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Gerwin KL, Brosseau-Lapré F, Weber C. Event-Related Potentials Elicited by Phonetic Errors Differentiate Children With Speech Sound Disorder and Typically Developing Peers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:4614-4630. [PMID: 34735291 PMCID: PMC9150672 DOI: 10.1044/2021_jslhr-21-00203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Revised: 06/10/2021] [Accepted: 07/21/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE A growing body of research suggests that a deficit in speech perception abilities contributes to the development of speech sound disorder (SSD). However, little work has been done to characterize the neurophysiological processes indexing speech perception deficits in this population. The primary aim of this study was to compare the neural activity underlying speech perception in young children with SSD and with typical development (TD). METHOD Twenty-eight children ages 4;1-6;0 (years;months) participated in this study. Event-related potentials (ERPs) were recorded while children completed a speech perception task that included phonetic (speech sound) and lexical (meaning) matches and mismatches. Groups were compared on their judgment accuracy for matches and mismatches as well as the mean amplitude of the phonological mapping negativity (PMN) and N400 ERP components. RESULTS Children with SSD demonstrated lower judgment accuracy across the phonetic and lexical conditions compared to peers with TD. The ERPs elicited by lexical matches and mismatches did not distinguish the groups. However, in the phonetic condition, the SSD group exhibited a more consistent left-lateralized PMN effect and a delayed N400 effect over frontal sites compared to the TD group. CONCLUSIONS These findings provide some of the first evidence of a delay in the neurophysiological processing of phonological information for young children with SSD compared to their peers with TD. This delay was not present for the processing of lexical information, indicating a unique difference between children with SSD and with TD related to speech perception of phonetic errors. Supplemental Material https://doi.org/10.23641/asha.16915579.
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Affiliation(s)
- Katelyn L. Gerwin
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
| | | | - Christine Weber
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
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2
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Haebig E, Leonard LB, Deevy P, Schumaker J, Karpicke JD, Weber C. The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3195-3211. [PMID: 34351812 PMCID: PMC8740735 DOI: 10.1044/2021_jslhr-20-00485] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 02/18/2021] [Accepted: 04/13/2021] [Indexed: 06/13/2023]
Abstract
Purpose Recent behavioral studies have demonstrated the effectiveness of implementing retrieval practice into learning tasks for children. Such approaches have revealed that repeated spaced retrieval (RSR) is particularly effective in promoting children's learning of word form and meaning information. This study further examines how retrieval practice enhances learning of word meaning information at the behavioral and neural levels. Method Twenty typically developing preschool children were taught novel words using an RSR learning schedule for some words and an immediate retrieval (IR) learning schedule for other words. In addition to the label, children were taught two arbitrary semantic features for each item. Following the teaching phase, children's learning was tested using recall tests. In addition, during the 1-week follow-up, children were presented with pictures and an auditory sentence that correctly labeled the item but stated correct or incorrect semantic information. Event-related brain potentials (ERPs) were time locked to the onset of the words noting the semantic feature. Children provided verbal judgments of whether the semantic feature was correctly paired with the item. Results Children recalled more labels and semantic features for items that had been taught in the RSR learning schedule relative to the IR learning schedule. ERPs also differentiated the learning schedules. Mismatching label-meaning pairings elicited an N400 and late positive component (LPC) for both learning conditions; however, mismatching RSR pairs elicited an N400 with an earlier onset and an LPC with a longer duration, relative to IR mismatching label-meaning pairings. These ERP timing differences indicated that the children were more efficient in processing words that were taught in the RSR schedule relative to the IR learning schedule. Conclusions Spaced retrieval practice promotes learning of both word form and meaning information. The findings lay the necessary groundwork for better understanding of processing newly learned semantic information in preschool children. Supplemental Material https://doi.org/10.23641/asha.15063060.
