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Honbolygó F, Zulauf B, Zavogianni MI, Csépe V. Investigating the neurocognitive background of speech perception with a fast multi-feature MMN paradigm. Biol Futur 2024; 75:145-158. [PMID: 38805154 DOI: 10.1007/s42977-024-00219-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 04/11/2024] [Indexed: 05/29/2024]
Abstract
The speech multi-feature MMN (Mismatch Negativity) offers a means to explore the neurocognitive background of the processing of multiple speech features in a short time, by capturing the time-locked electrophysiological activity of the brain known as event-related brain potentials (ERPs). Originating from Näätänen et al. (Clin Neurophysiol 115:140-144, 2004) pioneering work, this paradigm introduces several infrequent deviant stimuli alongside standard ones, each differing in various speech features. In this study, we aimed to refine the multi-feature MMN paradigm used previously to encompass both segmental and suprasegmental (prosodic) features of speech. In the experiment, a two-syllable long pseudoword was presented as a standard, and the deviant stimuli included alterations in consonants (deviation by place or place and mode of articulation), vowels (deviation by place or mode of articulation), and stress pattern in the first syllable of the pseudoword. Results indicated the emergence of MMN components across all segmental and prosodic contrasts, with the expected fronto-central amplitude distribution. Subsequent analyses revealed subtle differences in MMN responses to the deviants, suggesting varying sensitivity to phonetic contrasts. Furthermore, individual differences in MMN amplitudes were noted, partially attributable to participants' musical and language backgrounds. These findings underscore the utility of the multi-feature MMN paradigm for rapid and efficient investigation of the neurocognitive mechanisms underlying speech processing. Moreover, the paradigm demonstrated the potential to be used in further research to study the speech processing abilities in various populations.
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Affiliation(s)
- Ferenc Honbolygó
- HUN-REN Research Centre for Natural Sciences, Budapest, Hungary.
- Institute of Psychology, Eötvös Loránd University, Budapest, Hungary.
| | - Borbála Zulauf
- Institute of Psychology, Eötvös Loránd University, Budapest, Hungary
| | - Maria Ioanna Zavogianni
- HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
- Faculty of Modern Philology and Social Sciences, Multilingualism Doctoral School, University of Pannonia, Veszprém, Hungary
| | - Valéria Csépe
- HUN-REN Research Centre for Natural Sciences, Budapest, Hungary
- University of Pannonia, Veszprém, Hungary
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2
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Harwood V, Garcia-Sierra A, Diaz R, Jelfs E, Baron A. Event Related Potentials to Native Speech Contrasts Predicts Word Reading Abilities in Early School-Aged Children. JOURNAL OF NEUROLINGUISTICS 2024; 69:101161. [PMID: 37746630 PMCID: PMC10512698 DOI: 10.1016/j.jneuroling.2023.101161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/26/2023]
Abstract
Speech perception skills have been implicated in the development of phoneme-grapheme correspondence, yet the exact nature of speech perception and word reading ability remains unknown. We investigate phonological sensitivity to native (English) and nonnative (Spanish) speech syllables within an auditory oddball paradigm using event related potentials (ERPs) collected from lateral temporal electrode sites in 33 monolingual English-speaking children aged 6-8 years (N=33). We further explore the relationship between ERPs to English word reading abilities for this group. Results revealed that language stimuli (English, Spanish), ERP condition (standard, deviant), and hemisphere (left, right) all influenced the lateral N1 component. ERPs recorded from deviant English stimuli were significantly more negative within the left hemisphere compared to all other recorded ERPs. Mean amplitude differences within the N1 in left lateral electrode sites recorded in response to English phoneme contrasts significantly predicted English word reading abilities within this sample. Results indicate that speech perception of native contrasts recorded in left temporal electrode sites for the N1 component are linked to English word reading abilities in early school-aged children.
