraction technique analogous to that commonly applied in neuroimaging studies. This similarity in analysis methodology enabled close comparison of the EEG data collected in the present study with relevant functional magnetic resonance (fMRI) literature. Dipole source analysis revealed the vowel-specific component to be located anterior and inferior to primary auditory cortex, consistent with previous data investigating speech processing with fMRI.

Auditory brainstem timing predicts cerebral asymmetry for speech

The left hemisphere of the human cerebral cortex is dominant for processing rapid acoustic stimuli, including speech, and this specialized activity is preceded by processing in the auditory brainstem. It is not known to what extent the integrity of brainstem encoding of speech impacts patterns of asymmetry at cortex. Here, we demonstrate that the precision of temporal encoding of speech in auditory brainstem predicts cerebral asymmetry for speech sounds measured in a group of children spanning a range of language skills. Results provide strong evidence that timing deficits measured at the auditory brainstem negatively impact rapid acoustic processing by specialized structures of cortex, and demonstrate a delicate relationship between cortical activation patterns and the temporal integrity of cortical input.

Neuropsychological deficits and neural dysfunction in familial dyslexia

We report the neuropsychological profile and the pattern of brain activity during reading tasks in a sample of familial dyslexics. We studied our subjects with an in-depth neuropsychological assessment and with functional neuroimaging (fMRI) during word and pseudoword reading and false font string observations (baseline condition). The neuropsychological assessment revealed that familial dyslexia, in both persistent and compensated forms, is often associated with deficits in verbal short-term memory, phonological awareness and automatization abilities. The functional results showed a lack of activation in the posterior areas of the reading network. This study, together with the previously published VBM study (Brambati, S.M., Termine, C., Ruffino, M., Stella, G., Fazio, F., Cappa, S.F. and Perani, D., Regional reductions of gray matter volume in familial dyslexia, Neurology, 63 (2004) 742-5), provides a multiple modality evaluation of familial dyslexia. The neuropsychological assessment showed cognitive deficits associated with dyslexia that persist also in subjects with compensated reading deficit. Both the anatomical and the functional study point out a deficit in the posterior areas of the reading network.

Sequential processing deficits of reading disabled persons is independent of inter-stimulus interval

Developmental dyslexia is a language-based learning disability with frequently associated non-linguistic sensory deficits that have been the basis of various perception-based theories. It remains an open question whether the underlying deficit in dyslexia is a low level impairment that causes speech and orthographic perception deficits that in turn impedes higher phonological and reading processes, or a high level impairment that affects both perceptual and reading related skills. We investigated by means of contrast detection thresholds two low-level theories of developmental dyslexia, the magnocellular and the fast temporal processing hypotheses, as well as a more recent suggestion that dyslexics have difficulties in sequential comparison tasks that can be attributed to a higher-order deficit. It was found that dyslexics had significantly higher thresholds only on a sequential, but not a spatial, detection task, and that this impairment was found to be independent of the inter-stimulus interval. We also found that the poor performance of dyslexics on the temporal task was dependent on the size of the required memory trace of the image rather than on the number of images. Our findings do not support the magnocellular theory and challenge the fast temporal deficit hypothesis. We suggest that dyslexics may have a higher order, dual mechanism impairment. We also discuss the clinical implications of our findings.

What developmental disorders can tell us about the nature and origins of language

Few areas in the cognitive sciences evoke more controversy than language evolution, due in part to the difficulty in gathering relevant empirical data. The study of developmental disorders is well placed to provide important new clues, but has been hampered by a lack of consensus on the aims and interpretation of the research project. We suggest that the application of the Darwinian principle of 'descent with modification' can help to reconcile much apparently inconsistent data. We close by illustrating how systematic analyses within and between disorders, suitably informed by evolutionary theory-and ideally facilitated by the creation of an open-access database-could provide new insights into language evolution.