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Affiliation(s)
- Eileen Haebig
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge
| | - Laurence B. Leonard
- Department of Speech, Language, & Hearing Sciences, Purdue University, West Lafayette, IN
| | - Patricia Deevy
- Department of Speech, Language, & Hearing Sciences, Purdue University, West Lafayette, IN
| | - Jennifer Schumaker
- Department of Speech, Language, & Hearing Sciences, Purdue University, West Lafayette, IN
| | | | - Christine Weber
- Department of Speech, Language, & Hearing Sciences, Purdue University, West Lafayette, IN
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3
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Cantiani C, Riva V, Dondena C, Riboldi EM, Lorusso ML, Molteni M. Detection without further processing or processing without automatic detection? Differential ERP responses to lexical-semantic processing in toddlers at high clinical risk for autism and language disorder. Cortex 2021; 141:465-481. [PMID: 34147828 DOI: 10.1016/j.cortex.2021.04.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 03/01/2021] [Accepted: 04/12/2021] [Indexed: 11/18/2022]
Abstract
Delays in early expressive vocabulary can reflect a specific delay in language acquisition or more general impairments in social communication. The neural mechanisms underlying the (dis)ability to establish the first lexical-semantic representations remain relatively unknown. Here, we investigate the electrophysiological underpinnings of these mechanisms during the critical phase of lexical acquisition in two groups of 19-month-old toddlers at risk for neurodevelopmental disorders, i.e., children characterized by low expressive vocabulary (late talkers, N = 18) and children with early signs of Autism Spectrum Disorder (ASD, N = 18) as compared to typically developing children (N = 28), with the aim to identify similarities and specificities in lexical-semantic processing between these groups. ERPs elicited by words (either congruous or incongruous with the previous picture context) and pseudo-words are investigated within a picture-word matching paradigm. In order to further interpret ERP responses, we look at longitudinal intra-group associations with language and socio-communications skills at age 24 months. As expected, we found differences between the groups that might underlie specificities, but also similarities. On the one side, late talkers differed from the other two groups in the early component (phonological-lexical priming effect) reflecting detection of the correspondence between the heard word and the lexical representation pre-activated by the picture. On the other side, children with early symptoms of ASD differed from the other two groups in the late component (late positive component) reflecting the effortful semantic re-analysis following a violation. The functional interpretation of the two components is corroborated by significant correlations suggesting that the early component is associated with later socio-communication skills, whereas the late component is associated with linguistic skills. Results point in the direction of differential impaired mechanisms in the two populations, i.e., impaired automatic detection of incongruencies in late talkers vs. absence of high-level re-analysis of such incongruencies in children with early signs of ASD.
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Affiliation(s)
- Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy.
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy
| | - Chiara Dondena
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy
| | - Elena Maria Riboldi
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy
| | - Maria Luisa Lorusso
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Lecco, Italy
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4
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Gerwin KL, Leonard LB, Schumaker J, Deevy P, Haebig E, Weber C. Novel Adjective Processing in Preschool Children: Evidence From Event-Related Brain Potentials. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:542-560. [PMID: 33561369 PMCID: PMC8632481 DOI: 10.1044/2020_jslhr-20-00332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 09/14/2020] [Accepted: 11/04/2020] [Indexed: 06/12/2023]
Abstract
Purpose Recent findings in preschool children indicated novel adjective recall was enhanced when learned using repeated retrieval with contextual reinstatement (RRCR) compared to repeated study (RS). Recall was similar for learned pictures used during training and new (generalized) pictures with the same adjective features. The current study compared the effects of learning method and learned/generalized pictures on the neural processes mediating the recognition of novel adjectives. Method Twenty typically developing children aged 4;6-5;11 (years;months) learned four novel adjectives, two using RRCR and two using RS. Five-minute and 1-week tests assessed adjective recall using learned and generalized pictures. Also, at the 1-week visit, event-related potentials (ERPs) were recorded to assess children's processing of learned/generalized pictures, followed by naturally spoken novel adjectives in a match-mismatch paradigm. Results Naming recall and match-mismatch judgment accuracy were similar for the RS and RRCR conditions and across learned/generalized pictures. However, ERPs revealed more reliable condition effects in the phonological mapping negativity, indexing phonological expectations, and the late positive component, indexing semantic reanalysis, for the adjectives learned in the RRCR relative to the RS condition. Unfamiliar pictures (generalized) elicited larger amplitude N300 and N400 components relative to learned pictures. Conclusions Although behavioral accuracy measures suggest similar effects of the RS and RRCR learning conditions, subtle differences in the ERPs underlying novel adjective processing indicate advantages of RRCR for phonological processing and semantic reanalysis. While children readily generalized the novel adjectives, ERPs revealed greater cognitive resources for processing unfamiliar compared to learned pictures of the novel adjective characteristics. Supplemental Material https://doi.org/10.23641/asha.13683214.
