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Zhang Q, Dong X, Jin W, Fan J. Early brain cognitive development in late preterm infants: an event-related potential and resting EEG study. Ital J Pediatr 2024; 50:26. [PMID: 38355639 PMCID: PMC10865666 DOI: 10.1186/s13052-023-01567-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 12/06/2023] [Indexed: 02/16/2024] Open
Abstract
BACKGROUND Late preterm infants (LPIs) are at risk of neurodevelopmental delay. Research on their cognitive development is helpful for early intervention and follow-up. METHODS Event-related potential (ERP) and resting electroencephalography (RS-EEG) were used to study the brain cognitive function of LPIs in the early stage of life. The Gesell Developmental Scale (GDS) was used to track the neurodevelopmental status at the age of 1 year after correction, and to explore the neurophysiological indicators that could predict the outcome of cognitive development in the early stage. RESULTS The results showed that mismatch response (MMR) amplitude, RS-EEG power spectrum and functional connectivity all suggested that LPIs were lagging behind. At the age of 1 year after correction, high-risk LPIs showed no significant delay in gross motor function, but lagged behind in fine motor function, language, personal social interaction and adaptability. The ROC curve was used to evaluate the predictive role of MMR amplitude in the brain cognitive development prognosis at 1 year, showing a sensitivity of 80.00% and a specificity of 90.57%. The area under the curve (AUC) was 0.788, with a P-value of 0.007. CONCLUSIONS Based on our findings we supposed that the cognitive function of LPI lags behind that of full-term infants in early life. Preterm birth and perinatal diseases or high risk factors affected brain cognitive function in LPIs. MMR amplitude can be used as an early predictor of brain cognitive development in LPIs. TRIAL REGISTRATION This clinical trial is registered with the Chinese Clinical Trial Registry (ChiCTR). TRIAL REGISTRATION NUMBER ChiCTR2100041929. Date of registration: 2021-01-10. URL of the trial registry record: https://www.chictr.org.cn/ .
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Affiliation(s)
- Qinfen Zhang
- Children' s Health Research Center, Changzhou Children ' s Hospital of Nantong University, 468 Yanling Middle Road, Tianning District, Changzhou, 213003, Jiangsu, China.
| | - Xuan Dong
- Children' s Health Research Center, Changzhou Children ' s Hospital of Nantong University, 468 Yanling Middle Road, Tianning District, Changzhou, 213003, Jiangsu, China
| | - Wenjie Jin
- Children' s Health Research Center, Changzhou Children ' s Hospital of Nantong University, 468 Yanling Middle Road, Tianning District, Changzhou, 213003, Jiangsu, China
| | - Jiaojiao Fan
- Children' s Health Research Center, Changzhou Children ' s Hospital of Nantong University, 468 Yanling Middle Road, Tianning District, Changzhou, 213003, Jiangsu, China
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Batista AR, Catronas D, Sousa J, Folia V, Torres NL, Silva S. Domain-general but not speech-specific auditory duration perception predicts pseudoword reading in adults. Front Hum Neurosci 2023; 17:1241589. [PMID: 37780963 PMCID: PMC10539623 DOI: 10.3389/fnhum.2023.1241589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 08/30/2023] [Indexed: 10/03/2023] Open
Abstract
Associations between reading performance and duration perception have been found both for domain-general and speech-specific duration perception. However, research seems limited to children and, critically, the predictive value of the two duration perception modalities has not been compared so far. In the present study we compared the weight of domain-general (comparison of time intervals defined by beeps) vs. speech-specific duration perception (pre-attentive EEG responses to consonants with different durations) as statistical predictors of reading in a sample of 46 neurotypical adults (18-43 years old) with 13 years of schooling on average. Reading included word and pseudoword decoding, as well as reading comprehension. We ran one regression model with domain-general and speech-specific duration perception as predictors for each of the three reading skills. Pseudoword decoding was the only reading skill that was significantly predicted by duration perception, and this happened for domain-general duration perception only. A complementary analysis adding 26 typically developing and 24 dyslexic adults to the main sample (n = 96 in total) showed the same pattern of results in dyslexics, but not in added controls. Our findings strengthen the idea that duration perception is important to phonological encoding and its use in grapheme-to-phoneme conversion, given that only pseudoword decoding was predicted by the interval comparison task. The irrelevance of speech-specific duration perception tones down the possibility that accurately perceiving the length of speech sounds is crucial to skilled reading.
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Affiliation(s)
- Ana Rita Batista
- Center for Psychology, Faculty of Psychology and Educational Sciences, Psychology Department, University of Porto, Porto, Portugal
| | - Dinis Catronas
- Center for Psychology, Faculty of Psychology and Educational Sciences, Psychology Department, University of Porto, Porto, Portugal
| | - José Sousa
- Center for Psychology, Faculty of Psychology and Educational Sciences, Psychology Department, University of Porto, Porto, Portugal
| | - Vasiliki Folia
- Lab of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Nathercia Lima Torres
- Center for Psychology, Faculty of Psychology and Educational Sciences, Psychology Department, University of Porto, Porto, Portugal
| | - Susana Silva
- Center for Psychology, Faculty of Psychology and Educational Sciences, Psychology Department, University of Porto, Porto, Portugal
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3
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Fan T, Zhang L, Liu J, Niu Y, Hong T, Zhang W, Shu H, Zhao J. Phonemic mismatch negativity mediates the association between phoneme awareness and character reading ability in young Chinese children. Neuropsychologia 2023; 188:108624. [PMID: 37328027 DOI: 10.1016/j.neuropsychologia.2023.108624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 02/17/2023] [Accepted: 06/13/2023] [Indexed: 06/18/2023]
Abstract
Poor phonological awareness is associated with greater risk for reading disability. The underlying neural mechanism of such association may lie in the brain processing of phonological information. Lower amplitude of auditory mismatch negativity (MMN) has been associated with poor phonological awareness and with the presence of reading disability. The current study recorded auditory MMN to phoneme and lexical tone contrast with odd-ball paradigm and examined whether auditory MMN mediated the associations between phonological awareness and character reading ability through a three-year longitudinal study in 78 native Mandarin-speaking kindergarten children. Hierarchical linear regression and mediation analyses showed that the effect of phoneme awareness on the character reading ability was mediated by the phonemic MMN in young Chinese children. Findings underscore the key role of phonemic MMN as the underlying neurodevelopmental mechanism linking phoneme awareness and reading ability.
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Affiliation(s)
- Tengwen Fan
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Liming Zhang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Jianyi Liu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Yanbin Niu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Tian Hong
- School of Humanities, Shanghai Jiao Tong University, China
| | - Wenfang Zhang
- Affiliated Kindergarten of Shaanxi Normal University, Shaanxi, 710062, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China.
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4
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Mari G, Picciotti PM, Martina BM, Loperfido A, Zagari F, Proietti I, Longobardi Y, D'Alatri L. Speech perception in noise in children with dyslexia: Does speech sound disorder matter? DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:202-211. [PMID: 35234325 DOI: 10.1002/dys.1710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 01/18/2022] [Accepted: 02/15/2022] [Indexed: 06/14/2023]
Abstract
The aim of this observational cohort study with a control group is to compare consonant perception skills in quiet and in noise in children with typical language and learning development and in children with dyslexia, with and without Speech Sound Disorder (SSD). Three groups were included: A control group of twenty children with normal reading abilities and typical language development, twelve children with dyslexia and typical language development and thirteen children with dyslexia and SSD. All subjects received a consonant recognition test in three different listening conditions (quiet, + 10 and 0 Signal-to-Noise Ratio). In all test conditions, children with dyslexia and SSD had significantly lower consonant recognition scores than the control group and the children with dyslexia and typical language development (p < .0001). The poorer performances observed in children with dyslexia and SSD may be explained by impaired phonological processing underlying both conditions.
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Affiliation(s)
- Giorgia Mari
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Pasqualina Maria Picciotti
- Head & Neck Department, Università Cattolica del Sacro Cuore, Rome, Italy
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Bianca Maria Martina
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Antonella Loperfido
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Felicia Zagari
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Ilaria Proietti
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Ylenia Longobardi
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
| | - Lucia D'Alatri
- Head & Neck Department, Università Cattolica del Sacro Cuore, Rome, Italy
- Otorhinolaryngology and Head & Neck Surgery Unit, Fondazione Policlinico Universitario "A. Gemelli" - IRCCS, Rome, Italy
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5
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Wang NYH, Chiang CH, Wang HLS, Tsao Y. Atypical Frequency Sweep Processing in Chinese Children With Reading Difficulties: Evidence From Magnetoencephalography. Front Psychol 2020; 11:1649. [PMID: 32849009 PMCID: PMC7431696 DOI: 10.3389/fpsyg.2020.01649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Accepted: 06/17/2020] [Indexed: 11/27/2022] Open
Abstract
Chinese lexical tones determine word meaning and are crucial in reading development. Reduced tone awareness is widely reported in children with reading difficulties (RD). Lexical-tone processing requires sensitivity to frequency-modulated sound changes. The present study investigates whether reduced tone awareness in children with RD is reflected in basic auditory processing and the level at which the breakdown occurs. Magnetoencephalographic techniques and an oddball paradigm were used to elicit auditory-related neural responses. Five frequency sweep conditions were established to mirror the frequency fluctuation in Chinese lexical tones, including one standard (level) sweep and four deviant sweeps (fast-up, fast-down, slow-up, and slow-down). A total of 14 Chinese-speaking children aged 9–12 years with RD and 13 age-matched typically developing children were recruited. The participants completed a magnetoencephalographic data acquisition session, during which they watched a silent cartoon and the auditory stimuli were presented in a pseudorandomized order. The results revealed that the significant between-group difference was caused by differences in the level of auditory sensory processing, reflected by the P1m component elicited by the slow-up frequency sweep. This finding indicated that auditory sensory processing was affected by both the duration and the direction of a frequency sweep. Sensitivity to changes in duration and frequency is crucial for the processing of suprasegmental features. Therefore, this sensory deficit might be associated with difficulties discriminating two tones with an upward frequency contour in Chinese.