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Affiliation(s)
- Vanessa Harwood
- University of Rhode Island, 25 W Independence Way, Kingston, RI 02881
| | | | - Raphael Diaz
- University of Rhode Island, 25 W Independence Way, Kingston, RI 02881
| | - Emily Jelfs
- University of Rhode Island, 25 W Independence Way, Kingston, RI 02881
| | - Alisa Baron
- University of Rhode Island, 25 W Independence Way, Kingston, RI 02881
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3
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Siemons-Lühring DI, Hesping AE, Euler HA, Meyer L, Gietmann C, Suchan B, Neumann K. Spelling Proficiency of Children with a Resolved Phonological Speech Sound Disorder Treated with an Integrated Approach-A Long-Term Follow-Up Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1154. [PMID: 37508650 PMCID: PMC10378544 DOI: 10.3390/children10071154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/16/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023]
Abstract
Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties in literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on the effectiveness of PhonoSens, a treatment for pDSSD that focuses on improving auditory self-monitoring skills and categorial perception of phoneme contrasts, which could have a positive impact on later spelling development. Our study examines the spelling abilities of 26 German-speaking children (15 girls, 11 boys; mean age 10.1 years, range 9.3-11.2 years) 3-6 years after their successful completion of the PhonoSens treatment. Spelling assessment revealed that only 3 out of 26 participants developed a spelling disorder. In the overall population of fourth-graders, one in five children showed a spelling deficit; in another study of elementary school children, with resolved pDSSD, 18 of 32 children had a spelling deficit. Thus, the applied pDSSD treatment method appears to be associated with positive spelling development. Multiple regression analysis revealed that among the potentially predictive factors for German-speaking children with resolved pDSSD to develop later spelling difficulties, parental educational level and family risk for developmental language disorder (DLD) had an impact on children's spelling abilities; gender and the child's phonological memory had not.
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Affiliation(s)
- Denise I Siemons-Lühring
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Amélie E Hesping
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Harald A Euler
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Lars Meyer
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
- Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1A, 04103 Leipzig, Germany
| | - Corinna Gietmann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Boris Suchan
- Department of Clinical Neuropsychology, Ruhr-University of Bochum, Universitätsstraße 150, 44801 Bochum, Germany
| | - Katrin Neumann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
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4
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Gallagher A, Wallois F, Obrig H. Functional near-infrared spectroscopy in pediatric clinical research: Different pathophysiologies and promising clinical applications. NEUROPHOTONICS 2023; 10:023517. [PMID: 36873247 PMCID: PMC9982436 DOI: 10.1117/1.nph.10.2.023517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
Over its 30 years of existence, functional near-infrared spectroscopy (fNIRS) has matured into a highly versatile tool to study brain function in infants and young children. Its advantages, amongst others, include its ease of application and portability, the option to combine it with electrophysiology, and its relatively good tolerance to movement. As shown by the impressive body of fNIRS literature in the field of cognitive developmental neuroscience, the method's strengths become even more relevant for (very) young individuals who suffer from neurological, behavioral, and/or cognitive impairment. Although a number of studies have been conducted with a clinical perspective, fNIRS cannot yet be considered as a truly clinical tool. The first step has been taken in this direction by studies exploring options in populations with well-defined clinical profiles. To foster further progress, here, we review several of these clinical approaches to identify the challenges and perspectives of fNIRS in the field of developmental disorders. We first outline the contributions of fNIRS in selected areas of pediatric clinical research: epilepsy, communicative and language disorders, and attention-deficit/hyperactivity disorder. We provide a scoping review as a framework to allow the highlighting of specific and general challenges of using fNIRS in pediatric research. We also discuss potential solutions and perspectives on the broader use of fNIRS in the clinical setting. This may be of use to future research, targeting clinical applications of fNIRS in children and adolescents.