Auditory Language Comprehension in Children with Developmental Dyslexia: Evidence from Event-related Brain Potentials

In the present study, event-related brain potentials (ERPs) were used to compare auditory sentence comprehension in 16 children with developmental dyslexia (age 9–12 years) and unimpaired controls matched on age, sex, and nonverbal intelligence. Passive sentences were presented, which were either correct or contained a syntactic violation (phrase structure) or a semantic violation (selectional restriction). In an overall sentence correctness judgment task, both control and dyslexic children performed well. In the ERPs, control children and dyslexic children demonstrated a similar N400 component for the semantic violation. For the syntactic violation, control children demonstrated a combined pattern, consisting of an early starting bilaterally distributed anterior negativity and a late centro-parietal positivity (P600). Dyslexic children showed a different pattern that is characterized by a delayed left lateralized anterior negativity, followed by a P600. These data indicate that dyslexic children do not differ from unimpaired controls with respect to semantic integration processes (N400) or controlled processes of syntactic reanalyses (P600) during auditory sentence comprehension. However, early and presumably highly automatic processes of phrase structure building reflected in the anterior negativity are delayed in dyslexic children. Moreover, the differences in hemispheric distribution of the syntactic negativity indicate different underlying processes in dyslexic children and controls. The bilateral distribution in controls suggests an involvement of right hemispherically established prosodic processes in addition to the left hemispherically localized syntactic processes, supporting the view that prosodic information may be used to facilitate syntactic processing during normal comprehension. The left hemispheric distribution observed for dyslexic children, in contrast, suggests that these children do not rely on information about the prosodic contour during auditory sentence comprehension as much as controls do. This finding points toward a phonological impairment in dyslexic children that might hamper the development of syntactic processes.

Developmental timeframes for induction of microgyria and rapid auditory processing deficits in the rat

Induction of a focal freeze lesion to the skullcap of a 1-day-old rat pup leads to the formation of microgyria similar to those identified postmortem in human dyslexics. Rats with microgyria exhibit rapid auditory processing deficits similar to those seen in language-impaired (LI) children, and infants at risk for LI and these effects are particularly marked in juvenile as compared to adult subjects. In the current study, a startle response paradigm was used to investigate gap detection in juvenile and adult rats that received bilateral freezing lesions or sham surgery on postnatal day (P) 1, 3 or 5. Microgyria were confirmed in P1 and 3 lesion rats, but not in the P5 lesion group. We found a significant reduction in brain weight and neocortical volume in P1 and 3 lesioned brains relative to shams. Juvenile (P27-39) behavioral data indicated significant rapid auditory processing deficits in all three lesion groups as compared to sham subjects, while adult (P60+) data revealed a persistent disparity only between P1-lesioned rats and shams. Combined results suggest that generalized pathology affecting neocortical development is responsible for the presence of rapid auditory processing deficits, rather than factors specific to the formation of microgyria per se. Finally, results show that the window for the induction of rapid auditory processing deficits through disruption of neurodevelopment appears to extend beyond the endpoint for cortical neuronal migration, although, the persistent deficits exhibited by P1 lesion subjects suggest a secondary neurodevelopmental window at the time of cortical neuromigration representing a peak period of vulnerability.

The Role of Functional Magnetic Resonance Imaging in Understanding Reading and Dyslexia

Converging evidence from a number of lines of investigation indicates that dyslexia represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in imaging technology, particularly the development of functional magnetic resonance imaging (fMRI), provide evidence of a neurobiological signature for dyslexia, specifically a disruption of 2 left hemisphere posterior brain systems, 1 parietal-temporal, the other occipital-temporal, with compensatory engagement of anterior systems around the inferior frontal gyrus and a posterior (right occipital-temporal) system. Furthermore, good evidence indicates a computational role for the left occipital-temporal system: the development of fluent (automatic) reading. In addition, fMRI studies of young adults with reading difficulties followed prospectively and longitudinally from age 5 through their mid 20s suggests that there may be 2 types of reading difficulties, 1 primarily reflecting a genetic basis, the other, and far more common, reflecting environmental influences. The brain systems for reading are malleable and their disruption in children with dyslexia may be remediated by provision of an evidence-based, effective reading intervention. These studies offer the promise for more precise identification and effective management of dyslexia in children, adolescents, and adults.