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Affiliation(s)
- Natalie Yu-Hsien Wang
- Department of Audiology and Speech-Language Pathology, Asia University, Taichung, Taiwan
| | - Chun-Han Chiang
- Department of Special Education, National Pingtung University, Pingtung, Taiwan
| | | | - Yu Tsao
- Research Center for Information Technology Innovation, Academia Sinica, Taipei, Taiwan
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6
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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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7
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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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8
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Meyer L, Schaadt G. Aberrant Prestimulus Oscillations in Developmental Dyslexia Support an Underlying Attention Shifting Deficit. Cereb Cortex Commun 2020; 1:tgaa006. [PMID: 34296087 PMCID: PMC8152944 DOI: 10.1093/texcom/tgaa006] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 02/14/2020] [Accepted: 03/17/2020] [Indexed: 11/14/2022] Open
Abstract
Developmental dyslexia (DD) impairs reading and writing acquisition in 5–10% of children, compromising schooling, academic success, and everyday adult life. DD associates with reduced phonological skills, evident from a reduced auditory mismatch negativity (MMN) in the electroencephalogram (EEG). It was argued that such phonological deficits are secondary to an underlying deficit in the shifting of attention to upcoming speech sounds. Here, we tested whether the aberrant MMN in individuals with DD is a function of EEG correlates of prestimulus attention shifting; based on prior findings, we focused prestimulus analyses on alpha-band oscillations. We administered an audio–visual oddball paradigm to school children with and without DD. Children with DD showed EEG markers of deficient attention switching (i.e., increased prestimulus alpha-band intertrial phase coherence [ITPC]) to precede and predict their reduced MMN—aberrantly increased ITPC predicted an aberrantly reduced MMN. In interaction, ITPC and MMN predicted reading abilities, such that poor readers showed both high ITPC and a reduced MMN, the reverse being true in good readers. Prestimulus ITPC may be an overlooked biomarker of deficient attention shifting in DD. The findings support the proposal that an attention shifting deficit underlies phonological deficits in DD, entailing new opportunities for targeted intervention.
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Affiliation(s)
- Lars Meyer
- Research Group "Language Cycles", Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig 04103, Germany
| | - Gesa Schaadt
- Clinic of Cognitive Neurology, Medical Faculty, University Leipzig, Leipzig 04103, Germany.,Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig 04103, Germany
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Kostilainen K, Partanen E, Mikkola K, Wikström V, Pakarinen S, Fellman V, Huotilainen M. Neural processing of changes in phonetic and emotional speech sounds and tones in preterm infants at term age. Int J Psychophysiol 2020; 148:111-118. [DOI: 10.1016/j.ijpsycho.2019.10.009] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 09/10/2019] [Accepted: 10/23/2019] [Indexed: 10/25/2022]
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10
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Videman M, Stjerna S, Wikström V, Nybo T, Roivainen R, Vanhatalo S, Huotilainen M, Gaily E. Prenatal exposure to antiepileptic drugs and early processing of emotionally relevant sounds. Epilepsy Behav 2019; 100:106503. [PMID: 31525552 DOI: 10.1016/j.yebeh.2019.106503] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 08/10/2019] [Accepted: 08/14/2019] [Indexed: 10/26/2022]
Abstract
INTRODUCTION Prenatal exposure to antiepileptic drugs (AEDs) is associated with developmental compromises in verbal intelligence and social skills in childhood. Our aim was to evaluate whether a multifeature Mismatch Negativity (MMN) paradigm assessing semantic and emotional components of linguistic and emotional processing would be useful to detect possible alterations in early auditory processing of newborns with prenatal AED exposure. MATERIAL AND METHODS Data on AED exposure, pregnancy outcome, neuropsychological evaluation of the mothers, information on maternal epilepsy type, and a structured neurological examination of the newborn were collected prospectively. Blinded to AED exposure, we compared a cohort of 36 AED-exposed with 46 control newborns at the age of two weeks by measuring MMN with a multifeature paradigm with six linguistically relevant deviant sounds and three emotionally uttered sounds. RESULTS Frontal responses for the emotionally uttered stimulus Happy differed significantly in the exposed newborns compared with the control newborns. In addition, responses to sounds with or without emotional component differed in newborns exposed to multiple AEDs compared with control newborns or to newborns exposed to only one AED. CONCLUSIONS These preliminary findings suggest that prenatal AED exposure may alter early processing of emotionally and linguistically relevant sound information.
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Affiliation(s)
- Mari Videman
- Department of Pediatric Neurology, New Children's Hospital, University of Helsinki and Helsinki University Hospital, Finland.
| | - Susanna Stjerna
- Department of Children's Clinical Neurophysiology, HUS Medical Imaging Center and New Children's Hospital, Helsinki University Hospital and University of Helsinki, Finland
| | - Valtteri Wikström
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland
| | - Taina Nybo
- Clinical Neurosciences, University of Helsinki and Helsinki University Hospital, Finland
| | - Reina Roivainen
- Clinical Neurosciences, University of Helsinki and Helsinki University Hospital, Finland
| | - Sampsa Vanhatalo
- Department of Children's Clinical Neurophysiology, HUS Medical Imaging Center and New Children's Hospital, Helsinki University Hospital and University of Helsinki, Finland
| | - Minna Huotilainen
- Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland; CICERO Learning Network, Faculty of Educational Sciences, University of Helsinki, Finland; FinnBrain Birth Cohort Study, Turku Brain and Mind Center, Institute of Clinical Medicine, University of Turku, Finland
| | - Eija Gaily
- Department of Pediatric Neurology, New Children's Hospital, University of Helsinki and Helsinki University Hospital, Finland
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Left hemisphere enhancement of auditory activation in language impaired children. Sci Rep 2019; 9:9087. [PMID: 31235763 PMCID: PMC6591383 DOI: 10.1038/s41598-019-45597-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 06/10/2019] [Indexed: 12/26/2022] Open
Abstract
Specific language impairment (SLI) is a developmental disorder linked to deficient auditory processing. In this magnetoencephalography (MEG) study we investigated a specific prolonged auditory response (N250m) that has been reported predominantly in children and is associated with level of language skills. We recorded auditory responses evoked by sine-wave tones presented alternately to the right and left ear of 9-10-year-old children with SLI (n = 10) and children with typical language development (n = 10). Source analysis was used to isolate the N250m response in the left and right hemisphere. In children with language impairment left-hemisphere N250m responses were enhanced compared to those of controls, while no group difference was found in the right hemisphere. Consequently, language impaired children lacked the typical right-ward asymmetry that was found in control children. Furthermore, left but not right hemisphere N250m responses correlated positively with performance on a phonological processing task in the SLI group exclusively, possibly signifying a compensatory mechanism for delayed maturation of language processing. These results suggest that enhanced left-hemisphere auditory activation reflects a core neurophysiological manifestation of developmental language disorders, and emphasize the relevance of this developmentally specific activation pattern for competent language development.
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12
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Schaadt G, Männel C. Phonemes, words, and phrases: Tracking phonological processing in pre-schoolers developing dyslexia. Clin Neurophysiol 2019; 130:1329-1341. [PMID: 31200240 DOI: 10.1016/j.clinph.2019.05.018] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2018] [Revised: 04/18/2019] [Accepted: 05/23/2019] [Indexed: 12/18/2022]
Abstract
OBJECTIVES Individuals with dyslexia often suffer from deficient segmental phonology, but the status of suprasegmental phonology (prosody) is still discussed. METHODS In three passive-listening event-related brain potential (ERP) studies, we examined prosodic processing in literacy-impaired children for various prosodic units by contrasting the processing of word-level and phrase-level prosody, alongside segmental phonology. We retrospectively analysed school children's ERPs at preschool age for discrimination of vowel length (phoneme processing), discrimination of stress pattern (word-level prosody), and processing of prosodic boundaries (phrase-level prosody). RESULTS We found differences between pre-schoolers with and without later literacy difficulties for phoneme and stress pattern discrimination, but not for prosodic boundary perception. CONCLUSION Our findings complement the picture of phonological processing in dyslexia by confirming difficulties in segmental phonology and showing that prosodic processing is affected for the smaller word level, but not the larger phrase level. SIGNIFICANCE These findings might have implications for early interventions, considering both phonemic awareness and stress pattern training.