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Affiliation(s)
- Katelyn L. Gerwin
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
| | - Laurence B. Leonard
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Jennifer Schumaker
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Patricia Deevy
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Eileen Haebig
- Department of Communication Sciences and Disorders, Louisiana State University, Baton Rouge
| | - Christine Weber
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
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Malins JG, Landi N, Ryherd K, Frijters JC, Magnuson JS, Rueckl JG, Pugh KR, Sevcik R, Morris R. Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Dev Sci 2020; 24:e13023. [PMID: 32691904 PMCID: PMC7988620 DOI: 10.1111/desc.13023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2019] [Revised: 07/04/2020] [Accepted: 07/11/2020] [Indexed: 01/24/2023]
Abstract
Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD. Furthermore, it is unclear whether word learning deficits in RD or DLD include difficulties with offline consolidation of newly learned words. In the current study, we employed an artificial lexicon learning paradigm with an overnight design to investigate how typically developing (TD) children (N = 25), children with only RD (N = 93), and children with both RD and DLD (N = 34) learned and remembered a set of phonologically similar pseudowords. Results showed that compared to TD children, children with RD exhibited: (i) slower growth in discrimination accuracy for cohort item pairs sharing an onset (e.g. pibu‐pibo), but not for rhyming item pairs (e.g. pibu‐dibu); and (ii) lower discrimination accuracy for both cohort and rhyme item pairs on Day 2, even when accounting for differences in Day 1 learning. Moreover, children with comorbid RD and DLD showed learning and retention deficits that extended to unrelated item pairs that were phonologically dissimilar (e.g. pibu‐tupa), suggestive of broader impairments compared to children with only RD. These findings provide insights into the specific learning deficits underlying RD and DLD and motivate future research concerning how children use phonological similarity to guide the organization of new word knowledge.
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Affiliation(s)
- Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA, USA.,Haskins Laboratories, New Haven, CT, USA
| | - Nicole Landi
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kayleigh Ryherd
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jan C Frijters
- Faculty of Social Sciences, Department of Child and Youth Studies, Brock University, St. Catharines, ON, Canada
| | - James S Magnuson
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jay G Rueckl
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA.,Department of Linguistics, Yale University, New Haven, CT, USA.,Department of Diagnostic Radiology, Yale University School of Medicine, New Haven, CT, USA
| | - Rose Sevcik
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, USA
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6
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Xue J, Li B, Yan R, Gruen JR, Feng T, Joanisse MF, Malins JG. The temporal dynamics of first and second language processing: ERPs to spoken words in Mandarin-English bilinguals. Neuropsychologia 2020; 146:107562. [PMID: 32682798 DOI: 10.1016/j.neuropsychologia.2020.107562] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 07/12/2020] [Accepted: 07/13/2020] [Indexed: 10/23/2022]
Abstract
The dynamics of bilingual spoken word recognition remain poorly characterized, especially for individuals who speak two languages that are highly dissimilar in their phonological and morphological structure. The present study compared first language (L1) and second language (L2) spoken word processing within a group of adult Mandarin-English bilinguals (N = 34; ages 18-25). Event-related potentials (ERPs) were recorded while participants completed the same cross-modal matching task separately in their L1 Mandarin and L2 English. This task consisted of deciding whether spoken words matched pictures of items. Pictures and spoken words either matched (e.g., Mandarin: TANG2-tang2; English: BELL-bell), or differed in word-initial phonemes (e.g., Mandarin: TANG2-lang2; English: BELL-shell), word-final phonemes (e.g., Mandarin: TANG2-tao2; English: BELL-bed), or whole words (e.g., Mandarin: TANG2-xia1: English: BELL-ham). Each mismatch type was associated with a pattern of modulation of the Phonological Mapping Negativity, the N400, and the Late N400 that was distinct from those of the other mismatch types yet similar between the two languages. This was interpreted as evidence of incremental processing with similar temporal dynamics in both languages. These findings support models of spoken word recognition in bilingual individuals that adopt an interactive-activation framework for both L1 and L2 processing.