Neural bases of categorization of simple speech and nonspeech sounds

Categorization is fundamental to our perception and understanding of the environment. However, little is known about the neural bases underlying the categorization of sounds. Using human functional magnetic resonance imaging (fMRI) we compared the brain responses to a category discrimination task with an auditory discrimination task using identical sets of sounds. Our stimuli differed along two dimensions: a speech-nonspeech dimension and a fast-slow temporal dynamics dimension. All stimuli activated regions in the primary and nonprimary auditory cortices in the temporal cortex and in the parietal and frontal cortices for the two tasks. When comparing the activation patterns for the category discrimination task to those for the auditory discrimination task, the results show that a core group of regions beyond the auditory cortices, including inferior and middle frontal gyri, dorsomedial frontal gyrus, and intraparietal sulcus, were preferentially activated for familiar speech categories and for novel nonspeech categories. These regions have been shown to play a role in working memory tasks by a number of studies. Additionally, the categorization of nonspeech sounds activated left middle frontal gyrus and right parietal cortex to a greater extent than did the categorization of speech sounds. Processing the temporal aspects of the stimuli had a greater impact on the left lateralization of the categorization network than did other factors, particularly in the inferior frontal gyrus, suggesting that there is no inherent left hemisphere advantage in the categorical processing of speech stimuli, or for the categorization task itself.

Abnormalities in central auditory maturation in children with language-based learning problems

OBJECTIVE

To examine maturation of the central auditory pathways in children with language-based learning problems (LP).

METHODS

Cortical auditory evoked potentials (CAEPs) recorded from 26 children with LP were compared to CAEPs recorded from 38 typical children. CAEP responses were recorded in response to a speech sound, /uh/, which was presented in a stimulus train with decreasing inter-stimulus intervals (ISIs) of 2000, 1000, 560, and 360 ms.

RESULTS

We identified three atypical morphological categories of CAEP responses in the LP group. Category 1 responses revealed delayed P1 latencies and absent N1/P2 components. Category 2 responses revealed typical P1 responses, but delayed N1 and P2 responses. Category 3 responses revealed generally low-amplitude CAEP responses. A fourth sub-group of LP children had normal CAEP responses.

CONCLUSIONS

Overall, the majority of children with LP had abnormal CAEP responses. These children fell into distinct categories based on the abnormalities in maturational patterns of their CAEP responses.

SIGNIFICANCE

We describe a rate sensitive stimulation paradigm which may be used to identify and categorize LP children who exhibit abnormal patterns of central auditory maturation.

Impaired duration mismatch negativity in developmental dyslexia

A mismatch negativity event-related potential protocol was administered to dyslexic children and their respective controls to test whether a specific auditory deficit concerning phonetic processing or a lower level auditory processing deficit was present in developmental dyslexia. Three different contrast conditions were explored, including nonphonological sounds, contrasted in pitch and duration, and phonemes. Mismatch negativity amplitudes differed significantly between groups in the duration condition, whereas no differences were found in the frequency and phoneme conditions. Moreover, the dyslexic children had delayed mismatch negativity latencies in the three contrast conditions. Our results suggest a deficit in low-level auditory discrimination in dyslexic children, in particular when detecting stimulus duration, and support the rapid auditory processing theory of dyslexia.

Stimulus-dependent auditory tuning results in synchronous population coding of vocalizations in the songbird midbrain

Physiological studies in vocal animals such as songbirds indicate that vocalizations drive auditory neurons particularly well. But the neural mechanisms whereby vocalizations are encoded differently from other sounds in the auditory system are unknown. We used spectrotemporal receptive fields (STRFs) to study the neural encoding of song versus the encoding of a generic sound, modulation-limited noise, by single neurons and the neuronal population in the zebra finch auditory midbrain. The noise was designed to match song in frequency, spectrotemporal modulation boundaries, and power. STRF calculations were balanced between the two stimulus types by forcing a common stimulus subspace. We found that 91% of midbrain neurons showed significant differences in spectral and temporal tuning properties when birds heard song and when birds heard modulation-limited noise. During the processing of noise, spectrotemporal tuning was highly variable across cells. During song processing, the tuning of individual cells became more similar; frequency tuning bandwidth increased, best temporal modulation frequency increased, and spike timing became more precise. The outcome was a population response to song that encoded rapidly changing sounds with power and precision, resulting in a faithful neural representation of the temporal pattern of a song. Modeling responses to song using the tuning to modulation-limited noise showed that the population response would not encode song as precisely or robustly. We conclude that stimulus-dependent changes in auditory tuning during song processing facilitate the high-fidelity encoding of the temporal pattern of a song.