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Affiliation(s)
- Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Clinic of Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany.
| | - Claudia Männel
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Clinic of Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany
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13
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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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14
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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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15
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Linnavalli T, Putkinen V, Huotilainen M, Tervaniemi M. Maturation of Speech-Sound ERPs in 5-6-Year-Old Children: A Longitudinal Study. Front Neurosci 2018; 12:814. [PMID: 30459549 PMCID: PMC6232289 DOI: 10.3389/fnins.2018.00814] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Accepted: 10/19/2018] [Indexed: 11/17/2022] Open
Abstract
The maturation of 5-6-year-old children's auditory discrimination - indicated by the development of the auditory event-related-potentials (ERPs) - has not been previously studied in longitudinal settings. For the first time, we present here the results based on extensive dataset collected from 75 children. We followed the 5- to 6-year-olds for 20 months and measured their ERPs four times with the same multifeature paradigm with phonemic stimuli. The amplitude of the mismatch negativity (MMN) response increased during this time for vowel, vowel duration and frequency changes. Furthermore, the P3a component started to mature toward adult-like positivity for the vowel, intensity and frequency deviants and the late discriminative negativity (LDN) component decreased with age for vowel and intensity deviants. All the changes in the components seemed to happen during the second follow-up year, when Finnish children are taught letter symbols and other preliminary academic skills before going to school at the age of seven. Therefore, further studies are needed to clarify if these changes in the auditory discrimination are purely age-related or due to increasing linguistic knowledge of the children.
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Affiliation(s)
- Tanja Linnavalli
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Vesa Putkinen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Turku PET Centre, University of Turku, Turku, Finland
| | - Minna Huotilainen
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Cicero Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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16
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Bornstein MH, Hahn CS, Putnick DL, Pearson RM. Stability of core language skill from infancy to adolescence in typical and atypical development. SCIENCE ADVANCES 2018; 4:eaat7422. [PMID: 30474055 PMCID: PMC6248911 DOI: 10.1126/sciadv.aat7422] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Accepted: 10/24/2018] [Indexed: 05/15/2023]
Abstract
Command of language is a fundamental life skill, a cornerstone of cognitive and socioemotional development, and a necessary ingredient for successful functioning in society. We used 15-year prospective longitudinal data from the Avon Longitudinal Study of Parents and Children to evaluate two types of stability of core language skill in 5036 typically developing and 1056 atypically developing (preterm, dyslexic, autistic, and hearing impaired) children in a multiage, multidomain, multimeasure, multireporter framework. A single core language skill was extracted from multiple measures at multiple ages, and this skill proved stable from infancy to adolescence in all groups, even accounting for child nonverbal intelligence and sociability and maternal age and education. Language skill is a highly conserved and robust individual-differences characteristic. Lagging language skills, a risk factor in child development, would profitably be addressed early in life.
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Affiliation(s)
- Marc H. Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
- Institute for Fiscal Studies, London, UK
| | - Chun-Shin Hahn
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Diane L. Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Rebecca M. Pearson
- School of Social and Community Medicine, University of Bristol, Bristol, UK
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17
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Xu W, Kolozsvari OB, Monto SP, Hämäläinen JA. Brain Responses to Letters and Speech Sounds and Their Correlations With Cognitive Skills Related to Reading in Children. Front Hum Neurosci 2018; 12:304. [PMID: 30127729 PMCID: PMC6088176 DOI: 10.3389/fnhum.2018.00304] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 07/16/2018] [Indexed: 11/21/2022] Open
Abstract
Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in early readers remains unclear. In the present study, we measured brain responses to Finnish letters and speech sounds from 29 typically developing Finnish children in a child-friendly audiovisual integration experiment using magnetoencephalography. Brain source activations in response to auditory, visual and audiovisual stimuli as well as audiovisual integration response were correlated with reading skills and cognitive skills predictive of reading development after controlling for the effect of age. Regression analysis showed that from the brain measures, the auditory late response around 400 ms showed the largest association with phonological processing and rapid automatized naming abilities. In addition, audiovisual integration effect was most pronounced in the left and right temporoparietal regions and the activities in several of these temporoparietal regions correlated with reading and writing skills. Our findings indicated the important role of temporoparietal regions in the early phase of learning to read and their unique contribution to reading skills.
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Affiliation(s)
- Weiyong Xu
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Orsolya B. Kolozsvari
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Simo P. Monto
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Jarmo A. Hämäläinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
- Jyväskylä Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
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18
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Behavioral and electrophysiological investigation of speech perception deficits in silence, noise and envelope conditions in developmental dyslexia. Neuropsychologia 2018; 130:3-12. [PMID: 30075216 DOI: 10.1016/j.neuropsychologia.2018.07.033] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2017] [Revised: 07/15/2018] [Accepted: 07/30/2018] [Indexed: 11/22/2022]
Abstract
The present study investigated whether children with developmental dyslexia showed specific deficits in the perception of three phonetic features (voicing, place, and manner of articulation) in optimal (silence) and degraded listening conditions (envelope-coded speech versus noise), using both standard behavioral and electrophysiological measures. Performance of children with dyslexia was compared to that of younger typically developing children who were matched in terms of reading age. Results showed no significant group differences in response accuracy except for the reception of place-of-articulation in noise. However, dyslexic children responded more slowly than typically developing children across all conditions with larger deficits in noise than in envelope than in silence. At the neural level, dyslexic children exhibited reduced N1 components in silence and the reduction of N1 amplitude was more pronounced for voicing than for the other phonetic features. In the envelope condition, the N1 was localized over the right hemisphere and it was larger for typically developing readers than for dyslexic children. Finally, in stationary noise, the N1 to place of articulation was clearly delayed in children with dyslexia, which suggests a temporal de-organization in the most adverse listening conditions. The results clearly show abnormal neural processing to speech sounds in all conditions. They are discussed in the context of recent theories on perceptual noise exclusion, neural noise and temporal sampling.
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19
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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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20
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Hong T, Shuai L, Frost SJ, Landi N, Pugh KR, Shu H. Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age. Dev Neuropsychol 2018. [PMID: 29521532 DOI: 10.1080/87565641.2018.1439946] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
We investigated whether preschoolers with poor phonological awareness (PA) skills had impaired cortical basis for detecting speech feature, and whether speech perception influences future literacy outcomes in preschoolers. We recorded ERP responses to speech in 52 Chinese preschoolers. The results showed that the poor PA group processed speech changes differentially compared to control group in mismatch negativity (MMN) and late discriminative negativity (LDN). Furthermore, speech perception in kindergarten could predict literacy outcomes after literacy acquisition. These suggest that impairment in detecting speech features occurs before formal reading instruction, and that speech perception plays an important role in reading development.
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Affiliation(s)
- Tian Hong
- a State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research , Beijing Normal University , Beijing , China
| | - Lan Shuai
- b Haskins Laboratories , Yale University , New Haven , CT , USA
| | - Stephen J Frost
- b Haskins Laboratories , Yale University , New Haven , CT , USA
| | - Nicole Landi
- b Haskins Laboratories , Yale University , New Haven , CT , USA.,c University of Connecticut , Department of Psychological Sciences , Storrs CT , USA
| | - Kenneth R Pugh
- b Haskins Laboratories , Yale University , New Haven , CT , USA.,c University of Connecticut , Department of Psychological Sciences , Storrs CT , USA
| | - Hua Shu
- a State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research , Beijing Normal University , Beijing , China
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21
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Healthy full-term infants' brain responses to emotionally and linguistically relevant sounds using a multi-feature mismatch negativity (MMN) paradigm. Neurosci Lett 2018; 670:110-115. [PMID: 29374541 DOI: 10.1016/j.neulet.2018.01.039] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2017] [Revised: 12/08/2017] [Accepted: 01/22/2018] [Indexed: 11/24/2022]
Abstract
We evaluated the feasibility of a multi-feature mismatch negativity (MMN) paradigm in studying auditory processing of healthy newborns. The aim was to examine the automatic change-detection and processing of semantic and emotional information in speech in newborns. Brain responses of 202 healthy newborns were recorded with a multi-feature paradigm including a Finnish bi-syllabic pseudo-word/ta-ta/as a standard stimulus, six linguistically relevant deviant stimuli and three emotionally relevant stimuli (happy, sad, angry). Clear responses to emotional sounds were found already at the early latency window 100-200 ms, whereas responses to linguistically relevant minor changes and emotional stimuli at the later latency window 300-500 ms did not reach significance. Moreover, significant interaction between gender and emotional stimuli was found in the early latency window. Further studies on using multi-feature paradigms with linguistic and emotional stimuli in newborns are needed, especially those containing of follow-ups, enabling the assessment of the predictive value of early variations between subjects.