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Affiliation(s)
- Anne Gallagher
- CHU Sainte-Justine University Hospital, Université de Montréal, LIONLab, Cerebrum, Department of Psychology, Montréal, Quebec, Canada
| | - Fabrice Wallois
- Université de Picardie Jules Verne, Inserm U1105, GRAMFC, Amiens, France
| | - Hellmuth Obrig
- University Hospital and Faculty of Medicine Leipzig/Max Planck Institute for Human Cognitive and Brain Sciences, Department of Neurology, Clinic for Cognitive Neurology, Leipzig, Germany
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5
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ERP Indicators of Phonological Awareness Development in Children: A Systematic Review. Brain Sci 2023; 13:brainsci13020290. [PMID: 36831833 PMCID: PMC9954228 DOI: 10.3390/brainsci13020290] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 02/04/2023] [Accepted: 02/05/2023] [Indexed: 02/11/2023] Open
Abstract
Phonological awareness is the ability to correctly recognize and manipulate phonological structures. The role of phonological awareness in reading development has become evident in behavioral research showing that it is inherently tied to measures of phonological processing and reading ability. This has also been shown with ERP research that examined how phonological processing training can benefit reading skills. However, there have not been many attempts to systematically review how phonological awareness itself is developed neurocognitively. In the present review, we screened 224 papers and systematically reviewed 40 papers that have explored phonological awareness and phonological processing using ERP methodology with both typically developing and children with reading problems. This review highlights ERP components that can be used as neurocognitive predictors of early developmental dyslexia and reading disorders in young children. Additionally, we have presented how phonological processing is developed neurocognitively throughout childhood, as well as which phonological tasks can be used to predict the development of phonological awareness prior to developing reading skills. Neurocognitive measures of early phonological processing can serve as supplemental diagnostic sources to behavioral measures of reading abilities because they show different aspects of phonological sensitivity when compared to behavioral measures.
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Schaadt G, Werwach A, Obrig H, Friederici AD, Männel C. Maturation of consonant perception, but not vowel perception, predicts lexical skills at 12 months. Child Dev 2023; 94:e166-e180. [PMID: 36716199 DOI: 10.1111/cdev.13892] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Consonants and vowels differentially contribute to lexical acquisition. From 8 months on, infants' preferential reliance on consonants has been shown to predict their lexical outcome. Here, the predictive value of German-learning infants' (n = 58, 29 girls, 29 boys) trajectories of consonant and vowel perception, indicated by the electrophysiological mismatch response, across 2, 6, and 10 months for later lexical acquisition was studied. The consonant-perception trajectory from 2 to 6 months (β = -2.95) and 6 to 10 months (β = -.91), but not the vowel-perception trajectory, significantly predicted receptive vocabulary at 12 months. These results reveal an earlier predictive value of consonant perception for word learning than previously found, and a particular role of the longitudinal maturation of this skill in lexical acquisition.
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Affiliation(s)
- Gesa Schaadt
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany.,Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
| | - Annika Werwach
- Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Leipzig, Germany.,Max Planck School of Cognition, Leipzig, Germany
| | - Hellmuth Obrig
- Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Leipzig, Germany.,Department of Neurology, 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
| | - Claudia Männel
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Leipzig, Germany.,Department of Audiology and Phoniatrics, Charité-Universitätsmedizin Berlin, Berlin, Germany
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Guo LX, Pace A, Masek LR, Golinkoff RM, Hirsh-Pasek K. Cascades in language acquisition: Re-thinking the linear model of development. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 64:69-107. [PMID: 37080675 DOI: 10.1016/bs.acdb.2022.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
The first 5 years of life are characterized by incredible growth across domains of child development. Drawing from over 50 years of seminal research, this chapter contextualizes recent advances in language sciences through the lens of developmental cascades to explore complexities and connections in acquisition. Converging evidence-both classic and contemporary-points to the many ways in which advances in one learning system can pose significant and lasting impacts on the advances in other learning systems. This chapter reviews evidence in developmental literature from multiple domains and disciplines (i.e., cognitive, social, motor, bilingual language learning, and communication sciences and disorders) to examine the phenomenon of developmental cascades in language acquisition.
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Affiliation(s)
- Laura X Guo
- University of Washington, Seattle, United States
| | - Amy Pace
- University of Washington, Seattle, United States.