Differential representation of speech sounds in the human cerebral hemispheres

Various methods in auditory neuroscience have been used to gain knowledge about the structure and function of the human auditory cortical system. Regardless of method, hemispheric differences are evident in the normal processing of speech sounds. This review article, augmented by the authors' own work, provides evidence that asymmetries exist in both cortical and subcortical structures of the human auditory system. Asymmetries are affected by stimulus type, for example, hemispheric activation patterns have been shown to change from right to left cortex as stimuli change from speech to nonspeech. In addition, the presence of noise has differential effects on the contribution of the two hemispheres. Modifications of typical asymmetric cortical patterns occur when pathology is present, as in hearing loss or tinnitus. We show that in response to speech sounds, individuals with unilateral hearing loss lose the normal asymmetric pattern due to both a decrease in contralateral hemispheric activity and an increase in the ipsilateral hemisphere. These studies demonstrate the utility of modern neuroimaging techniques in functional investigations of the human auditory system. Neuroimaging techniques may provide additional insight as to how the cortical auditory pathways change with experience, including sound deprivation (e.g., hearing loss) and sound experience (e.g., training). Such investigations may explain why some populations appear to be more vulnerable to changes in hemispheric symmetry such as children with learning problems and the elderly.

Auditory temporal information processing in preschool children at family risk for dyslexia: relations with phonological abilities and developing literacy skills

In this project, the hypothesis of an auditory temporal processing deficit in dyslexia was tested by examining auditory processing in relation to phonological skills in two contrasting groups of five-year-old preschool children, a familial high risk and a familial low risk group. Participants were individually matched for gender, age, non-verbal IQ, school environment, and parental educational level. Psychophysical thresholds were estimated for gap-detection, frequency modulation detection, and tone-in-noise detection using a three-interval forced-choice adaptive staircase paradigm embedded within a computer game. Phonological skills were measured by tasks assessing phonological awareness, rapid serial naming, and verbal short-term memory. Significant group differences were found for phonological awareness and letter knowledge. In contrast, none of the auditory tasks differentiated significantly between both groups. However, both frequency modulation and tone-in-noise detection were significantly related to phonological awareness. This relation with phonological skills was not present for gap-detection.

Cortical laminar thickness and column spacing in human temporal and inferior parietal lobes: Intra-individual anatomical relations

Harasty, Seldon, Chan, Halliday, and Harding (2003) and Seldon (2005) have proposed a "balloon model" which suggests that myelin growth stretches the cerebral cortex, causing the cortical thickness to decrease and the columnar spacing to increase, in turn affecting the cortical capacity to differentiate afferent signals. This has been tested using temporal lobe (area TA) and inferior parietal lobule (areas PG, PF) histological specimens from human donors. The temporal and inferior parietal regions differ in ways that have never been described. Correlations between the thickness of laminae II-III and columnar spacing in lamina III within individual cytoarchitectonic areas in both hemispheres of each donor were calculated. Those in areas PG/PF are predominantly negative in both hemispheres, as predicted by the model. This is also true for the left hemisphere TA, but the right hemisphere TA shows no correlations between thickness and spacing. Comparisons of thickness and spacing between left and right hemispheres in PG/PF of each donor show no consistent direction, whereas those in TA fairly consistently show thinner laminae and wider column intervals on the left. In the left area TA, females have thinner laminae than males. Thus, intra-area predictions of the balloon model are supported in most areas, whereas the hemispheric asymmetry predictions appear to hold for TA, but not for the inferior parietal lobe.