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22
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Cortical responses to tone and phoneme mismatch as a predictor of dyslexia? A systematic review. Schizophr Res 2018; 191:148-160. [PMID: 28712970 DOI: 10.1016/j.schres.2017.07.010] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2017] [Revised: 06/30/2017] [Accepted: 07/04/2017] [Indexed: 11/22/2022]
Abstract
Evidence from event-related-potential (ERP) studies has repeatedly shown differences in the perception and processing of auditory stimuli in children with dyslexia compared to control children. The mismatch negativity (MMN) - an ERP component reflecting passive auditory change detection ability - has been found to be reduced, not only in children with a diagnosis of dyslexia, but also in infants and preschool children at risk of developing dyslexia. However, the results are controversial due to the different methods, age of the children and stimuli used. The aim of the present review is to summarize and evaluate the MMN research about at-risk children in order to identify risk factors that discriminate between children with and without dyslexia risk and to analyze if the MMR (the abbreviation refers to positive and negative mismatch responses) correlates with later reading and spelling ability. A literature search yielded 17 studies reporting MMR to speech or non-speech stimuli in children at risk of dyslexia. The results of the studies were inconsistent. Studies measuring speech MMR often found attenuated amplitudes in the at-risk group, but mainly in very young children. The results for older children (6-7years) and for non-speech stimuli are more heterogeneous. A moderate positive correlation of MMR amplitude size with later reading and spelling abilities was consistently found. Overall, the findings of this review indicate that the MMR can be a valuable part of early dyslexia identification, which can enable efficient support and intervention for a child before the first problems appear.
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23
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Müller B, Schaadt G, Boltze J, Emmrich F, Skeide MA, Neef NE, Kraft I, Brauer J, Friederici AD, Kirsten H, Wilcke A. ATP2C2 and DYX1C1 are putative modulators of dyslexia-related MMR. Brain Behav 2017; 7:e00851. [PMID: 29201552 PMCID: PMC5698869 DOI: 10.1002/brb3.851] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/30/2016] [Revised: 08/23/2017] [Accepted: 09/01/2017] [Indexed: 11/07/2022] Open
Abstract
BACKGROUND Dyslexia is a specific learning disorder affecting reading and spelling abilities. Its prevalence is ~5% in German-speaking individuals. Although the etiology of dyslexia largely remains to be determined, comprehensive evidence supports deficient phonological processing as a major contributing factor. An important prerequisite for phonological processing is auditory discrimination and, thus, essential for acquiring reading and spelling skills. The event-related potential Mismatch Response (MMR) is an indicator for auditory discrimination capabilities with dyslexics showing an altered late component of MMR in response to auditory input. METHODS In this study, we comprehensively analyzed associations of dyslexia-specific late MMRs with genetic variants previously reported to be associated with dyslexia-related phenotypes in multiple studies comprising 25 independent single-nucleotide polymorphisms (SNPs) within 10 genes. RESULTS First, we demonstrated validity of these SNPs for dyslexia in our sample by showing that additional inclusion of a polygenic risk score improved prediction of impaired writing compared with a model that used MMR alone. Secondly, a multifactorial regression analysis was conducted to uncover the subset of the 25 SNPs that is associated with the dyslexia-specific late component of MMR. In total, four independent SNPs within DYX1C1 and ATP2C2 were found to be associated with MMR stronger than expected from multiple testing. To explore potential pathomechanisms, we annotated these variants with functional data including tissue-specific expression analysis and eQTLs. CONCLUSION Our findings corroborate the late component of MMR as a potential endophenotype for dyslexia and support tripartite relationships between dyslexia-related SNPs, the late component of MMR and dyslexia.
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Affiliation(s)
- Bent Müller
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
| | - Gesa Schaadt
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany.,Department of Psychology Humboldt-Universität zu Berlin Berlin Germany
| | - Johannes Boltze
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany.,Department of Medical Cell Technology Fraunhofer Research Institution for Marine Biotechnology Lübeck Germany.,Institute for Medical and Marine Biotechnology University of Lübeck Lübeck Germany
| | - Frank Emmrich
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
| | | | - Michael A Skeide
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Nicole E Neef
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Indra Kraft
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Jens Brauer
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Angela D Friederici
- Department of Neuropsychology Max Planck Institute for Human Cognitive and Brain Sciences Leipzig Germany
| | - Holger Kirsten
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany.,Institute for Medical Informatics Statistics and Epidemiology University of Leipzig Leipzig Germany.,LIFE-Leipzig Research Center for Civilization Diseases University of Leipzig Leipzig Germany
| | - Arndt Wilcke
- Fraunhofer Institute for Cell Therapy and Immunology Leipzig Germany
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24
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Phoneme processing skills are reflected in children's MMN responses. Neuropsychologia 2017; 101:76-84. [PMID: 28506807 DOI: 10.1016/j.neuropsychologia.2017.05.013] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2016] [Revised: 04/13/2017] [Accepted: 05/04/2017] [Indexed: 11/22/2022]
Abstract
Phonological awareness (PA), the core contributor in phoneme processing abilities, has a link to later reading skills in children. However, the associations between PA and neural auditory discrimination are not clear. We used event-related potential (ERP) methodology and neuropsychological testing to monitor the neurocognitive basis of phonological awareness in typically developing children. We measured 5-6-year-old children's (N=70) phoneme processing, word completion and perceptual reasoning skills and compared their test results to their brain responses to phonemic changes, separately for each test. We found that children performing better in Phoneme processing test showed larger mismatch negativity (MMN) responses than children scoring lower in the same test. In contrast, no correspondence between test scores and brain responses was found for Auditory closure. Thus, the results suggest that automatic auditory change detection is linked to phoneme awareness in preschool children.
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25
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Männel C, Schaadt G, Illner FK, van der Meer E, Friederici AD. Phonological abilities in literacy-impaired children: Brain potentials reveal deficient phoneme discrimination, but intact prosodic processing. Dev Cogn Neurosci 2016; 23:14-25. [PMID: 28011436 PMCID: PMC6987698 DOI: 10.1016/j.dcn.2016.11.007] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Revised: 11/16/2016] [Accepted: 11/23/2016] [Indexed: 01/26/2023] Open
Abstract
Intact phonological processing is crucial for successful literacy acquisition. While individuals with difficulties in reading and spelling (i.e., developmental dyslexia) are known to experience deficient phoneme discrimination (i.e., segmental phonology), findings concerning their prosodic processing (i.e., suprasegmental phonology) are controversial. Because there are no behavior-independent studies on the underlying neural correlates of prosodic processing in dyslexia, these controversial findings might be explained by different task demands. To provide an objective behavior-independent picture of segmental and suprasegmental phonological processing in impaired literacy acquisition, we investigated event-related brain potentials during passive listening in typically and poor-spelling German school children. For segmental phonology, we analyzed the Mismatch Negativity (MMN) during vowel length discrimination, capturing automatic auditory deviancy detection in repetitive contexts. For suprasegmental phonology, we analyzed the Closure Positive Shift (CPS) that automatically occurs in response to prosodic boundaries. Our results revealed spelling group differences for the MMN, but not for the CPS, indicating deficient segmental, but intact suprasegmental phonological processing in poor spellers. The present findings point towards a differential role of segmental and suprasegmental phonology in literacy disorders and call for interventions that invigorate impaired literacy by utilizing intact prosody in addition to training deficient phonemic awareness.
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Affiliation(s)
- Claudia Männel
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
| | - Gesa Schaadt
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Department of Psychology, Humboldt-Universität zu Berlin, Germany
| | | | - Elke van der Meer
- Department of Psychology, Humboldt-Universität zu Berlin, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Germany
| | - Angela D Friederici
- Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Germany
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26
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Serrallach B, Groß C, Bernhofs V, Engelmann D, Benner J, Gündert N, Blatow M, Wengenroth M, Seitz A, Brunner M, Seither S, Parncutt R, Schneider P, Seither-Preisler A. Neural Biomarkers for Dyslexia, ADHD, and ADD in the Auditory Cortex of Children. Front Neurosci 2016; 10:324. [PMID: 27471442 PMCID: PMC4945653 DOI: 10.3389/fnins.2016.00324] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2016] [Accepted: 06/27/2016] [Indexed: 11/13/2022] Open
Abstract
Dyslexia, attention deficit hyperactivity disorder (ADHD), and attention deficit disorder (ADD) show distinct clinical profiles that may include auditory and language-related impairments. Currently, an objective brain-based diagnosis of these developmental disorders is still unavailable. We investigated the neuro-auditory systems of dyslexic, ADHD, ADD, and age-matched control children (N = 147) using neuroimaging, magnetencephalography and psychoacoustics. All disorder subgroups exhibited an oversized left planum temporale and an abnormal interhemispheric asynchrony (10–40 ms) of the primary auditory evoked P1-response. Considering right auditory cortex morphology, bilateral P1 source waveform shapes, and auditory performance, the three disorder subgroups could be reliably differentiated with outstanding accuracies of 89–98%. We therefore for the first time provide differential biomarkers for a brain-based diagnosis of dyslexia, ADHD, and ADD. The method allowed not only allowed for clear discrimination between two subtypes of attentional disorders (ADHD and ADD), a topic controversially discussed for decades in the scientific community, but also revealed the potential for objectively identifying comorbid cases. Noteworthy, in children playing a musical instrument, after three and a half years of training the observed interhemispheric asynchronies were reduced by about 2/3, thus suggesting a strong beneficial influence of music experience on brain development. These findings might have far-reaching implications for both research and practice and enable a profound understanding of the brain-related etiology, diagnosis, and musically based therapy of common auditory-related developmental disorders and learning disabilities.