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8
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Spencer C, Davison KE, Boucher AR, Zuk J. Speech Perception Variability in Childhood Apraxia of Speech: Implications for Assessment and Intervention. Lang Speech Hear Serv Sch 2022; 53:969-984. [PMID: 36054844 PMCID: PMC9911093 DOI: 10.1044/2022_lshss-21-00170] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 03/21/2022] [Accepted: 06/08/2022] [Indexed: 12/20/2022] Open
Abstract
PURPOSE Beyond hallmark production deficits characterizing childhood apraxia of speech (CAS), largely attributed to disruption(s) in speech motor planning, children with CAS often present with co-occurring speech perception and language difficulties. Thus, careful consideration of the potential for speech perception difficulties to have cascading downstream effects on intervention responsiveness and real-life functioning for some children with CAS is highly important. The purpose of this tutorial was to consider the impact of speech perception abilities in children with CAS, which carries implications for caring for the needs of the whole child. METHOD This tutorial summarizes the current literature on speech perception and how it relates to speech production, language, and reading abilities for children with CAS. We include case illustrations that are adapted from real clinical scenarios illustrating how speech perception difficulties may impact some children with CAS and provide recommendations for incorporating speech perception into assessment and intervention practices. RESULTS Although speech perception difficulties do not seem to be a core deficit of CAS, they are strongly linked to language difficulties, which are highly prevalent among children with CAS. Speech perception and language difficulties are also associated with reading difficulties and risk for lower academic achievement. CONCLUSIONS Children with CAS who have co-occurring language difficulties likely also demonstrate speech perception deficits, which puts them at heightened risk for reading difficulties and struggles with academic achievement. Comprehensive assessment of children with CAS should address speech perception and production, language, and reading abilities, which carries important implications for multifaceted approaches to intervention.
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Affiliation(s)
- Caroline Spencer
- Department of Speech, Language, and Hearing Sciences, Boston University, MA
| | - Kelsey E. Davison
- Department of Speech, Language, and Hearing Sciences, Boston University, MA
| | - Alyssa R. Boucher
- Department of Speech, Language, and Hearing Sciences, Boston University, MA
| | - Jennifer Zuk
- Department of Speech, Language, and Hearing Sciences, Boston University, MA
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Werwach A, Männel C, Obrig H, Friederici AD, Schaadt G. Longitudinal trajectories of electrophysiological mismatch responses in infant speech discrimination differ across speech features. Dev Cogn Neurosci 2022; 56:101127. [PMID: 35763917 PMCID: PMC9250001 DOI: 10.1016/j.dcn.2022.101127] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Revised: 02/23/2022] [Accepted: 06/20/2022] [Indexed: 11/28/2022] Open
Abstract
Infants rapidly advance in their speech perception, electrophysiologically reflected in the transition from an immature, positive-going to an adult-like, negative-going mismatch response (MMR) to auditory deviancy. Although the MMR is a common tool to study speech perception development, it is not yet completely understood how different speech contrasts affect the MMR's characteristics across development. Thus, a systematic longitudinal investigation of the MMR's maturation depending on speech contrast is necessary. We here longitudinally explored the maturation of the infant MMR to four critical speech contrasts: consonant, vowel, vowel-length, and pitch. MMRs were obtained when infants (n = 58) were 2, 6 and 10 months old. To evaluate the maturational trajectory of MMRs, we applied second-order latent growth curve models. Results showed positive-going MMR amplitudes to all speech contrasts across all assessment points that decreased over time towards an adult-like negativity. Notably, the developmental trajectories of speech contrasts differed, implying that infant speech perception matures with different rates and trajectories throughout the first year, depending on the studied auditory feature. Our results suggest that stimulus-dependent maturational trajectories need to be considered when drawing conclusions about infant speech perception development reflected by the infant MMR.
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Affiliation(s)
- Annika Werwach
- Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany.
| | - Claudia Männel
- Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany; Department of Audiology and Phoniatrics, Charité-Universitätsmedizin Berlin, Augustenburger Platz 1, 13353 Berlin, Germany; Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Hellmuth Obrig
- Clinic for Cognitive Neurology, Medical Faculty, University Leipzig, Liebigstr. 16, 04103 Leipzig, Germany; Department of Neurology, 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.
| | - Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Education and Psychology, Freie Universität Berlin, Schwendenerstr. 33, 14195 Berlin, Germany.