Asymmetries of the planum temporale and Heschl's gyrus: relationship to language lateralization

Morphological asymmetries favouring the left hemisphere in the planum temporale (PT) and Heschl's gyrus (HG) have both been presumed to relate to the typical left-hemisphere dominance for language functions. However, a direct link between structure and function has not been clearly established. The present study investigates this issue by measuring the volume of the PT and HG on the MRI scans of epilepsy patients classified into three groups: left speech group (LSG; n = 20), right speech group (RSG; n = 11) and bilateral speech group (BSG; n = 13), as assessed by the intracarotid Sodium Amytal procedure. Additionally, an automatic voxel-based morphometry (VBM) analysis was performed to explore collateral structural asymmetries. Although leftward structural asymmetries were found in the PT, consistent with the literature, they did not relate to language lateralization. For HG we also replicated asymmetries favouring the left side; interestingly, three of the individuals within the RSG showed a strongly reversed asymmetry, but as a whole the structure-function relationship for HG was not obligatory. The VBM analysis revealed a grey-matter concentration difference in the posterior part of the inferior frontal gyrus (pars opercularis, corresponding functionally to Broca's area), which favoured the left hemisphere in the LSG, and the right hemisphere in the RSG. The findings suggest that this frontal cortical region bears a direct relationship to language lateralization, which may be related to use-dependent plasticity in patients with language reorganization.

Cerebral mechanisms of prosodic sensory integration using low-frequency bands of connected speech

Even if speech perception has been reported to involve both left and right hemispheres, converging data have posited the existence of a functional asymmetry at the level of secondary auditory cortices. Using fMRI in 12 right-handed French men listening passively to long connected speech stimuli, we addressed the question of neuronal networks involved in the integration of low frequency bands of speech by comparing 1) differences in brain activity in two listening conditions (FN, NF) differing in the integration of pitch modulations (in FN, low frequencies, obtained by a low-pass filter, are addressed to the left ear while the whole acoustic message is simultaneously addressed to the right ear, NF being the reverse position); 2) differences in brain activity induced by high and low degrees of prosodic expression (expressive vs. flat); and 3) effects of the same connected speech stimulus in the two listening conditions. Each stimulus induced a specific cerebral network, the flat one weakening activations which were mainly reduced to the bilateral STG for both listening conditions. In the expressive condition, the specific sensory integration FN results in an increase of the articulatory loop and new recruitments such as right BA6-44, left BA39-40, the left posterior insula and the bilateral BA30. This finding may be accounted for by the existence of temporal windows differing both in length and in acoustic cues decoding, strengthening the "asymmetric sampling in time" hypothesis posited by Poeppel (Speech Commun 2003; 41:245-255). Such an improvement of prosodic integration could find applications in the rehabilitation of some speech disturbances.

Mental rotation of letters, pictures, and three-dimensional objects in German dyslexic children

This study examines mental rotation ability in children with developmental dyslexia. Prior investigations have yielded equivocal results that might be due to differences in stimulus material and testing formats employed. Whereas some investigators found dyslexic readers to be impaired in mental rotation, others did not report any performance differences or even superior spatial performance for dyslexia. Here, we report a comparison of mental rotation for letters, three-dimensional figures sensu Shepard and Metzler, and colored pictures of animals or humans in second-grade German dyslexic readers. Findings indicate that dyslexic readers are impaired in mental rotation for all three kinds of stimuli. Effects of general intelligence were controlled. Furthermore, dyslexic children were deficient in other spatial abilities like identifying letters or forms among distracters. These results are discussed with respect to the hypotheses of a developmental dysfunction of the parietal cortex or a subtle anomaly in cerebellar function in dyslexic readers.

The contribution of AERPs (MMN and LDN) to studying temporal vs. linguistic processing deficits in children with reading difficulties

One of the factors responsible for the appearance of reading problems seems to be a difficulty in discriminating auditory stimuli presented in rapid succession, known as the 'temporal processing hypothesis'. In this study automatic discrimination processes were evaluated in 31 children with reading difficulties and 24 control children between 4 and 8 years of age, using a passive oddball paradigm, in which syllables (/ba/ and /da/) and complex tones were presented. Analysis of the MMN component revealed significant differences between the groups only in the task involving linguistic stimuli, detecting longer latency of the component in the experimental group. The LDN component showed lower amplitudes and delayed latencies in the experimental group during the processing of both types of stimuli. These differences, however, were more marked in the task involving syllables, where a higher mean amplitude was observed in the experimental group than in the control group in the right hemisphere. The task involving complex tones also revealed differences between the groups at the frontal electrodes, indicating different maturative courses of the potential. The findings demonstrate the existence of a strongly pronounced preattentional auditory deficit during phonological processing, and also reveal important differences between the various stages of automatic information processing in children with and without reading disabilities.