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Affiliation(s)
- Bettina Serrallach
- Department of Neurology, Section of Biomagnetism, University Hospital HeidelbergHeidelberg, Germany; Division of Neuroradiology, University Hospital HeidelbergHeidelberg, Germany; Division of Radiology and Nuclear Medicine, Kantonsspital St. GallenSt. Gallen, Switzerland
| | - Christine Groß
- Department of Neurology, Section of Biomagnetism, University Hospital Heidelberg Heidelberg, Germany
| | | | - Dorte Engelmann
- Department of Neurology, Section of Biomagnetism, University Hospital Heidelberg Heidelberg, Germany
| | - Jan Benner
- Department of Neurology, Section of Biomagnetism, University Hospital HeidelbergHeidelberg, Germany; Division of Neuroradiology, Department of Radiology, University of Basel HospitalBasel, Switzerland
| | - Nadine Gündert
- Department of Neurology, Section of Biomagnetism, University Hospital Heidelberg Heidelberg, Germany
| | - Maria Blatow
- Division of Neuroradiology, Department of Radiology, University of Basel Hospital Basel, Switzerland
| | - Martina Wengenroth
- Department of Neuroradiology, University Hospital Lübeck Lübeck, Germany
| | - Angelika Seitz
- Department of Pediatric Neurology, University Hospital Heidelberg Heidelberg, Germany
| | - Monika Brunner
- Phoniatrics and Pedaudiology, University Hospital Heidelberg Heidelberg, Germany
| | - Stefan Seither
- Institute of Psychology, University of GrazGraz, Austria; BioTechMed GrazGraz, Austria
| | - Richard Parncutt
- Centre for Systematic Musicology, University of Graz Graz, Austria
| | - Peter Schneider
- Department of Neurology, Section of Biomagnetism, University Hospital HeidelbergHeidelberg, Germany; Division of Neuroradiology, University Hospital HeidelbergHeidelberg, Germany
| | - Annemarie Seither-Preisler
- Department of Neurology, Section of Biomagnetism, University Hospital HeidelbergHeidelberg, Germany; Division of Neuroradiology, University Hospital HeidelbergHeidelberg, Germany; Institute of Psychology, University of GrazGraz, Austria; BioTechMed GrazGraz, Austria; Centre for Systematic Musicology, University of GrazGraz, Austria
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27
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Kuuluvainen S, Leminen A, Kujala T. Auditory evoked potentials to speech and nonspeech stimuli are associated with verbal skills in preschoolers. Dev Cogn Neurosci 2016; 19:223-32. [PMID: 27131343 PMCID: PMC6988591 DOI: 10.1016/j.dcn.2016.04.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2015] [Revised: 12/23/2015] [Accepted: 04/01/2016] [Indexed: 11/25/2022] Open
Abstract
ERPs to speech and matched nonspeech sounds were recorded in 63 preschoolers. P1 and N2 were larger for nonspeech than speech sounds, the opposite being true for N4. Differences between speech and nonspeech ERPs were associated with verbal skills. ERP lateralization was associated with phonological and naming abilities. The results suggest that ERPs are useful measures of children’s cortical functioning.
Children’s obligatory auditory event-related potentials (ERPs) to speech and nonspeech sounds have been shown to associate with reading performance in children at risk or with dyslexia and their controls. However, very little is known of the cognitive processes these responses reflect. To investigate this question, we recorded ERPs to semisynthetic syllables and their acoustically matched nonspeech counterparts in 63 typically developed preschoolers, and assessed their verbal skills with an extensive set of neurocognitive tests. P1 and N2 amplitudes were larger for nonspeech than speech stimuli, whereas the opposite was true for N4. Furthermore, left-lateralized P1s were associated with better phonological and prereading skills, and larger P1s to nonspeech than speech stimuli with poorer verbal reasoning performance. Moreover, left-lateralized N2s, and equal-sized N4s to both speech and nonspeech stimuli were associated with slower naming. In contrast, children with equal-sized N2 amplitudes at left and right scalp locations, and larger N4s for speech than nonspeech stimuli, performed fastest. We discuss the possibility that children’s ERPs reflect not only neural encoding of sounds, but also sound quality processing, memory-trace construction, and lexical access. The results also corroborate previous findings that speech and nonspeech sounds are processed by at least partially distinct neural substrates.
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Affiliation(s)
- Soila Kuuluvainen
- Cognitive Brain Research Unit, Institute of Behavioral Sciences, University of Helsinki, Finland.
| | - Alina Leminen
- Cognitive Brain Research Unit, Institute of Behavioral Sciences, University of Helsinki, Finland; Center of Functionally Integrative Neuroscience, Department of Clinical Medicine, Aarhus University, Denmark
| | - Teija Kujala
- Cognitive Brain Research Unit, Institute of Behavioral Sciences, University of Helsinki, Finland
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Kuuluvainen S, Alku P, Makkonen T, Lipsanen J, Kujala T. Cortical speech and non-speech discrimination in relation to cognitive measures in preschool children. Eur J Neurosci 2016; 43:738-50. [DOI: 10.1111/ejn.13141] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Revised: 11/20/2015] [Accepted: 11/23/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Soila Kuuluvainen
- Cognitive Brain Research Unit; Institute of Behavioural Sciences; University of Helsinki; Helsinki Finland
| | - Paavo Alku
- Department of Signal Processing and Acoustics; Aalto University; Helsinki Finland
| | - Tommi Makkonen
- Cognitive Brain Research Unit; Institute of Behavioural Sciences; University of Helsinki; Helsinki Finland
| | - Jari Lipsanen
- Institute of Behavioural Sciences; University of Helsinki; Helsinki Finland
| | - Teija Kujala
- Cognitive Brain Research Unit; Institute of Behavioural Sciences; University of Helsinki; Helsinki Finland
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Ozernov-Palchik O, Gaab N. Tackling the 'dyslexia paradox': reading brain and behavior for early markers of developmental dyslexia. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2016; 7:156-76. [PMID: 26836227 DOI: 10.1002/wcs.1383] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2015] [Revised: 10/15/2015] [Accepted: 12/23/2015] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5-17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in pre-reading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
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Snowling MJ, Melby-Lervåg M. Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol Bull 2016; 142:498-545. [PMID: 26727308 PMCID: PMC4824243 DOI: 10.1037/bul0000037] [Citation(s) in RCA: 178] [Impact Index Per Article: 22.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. (PsycINFO Database Record
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Haapala S, Niemitalo-Haapola E, Raappana A, Kujala T, Suominen K, Jansson-Verkasalo E, Kujala T. Long-term influence of recurrent acute otitis media on neural involuntary attention switching in 2-year-old children. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2016; 12:1. [PMID: 26729018 PMCID: PMC4700565 DOI: 10.1186/s12993-015-0086-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Accepted: 12/24/2015] [Indexed: 12/14/2022]
Abstract
BACKGROUND A large group of young children are exposed to repetitive middle ear infections but the effects of the fluctuating hearing sensations on immature central auditory system are not fully understood. The present study investigated the consequences of early childhood recurrent acute otitis media (RAOM) on involuntary auditory attention switching. METHODS By utilizing auditory event-related potentials, neural mechanisms of involuntary attention were studied in 22-26 month-old children (N = 18) who had had an early childhood RAOM and healthy controls (N = 19). The earlier and later phase of the P3a (eP3a and lP3a) and the late negativity (LN) were measured for embedded novel sounds in the passive multi-feature paradigm with repeating standard and deviant syllable stimuli. The children with RAOM had tympanostomy tubes inserted and all the children in both study groups had to have clinically healthy ears at the time of the measurement assessed by an otolaryngologist. RESULTS The results showed that lP3a amplitude diminished less from frontal to central and parietal areas in the children with RAOM than the controls. This might reflect an immature control of involuntary attention switch. Furthermore, the LN latency was longer in children with RAOM than in the controls, which suggests delayed reorientation of attention in RAOM. CONCLUSIONS The lP3a and LN responses are affected in toddlers who have had a RAOM even when their ears are healthy. This suggests detrimental long-term effects of RAOM on the neural mechanisms of involuntary attention.
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Affiliation(s)
- Sini Haapala
- Department of Speech and Language Pathology, Faculty of Social Sciences, Publicum, University of Turku, 20014, Turku, Finland.