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10
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Romanovska L, Bonte M. How Learning to Read Changes the Listening Brain. Front Psychol 2021; 12:726882. [PMID: 34987442 PMCID: PMC8721231 DOI: 10.3389/fpsyg.2021.726882] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 11/23/2021] [Indexed: 01/18/2023] Open
Abstract
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.
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Affiliation(s)
| | - Milene Bonte
- *Correspondence: Linda Romanovska, ; Milene Bonte,
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11
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Paul M, Männel C, van der Kant A, Mueller JL, Höhle B, Wartenburger I, Friederici AD. Gradual development of non-adjacent dependency learning during early childhood. Dev Cogn Neurosci 2021; 50:100975. [PMID: 34139635 PMCID: PMC8217683 DOI: 10.1016/j.dcn.2021.100975] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 04/30/2021] [Accepted: 06/10/2021] [Indexed: 11/29/2022] Open
Abstract
In order to become proficient native speakers, children have to learn the morpho-syntactic relations between distant elements in a sentence, so-called non-adjacent dependencies (NADs). Previous research suggests that NAD learning in children comprises different developmental stages, where until 2 years of age children are able to learn NADs associatively under passive listening conditions, while starting around the age of 3-4 years children fail to learn NADs during passive listening. To test whether the transition between these developmental stages occurs gradually, we tested children's NAD learning in a foreign language using event-related potentials (ERPs). We found ERP evidence of NAD learning across the ages of 1, 2 and 3 years. The amplitude of the ERP effect indexing NAD learning, however, decreased with age. These findings might indicate a gradual transition in children's ability to learn NADs associatively. Cognitively, this transition might be driven by children's increasing knowledge of their native language, hindering NAD learning in novel contexts. Neuroanatomically, maturation of the prefrontal cortex might play a crucial role, promoting top-down learning, affecting bottom-up, associative learning. In sum, our study suggests that NAD learning under passive listening conditions undergoes a gradual transition between different developmental stages during early childhood.
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Affiliation(s)
- Mariella Paul
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Germany; Berlin School of Mind and Brain, Humboldt Universität zu Berlin, Germany; Psychology of Language Research Group, University of Göttingen, Germany.
| | - Claudia Männel
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Germany; Department of Audiology and Phoniatrics, Charité - Universitätsmedizin Berlin, Germany
| | - Anne van der Kant
- Cognitive Sciences, Dept. Linguistics, University of Potsdam, Germany
| | - Jutta L Mueller
- Institute of Cognitive Science, Osnabrück University, Germany; Institute of Linguistics, University of Vienna, Austria
| | - Barbara Höhle
- Cognitive Sciences, Dept. Linguistics, University of Potsdam, Germany
| | - Isabell Wartenburger
- Berlin School of Mind and Brain, Humboldt Universität zu Berlin, Germany; Cognitive Sciences, Dept. Linguistics, University of Potsdam, Germany
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Germany; Berlin School of Mind and Brain, Humboldt Universität zu Berlin, Germany
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12
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Norton ES, Beach SD, Eddy MD, McWeeny S, Ozernov-Palchik O, Gaab N, Gabrieli JDE. ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners. Front Hum Neurosci 2021; 15:624617. [PMID: 34220468 PMCID: PMC8249724 DOI: 10.3389/fnhum.2021.624617] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Accepted: 04/19/2021] [Indexed: 12/21/2022] Open
Abstract
The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.
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Affiliation(s)
- Elizabeth S. Norton
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Department of Medical Social Sciences, Feinberg School of Medicine, and Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Sara D. Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Marianna D. Eddy
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Sean McWeeny
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Ola Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Harvard Graduate School of Education, Cambridge, MA, United States
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, United States
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital/Harvard Medical School, Boston, MA, United States
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Institute for Medical Engineering and Science, Massachusetts Institute of Technology, Cambridge, MA, United States
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13
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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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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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