- Clinical Neurophysiology, Oulu University Hospital, PO Box 21, 90029, Oulu, Finland.
| | - Elina Niemitalo-Haapola
- Clinical Neurophysiology, Oulu University Hospital, PO Box 21, 90029, Oulu, Finland.
- Child Language Research Center and Logopedics, Faculty of Humanities, University of Oulu, PO Box 1000, 90014, Oulu, Finland.
| | - Antti Raappana
- Department of Otolaryngology-Head and Neck Surgery, Oulu University Hospital, PO Box 21, 90029, Oulu, Finland.
- Department of Otolaryngology, University of Oulu, PO Box 5000, 90014, Oulu, Finland.
| | - Tiia Kujala
- Department of Otolaryngology, University of Oulu, PO Box 5000, 90014, Oulu, Finland.
| | - Kalervo Suominen
- Clinical Neurophysiology, Oulu University Hospital, PO Box 21, 90029, Oulu, Finland.
| | - Eira Jansson-Verkasalo
- Department of Speech and Language Pathology, Faculty of Social Sciences, Publicum, University of Turku, 20014, Turku, Finland.
| | - Teija Kujala
- Cicero Learning, University of Helsinki, PO Box 9, 00014, Helsinki, Finland.
- Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of Helsinki, PO Box 9, 00014, Helsinki, Finland.
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Schaadt G, Männel C, van der Meer E, Pannekamp A, Oberecker R, Friederici AD. Present and past: Can writing abilities in school children be associated with their auditory discrimination capacities in infancy? RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 47:318-333. [PMID: 26479824 DOI: 10.1016/j.ridd.2015.10.002] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2015] [Revised: 09/24/2015] [Accepted: 10/06/2015] [Indexed: 06/05/2023]
Abstract
Literacy acquisition is highly associated with auditory processing abilities, such as auditory discrimination. The event-related potential Mismatch Response (MMR) is an indicator for cortical auditory discrimination abilities and it has been found to be reduced in individuals with reading and writing impairments and also in infants at risk for these impairments. The goal of the present study was to analyze the relationship between auditory speech discrimination in infancy and writing abilities at school age within subjects, and to determine when auditory speech discrimination differences, relevant for later writing abilities, start to develop. We analyzed the MMR registered in response to natural syllables in German children with and without writing problems at two points during development, that is, at school age and at infancy, namely at age 1 month and 5 months. We observed MMR related auditory discrimination differences between infants with and without later writing problems, starting to develop at age 5 months-an age when infants begin to establish language-specific phoneme representations. At school age, these children with and without writing problems also showed auditory discrimination differences, reflected in the MMR, confirming a relationship between writing and auditory speech processing skills. Thus, writing problems at school age are, at least, partly grounded in auditory discrimination problems developing already during the first months of life.
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Affiliation(s)
- Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Psychology, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany.
| | - Claudia Männel
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany
| | - Elke van der Meer
- Department of Psychology, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany; Graduate School of Mind and Brain, Humboldt-Universität zu Berlin, Luisenstraße 56, 10117 Berlin, Germany
| | - Ann Pannekamp
- Department of Psychology, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany
| | - Regine Oberecker
- 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
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Schaadt G, Männel C, van der Meer E, Pannekamp A, Friederici AD. Facial speech gestures: the relation between visual speech processing, phonological awareness, and developmental dyslexia in 10-year-olds. Dev Sci 2015; 19:1020-1034. [DOI: 10.1111/desc.12346] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2014] [Accepted: 07/02/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Gesa Schaadt
- Department of Neuropsychology; Max Planck Institute for Human Cognitive and Brain Sciences; Leipzig Germany
- Department of Psychology; Humboldt-Universität zu Berlin; Germany
| | - Claudia Männel
- Department of Neuropsychology; Max Planck Institute for Human Cognitive and Brain Sciences; Leipzig Germany
| | - Elke van der Meer
- Department of Psychology; Humboldt-Universität zu Berlin; Germany
- Graduate School of Mind and Brain; Berlin Germany
| | - Ann Pannekamp
- Department of Psychology; Humboldt-Universität zu Berlin; Germany
| | - Angela D. Friederici
- Department of Neuropsychology; Max Planck Institute for Human Cognitive and Brain Sciences; Leipzig Germany
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Auditory event-related potentials are related to cognition at preschool age after very preterm birth. Pediatr Res 2015; 77:570-8. [PMID: 25642663 DOI: 10.1038/pr.2015.7] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2014] [Accepted: 10/01/2014] [Indexed: 11/08/2022]
Abstract
BACKGROUND Auditory event-related potentials (AERP) are neurophysiological correlates of sound perception and cognitive processes. Our aim was to study in very preterm born children at preschool age if AERP correlate with cognitive outcome. METHODS Seventy children (mean ± SD gestational age 27.4 ± 1.9 wk, birth weight 996 ± 288 g) were investigated at age 4.3-5.3 y with psychological testing (WPPSI-R, four subtests of NEPSY). Electroencephalogram was recorded while they listened to a repeated standard tone, randomly replaced by one of three deviants. Latencies and amplitudes for AERP components and mean amplitudes in successive 50-ms AERP time windows were measured. RESULTS Better cognitive test results and higher gestational age correlated with shorter P1 latencies and more positive mean amplitudes 150-500 ms after stimulus change onset. Neonatal brain damage was associated with a negative displacement of AERP curves. Neonatal morbidity had an impact on earlier time windows while gestational age and brain damage on both early and later time windows. CONCLUSION AERP measures were associated with cognitive outcome. Neonatal morbidity mainly affects early cortical auditory encoding, while immaturity and brain damage additionally influence higher cortical functions of auditory perception and distraction. Perinatal auditory environment might play a role in development of auditory processing.
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Hakvoort B, van der Leij A, Maurits N, Maassen B, van Zuijen TL. Basic auditory processing is related to familial risk, not to reading fluency: An ERP study. Cortex 2015; 63:90-103. [DOI: 10.1016/j.cortex.2014.08.013] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2014] [Revised: 05/20/2014] [Accepted: 08/12/2014] [Indexed: 02/07/2023]
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Ortiz R, Estévez A, Muñetón M, Domínguez C. Visual and auditory perception in preschool children at risk for dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:2673-2680. [PMID: 25063906 DOI: 10.1016/j.ridd.2014.07.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2014] [Accepted: 07/02/2014] [Indexed: 06/03/2023]
Abstract
Recently, there has been renewed interest in perceptive problems of dyslexics. A polemic research issue in this area has been the nature of the perception deficit. Another issue is the causal role of this deficit in dyslexia. Most studies have been carried out in adult and child literates; consequently, the observed deficits may be the result rather than the cause of dyslexia. This study addresses these issues by examining visual and auditory perception in children at risk for dyslexia. We compared children from preschool with and without risk for dyslexia in auditory and visual temporal order judgment tasks and same-different discrimination tasks. Identical visual and auditory, linguistic and nonlinguistic stimuli were presented in both tasks. The results revealed that the visual as well as the auditory perception of children at risk for dyslexia is impaired. The comparison between groups in auditory and visual perception shows that the achievement of children at risk was lower than children without risk for dyslexia in the temporal tasks. There were no differences between groups in auditory discrimination tasks. The difficulties of children at risk in visual and auditory perceptive processing affected both linguistic and nonlinguistic stimuli. Our conclusions are that children at risk for dyslexia show auditory and visual perceptive deficits for linguistic and nonlinguistic stimuli. The auditory impairment may be explained by temporal processing problems and these problems are more serious for processing language than for processing other auditory stimuli. These visual and auditory perceptive deficits are not the consequence of failing to learn to read, thus, these findings support the theory of temporal processing deficit.
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Affiliation(s)
- Rosario Ortiz
- Faculty of Psychology, University of La Laguna, Campus de Guajara, 38071 Tenerife, Spain.
| | - Adelina Estévez
- Faculty of Psychology, University of La Laguna, Campus de Guajara, 38071 Tenerife, Spain
| | - Mercedes Muñetón
- Faculty of Communications, University of Antioquia, Calle 67, n. 53-108, Medellín, Colombia
| | - Carolina Domínguez
- Faculty of Psychology, University of La Laguna, Campus de Guajara, 38071 Tenerife, Spain
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Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia. Int J Psychophysiol 2014; 94:298-310. [PMID: 25312203 DOI: 10.1016/j.ijpsycho.2014.10.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2014] [Revised: 09/26/2014] [Accepted: 10/02/2014] [Indexed: 01/18/2023]
Abstract
Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing mediates resulting dyslexia or reading disabilities remains still unclear. Using ERPs we studied speech sound processing of 30 dyslexic children with familial risk for dyslexia, 51 typically reading children with familial risk for dyslexia, and 58 typically reading control children. We found enhanced brain responses to shortening of a phonemic length in pseudo-words (/at:a/ vs. /ata/) in dyslexic children with familial risk as compared to other groups. The enhanced brain responses were associated with better performance in behavioral phonemic length discrimination task, as well as with better reading and writing accuracy. Source analyses revealed that the brain responses of sub-group of dyslexic children with largest responses originated from a more posterior area of the right temporal cortex as compared to the responses of the other participants. This is the first electrophysiological evidence for a possible compensatory speech perception mechanism in dyslexia. The best readers within the dyslexic group have probably developed alternative strategies which employ compensatory mechanisms substituting their possible earlier deficit in phonological processing and might therefore be able to perform better in phonemic length discrimination and reading and writing accuracy tasks. However, we speculate that for reading fluency compensatory mechanisms are not that easily built and dyslexic children remain slow readers during their adult life.
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Shafer VL, Yu YH, Wagner M. Maturation of cortical auditory evoked potentials (CAEPs) to speech recorded from frontocentral and temporal sites: three months to eight years of age. Int J Psychophysiol 2014; 95:77-93. [PMID: 25219893 DOI: 10.1016/j.ijpsycho.2014.08.1390] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2014] [Revised: 08/08/2014] [Accepted: 08/12/2014] [Indexed: 11/18/2022]
Abstract
The goal of the current analysis was to examine the maturation of cortical auditory evoked potentials (CAEPs) from three months of age to eight years of age. The superior frontal positive-negative-positive sequence (P1, N2, P2) and the temporal site, negative-positive-negative sequence (possibly, Na, Ta, Tb of the T-complex) were examined. Event-related potentials were recorded from 63 scalp sites to a 250-ms vowel. Amplitude and latency of peaks were measured at left and right frontal sites (near Fz) and at left and right temporal sites (T7 and T8). In addition, the largest peak (typically corresponding to P1) was selected from global field power (GFP). The results revealed a large positive peak (P1) easily identified at frontal sites across all ages. The N2 emerged after 6 months of age and the following P2 between 8 and 30 months of age. The latencies of these peaks decreased exponentially with the most rapid decrease observed for P1. For amplitude, only P1 showed a clear relationship with age, becoming more positive in a somewhat linear fashion. At the temporal sites only a negative peak, which might be Na, was clearly observed at both left and right sites in children older than 14 months and peaking between 100 and 200 ms. P1 measures at frontal sites and Na peak latencies were moderately correlated. The temporal negative peak latency showed a different maturational timecourse (linear in nature) than the P1 peak, suggesting at least partial independence. Distinct Ta (positive) and Tb (negative) peaks, following Na and peaking between 120 and 220 ms were not consistently found in most age groups of children, except Ta which was present in 7 year olds. Future research, which includes manipulation of stimulus factors, and use of modeling techniques will be needed to explain the apparent, protracted maturation of the temporal site measures in the current study.
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Affiliation(s)
- Valerie L Shafer
- Ph.D. Program in Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, 365 5th Avenue, New York, NY 10016, USA.
| | - Yan H Yu
- William Paterson University of New Jersey, 300 Pompton Road, Wayne, NJ 07470, USA
| | - Monica Wagner
- St. John's University, 8000 Utopia Parkway, Queens, NY 11439, USA
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Jansson-Verkasalo E, Eggers K, Järvenpää A, Suominen K, Van den Bergh B, De Nil L, Kujala T. Atypical central auditory speech-sound discrimination in children who stutter as indexed by the mismatch negativity. JOURNAL OF FLUENCY DISORDERS 2014; 41:1-11. [PMID: 25066139 DOI: 10.1016/j.jfludis.2014.07.001] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2013] [Revised: 06/18/2014] [Accepted: 07/07/2014] [Indexed: 06/03/2023]
Abstract
PURPOSE Recent theoretical conceptualizations suggest that disfluencies in stuttering may arise from several factors, one of them being atypical auditory processing. The main purpose of the present study was to investigate whether speech sound encoding and central auditory discrimination, are affected in children who stutter (CWS). METHODS Participants were 10 CWS, and 12 typically developing children with fluent speech (TDC). Event-related potentials (ERPs) for syllables and syllable changes [consonant, vowel, vowel-duration, frequency (F0), and intensity changes], critical in speech perception and language development of CWS were compared to those of TDC. RESULTS There were no significant group differences in the amplitudes or latencies of the P1 or N2 responses elicited by the standard stimuli. However, the Mismatch Negativity (MMN) amplitude was significantly smaller in CWS than in TDC. For TDC all deviants of the linguistic multifeature paradigm elicited significant MMN amplitudes, comparable with the results found earlier with the same paradigm in 6-year-old children. In contrast, only the duration change elicited a significant MMN in CWS. CONCLUSIONS The results showed that central auditory speech-sound processing was typical at the level of sound encoding in CWS. In contrast, central speech-sound discrimination, as indexed by the MMN for multiple sound features (both phonetic and prosodic), was atypical in the group of CWS. Findings were linked to existing conceptualizations on stuttering etiology. EDUCATIONAL OBJECTIVES The reader will be able (a) to describe recent findings on central auditory speech-sound processing in individuals who stutter, (b) to describe the measurement of auditory reception and central auditory speech-sound discrimination, (c) to describe the findings of central auditory speech-sound discrimination, as indexed by the mismatch negativity (MMN), in children who stutter.
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Affiliation(s)
- Eira Jansson-Verkasalo
- Department of Behavioural Sciences and Philosophy, Logopedics, University of Turku, Finland; Department of Clinical Neurophysiology, Oulu University Hospital, Finland.
| | - Kurt Eggers
- Department of Speech-Language Therapy and Audiology, Thomas More University College Antwerp, Belgium.
| | - Anu Järvenpää
- Department of Clinical Neurophysiology, Oulu University Hospital, Finland.
| | - Kalervo Suominen
- Department of Clinical Neurophysiology, Oulu University Hospital, Finland.
| | - Bea Van den Bergh
- Department of Psychology, Tilburg University, The Netherlands; Department of Psychology, University of Leuven, Belgium.
| | - Luc De Nil
- School of Graduate Studies, University of Toronto, Canada; Experimental Otorinolaryngology, Department of Neurosciences, University of Leuven, Belgium.
| | - Teija Kujala
- Cicero Learning, University of Helsinki, Helsinki, Finland; Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of Helsinki, Finland.
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Hämäläinen JA, Guttorm TK, Richardson U, Alku P, Lyytinen H, Leppänen PHT. Auditory event-related potentials measured in kindergarten predict later reading problems at school age. Dev Neuropsychol 2014; 38:550-66. [PMID: 24219695 DOI: 10.1080/87565641.2012.718817] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Identifying children at risk for reading problems or dyslexia at kindergarten age could improve support for beginning readers. Brain event-related potentials (ERPs) were measured for temporally complex pseudowords and corresponding non-speech stimuli from 6.5-year-old children who participated in behavioral literacy tests again at 9 years in the second grade. Children who had reading problems at school age had larger N250 responses to speech and non-speech stimuli particularly at the left hemisphere. The brain responses also correlated with reading skills. The results suggest that atypical auditory and speech processing are a neural-level risk factor for future reading problems. [Supplementary material is available for this article. Go to the publisher's online edition of Developmental Neuropsychology for the following free supplemental resources: Sound files used in the experiments. Three speech sounds and corresponding non-speech sounds with short, intermediate, and long gaps].
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Affiliation(s)
- Jarmo A Hämäläinen
- a Department of Psychology , University of Jyväskylä , Jyväskylä , Finland
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Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of formal reading instruction. Int J Psychophysiol 2014; 95:101-12. [PMID: 24746550 DOI: 10.1016/j.ijpsycho.2014.04.004] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2013] [Revised: 03/26/2014] [Accepted: 04/07/2014] [Indexed: 11/23/2022]
Abstract
Multiple risk factors can affect the development of specific reading problems or dyslexia. In addition to the most prevalent and studied risk factor, phonological processing, auditory discrimination problems have also been found in children and adults with reading difficulties. The present study examined 37 children between the ages of 5 and 6, 11 of which had multiple risk factors for developing reading problems. The children participated in a passive oddball EEG experiment with sinusoidal sounds with changes in sound frequency, duration, or intensity. The responses to the standard stimuli showed a negative voltage shift in children at risk for reading problems compared to control children at 107-215 ms in frontocentral areas corresponding to P1 offset and N250 onset. Source analyses showed that the difference originated from the left and right auditory cortices. Additionally, the children at risk for reading problems had a larger late discriminative negativity (LDN) response in amplitude for sound frequency change than the control children. The amplitudes at the P1-N250 time window showed correlations to letter knowledge and phonological identification whereas the amplitudes at the LDN time window correlated with verbal short-term memory and rapid naming. These results support the view that problems in basic auditory processing abilities precede the onset of reading instruction and can act as one of the risk factors for dyslexia.
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Hövel H, Partanen E, Huotilainen M, Lindgren M, Rosén I, Fellman V. Auditory event-related potentials at preschool age in children born very preterm. Clin Neurophysiol 2014; 125:449-56. [DOI: 10.1016/j.clinph.2013.07.026] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2012] [Revised: 07/02/2013] [Accepted: 07/27/2013] [Indexed: 11/30/2022]
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Putkinen V, Tervaniemi M, Saarikivi K, Ojala P, Huotilainen M. Enhanced development of auditory change detection in musically trained school-aged children: a longitudinal event-related potential study. Dev Sci 2013; 17:282-97. [PMID: 24283257 DOI: 10.1111/desc.12109] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2012] [Accepted: 06/24/2013] [Indexed: 11/30/2022]
Affiliation(s)
- Vesa Putkinen
- Cognitive Brain Research Unit; Cognitive Science; Institute of Behavioural Sciences; University of Helsinki; Finland
- Finnish Centre of Excellence for Interdisciplinary Music Research; University of Jyväskylä; Finland
| | - Mari Tervaniemi
- Cognitive Brain Research Unit; Cognitive Science; Institute of Behavioural Sciences; University of Helsinki; Finland
- Finnish Centre of Excellence for Interdisciplinary Music Research; University of Jyväskylä; Finland
- Department of Psychology; University of Jyväskylä; Finland
| | - Katri Saarikivi
- Cognitive Brain Research Unit; Cognitive Science; Institute of Behavioural Sciences; University of Helsinki; Finland
- Finnish Centre of Excellence for Interdisciplinary Music Research; University of Jyväskylä; Finland
| | - Pauliina Ojala
- Cognitive Brain Research Unit; Cognitive Science; Institute of Behavioural Sciences; University of Helsinki; Finland
- Finnish Centre of Excellence for Interdisciplinary Music Research; University of Jyväskylä; Finland
| | - Minna Huotilainen
- Cognitive Brain Research Unit; Cognitive Science; Institute of Behavioural Sciences; University of Helsinki; Finland
- Finnish Centre of Excellence for Interdisciplinary Music Research; University of Jyväskylä; Finland
- Finnish Institute of Occupational Health; Helsinki Finland
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Paquette N, Vannasing P, Lefrançois M, Lefebvre F, Roy MS, McKerral M, Lepore F, Lassonde M, Gallagher A. Neurophysiological Correlates of Auditory and Language Development: A Mismatch Negativity Study. Dev Neuropsychol 2013; 38:386-401. [DOI: 10.1080/87565641.2013.805218] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Partanen E, Pakarinen S, Kujala T, Huotilainen M. Infants' brain responses for speech sound changes in fast multifeature MMN paradigm. Clin Neurophysiol 2013; 124:1578-85. [PMID: 23523115 DOI: 10.1016/j.clinph.2013.02.014] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2011] [Revised: 01/25/2013] [Accepted: 02/05/2013] [Indexed: 10/27/2022]
Abstract
OBJECTIVE We investigated whether newborn speech-sound discrimination can be studied in 40 min using fast multifeature mismatch negativity (MMN) paradigm and do the results differ from those obtained with the traditional oddball paradigm. METHODS Newborns' MMN responses to five types of changes (consonant identity, F0, intensity, vowel duration and vowel identity) were recorded in the multifeature group (N=15) and vowel duration and vowel identity changes in the oddball group (N=13), after which the MMNs from both groups were compared with each others. RESULTS Statistically significant MMNs in the 190-600 ms time range from the stimulus onset were found for most change types in both paradigms. Newborn MMN responses were predominantly positive but a small number of participants elicited negative MMNs instead. MMN amplitudes did not differ between the multifeature and oddball groups. CONCLUSIONS Newborn speech-sound discrimination can be assessed in a short recording time using the fast multifeature paradigm. SIGNIFICANCE The paradigm presented here can be used to record extensive auditory discrimination profiles in newborns and assess development of speech-sound discrimination and its difficulties.
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Affiliation(s)
- Eino Partanen
- Cognitive Brain Research Unit, Cognitive Science, Institute of Behavioral Sciences, University of Helsinki, Finland.
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Centanni TM, Booker AB, Sloan AM, Chen F, Maher BJ, Carraway RS, Khodaparast N, Rennaker R, LoTurco JJ, Kilgard MP. Knockdown of the dyslexia-associated gene Kiaa0319 impairs temporal responses to speech stimuli in rat primary auditory cortex. Cereb Cortex 2013; 24:1753-66. [PMID: 23395846 DOI: 10.1093/cercor/bht028] [Citation(s) in RCA: 86] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023] Open
Abstract
One in 15 school age children have dyslexia, which is characterized by phoneme-processing problems and difficulty learning to read. Dyslexia is associated with mutations in the gene KIAA0319. It is not known whether reduced expression of KIAA0319 can degrade the brain's ability to process phonemes. In the current study, we used RNA interference (RNAi) to reduce expression of Kiaa0319 (the rat homolog of the human gene KIAA0319) and evaluate the effect in a rat model of phoneme discrimination. Speech discrimination thresholds in normal rats are nearly identical to human thresholds. We recorded multiunit neural responses to isolated speech sounds in primary auditory cortex (A1) of rats that received in utero RNAi of Kiaa0319. Reduced expression of Kiaa0319 increased the trial-by-trial variability of speech responses and reduced the neural discrimination ability of speech sounds. Intracellular recordings from affected neurons revealed that reduced expression of Kiaa0319 increased neural excitability and input resistance. These results provide the first evidence that decreased expression of the dyslexia-associated gene Kiaa0319 can alter cortical responses and impair phoneme processing in auditory cortex.
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Affiliation(s)
- T M Centanni
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | | | - A M Sloan
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | - F Chen
- University of Connecticut
| | | | - R S Carraway
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | - N Khodaparast
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | - R Rennaker
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | | | - M P Kilgard
- School of Behavioral and Brain Sciences, University of Texas at Dallas
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Children's brain responses to sound changes in pseudo words in a multifeature paradigm. Clin Neurophysiol 2013; 124:1132-8. [PMID: 23317916 DOI: 10.1016/j.clinph.2012.12.005] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2011] [Revised: 10/19/2012] [Accepted: 12/05/2012] [Indexed: 11/22/2022]
Abstract
OBJECTIVE The multifeature mismatch negativity (MMN) paradigm has previously been used to study MMN responses to changes in tones or isolated syllables. We tested 4-12 year old children's MMNs to changes in a naturally produced pseudo word context. METHODS We studied preschoolers' (under the age of 7 years, N = 15, mean age 5 years 4 months) and school childrens' (over the age of 7 years, N = 15, mean age 9 years 3 months) MMNs to five types of changes (vowel duration, fundamental frequency, gap, intensity, vowel identity) in the middle syllable of a pseudo word [tɑtɑtɑ] using a multifeature paradigm. RESULTS Vowel duration and gap changes elicited larger frontocentral MMN responses than other change types and the vowel identity change also produced an early positive p-MMR. The presence of the MMN was also determined at the individual level, and it was found that vowel duration and gap deviants produced MMNs in most of the participants. CONCLUSIONS The current study shows that children's neural speech sound discrimination can be assessed in a word context in a short recording time (30 min) by using the multifeature paradigm. SIGNIFICANCE A paradigm which can be used to investigate the discrimination of several change types of speech-sounds in a natural context can be useful for investigating speech development and deficits.
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Fast parametric evaluation of central speech-sound processing with mismatch negativity (MMN). Int J Psychophysiol 2013. [DOI: 10.1016/j.ijpsycho.2012.11.010] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Noordenbos M, Segers E, Serniclaes W, Mitterer H, Verhoeven L. Neural evidence of allophonic perception in children at risk for dyslexia. Neuropsychologia 2012; 50:2010-7. [DOI: 10.1016/j.neuropsychologia.2012.04.026] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2011] [Revised: 03/21/2012] [Accepted: 04/26/2012] [Indexed: 11/25/2022]
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Chobert J, François C, Habib M, Besson M. Deficit in the preattentive processing of syllabic duration and VOT in children with dyslexia. Neuropsychologia 2012; 50:2044-55. [PMID: 22595658 DOI: 10.1016/j.neuropsychologia.2012.05.004] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2011] [Revised: 03/23/2012] [Accepted: 05/04/2012] [Indexed: 11/16/2022]
Abstract
The aim of this experiment was to examine the preattentive processing of syllables in 9-11-year-old children with dyslexia and matched controls using the Mismatch Negativity (MMN), an auditory Event-Related brain potential (ERP) related to preattentive discrimination. Children were presented with a sequence of syllables that included standards (the syllable "Ba") and deviants in vowel frequency, vowel duration and Voice Onset Time (VOT) that were either close to or far from the standard (Small and Large deviants). No between-group differences were found for frequency deviants. However, whilst normal-reading children showed larger MMNs to Large than to Small deviants in vowel duration and VOT, no such deviance size effect was found in children with dyslexia. These results are taken to indicate that the preattentive processing of vowel duration and VOT is impaired in children with dyslexia, with no impairment in the processing of vowel frequency deviants. By revealing processing deficits of both duration and VOT deviants, these results suggest a strong link between acoustical and phonological processing.
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Affiliation(s)
- Julie Chobert
- Laboratoire de Neurosciences Cognitives, CNRS - Aix-Marseille Université, France.
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