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Affiliation(s)
- Jin Xue
- University of Science and Technology Beijing, School of Foreign Studies, 30 Xueyuan Road, Haidian District, Beijing, 100083, China
| | - Banban Li
- University of Science and Technology Beijing, School of Foreign Studies, 30 Xueyuan Road, Haidian District, Beijing, 100083, China
| | - Rong Yan
- Institute of Leadership and Education Advanced Development, Xi'an Jiaotong-Liverpool University, Suzhou, 215123, China
| | - Jeffrey R Gruen
- Yale University School of Medicine, Department of Pediatrics, Yale Child Health Research Center, 464 Congress Avenue, New Haven, CT, 06520, USA; Yale University School of Medicine, Department of Genetics, 333 Cedar Street, New Haven, CT, 06520, USA
| | - Tianli Feng
- Beijing International Studies University, School of English Language, Literature and Culture, 1 Dingfuzhuan Nanli, Chaoyang District, Beijing, 100024, China
| | - Marc F Joanisse
- The University of Western Ontario, Department of Psychology & Brain and Mind Institute, Western Interdisciplinary Research Building, London, N6A 3K7, Canada; Haskins Laboratories, 300 George St. Suite 900, New Haven, CT, 06511, USA
| | - Jeffrey G Malins
- Yale University School of Medicine, Department of Pediatrics, Yale Child Health Research Center, 464 Congress Avenue, New Haven, CT, 06520, USA; Haskins Laboratories, 300 George St. Suite 900, New Haven, CT, 06511, USA; Georgia State University, Department of Psychology, P.O. Box 5010, Atlanta, GA, 30302, USA.
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7
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Ylinen S, Nora A, Service E. Better Phonological Short-Term Memory Is Linked to Improved Cortical Memory Representations for Word Forms and Better Word Learning. Front Hum Neurosci 2020; 14:209. [PMID: 32581751 PMCID: PMC7291706 DOI: 10.3389/fnhum.2020.00209] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Accepted: 05/08/2020] [Indexed: 11/13/2022] Open
Abstract
Language learning relies on both short-term and long-term memory. Phonological short-term memory (pSTM) is thought to play an important role in the learning of novel word forms. However, language learners may differ in their ability to maintain word representations in pSTM during interfering auditory input. We used magnetoencephalography (MEG) to investigate how pSTM capacity in better and poorer pSTM groups is linked to language learning and the maintenance of pseudowords in pSTM. In particular, MEG was recorded while participants maintained pseudowords in pSTM by covert speech rehearsal, and while these brain representations were probed by presenting auditory pseudowords with first or third syllables matching or mismatching the rehearsed item. A control condition included identical stimuli but no rehearsal. Differences in response strength between matching and mismatching syllables were interpreted as the phonological mapping negativity (PMN). While PMN for the first syllable was found in both groups, it was observed for the third syllable only in the group with better pSTM. This suggests that individuals with better pSTM maintained representations of trisyllabic pseudowords more accurately during interference than individuals with poorer pSTM. Importantly, the group with better pSTM learned words faster in a paired-associate word learning task, linking the PMN findings to language learning.
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Affiliation(s)
- Sari Ylinen
- CICERO Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.,Cognitive Brain Research Unit, Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.,BioMag Laboratory, Helsinki University Central Hospital, Helsinki, Finland
| | - Anni Nora
- Department on Neuroscience and Biomedical Engineering, Aalto University, Espoo, Finland
| | - Elisabet Service
- ARiEAL Research Centre, Department of Linguistics and Languages, McMaster University, Hamilton, ON, Canada
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Rakhlin N, Landi N, Lee M, Magnuson JS, Naumova OY, Ovchinnikova IV, Grigorenko EL. Cohesion of Cortical Language Networks During Word Processing Is Predicted by a Common Polymorphism in the
SETBP1
Gene. New Dir Child Adolesc Dev 2020; 2020:131-155. [DOI: 10.1002/cad.20331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | | | | | | | | | - Elena L. Grigorenko
- Haskins Laboratories
- Yale University
- University of Houston
- Saint-Petersburg State University
- Moscow State University for Psychology and Education
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9
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McMurray B, Klein-Packard J, Tomblin JB. A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition. Cognition 2019; 191:104000. [PMID: 31234114 PMCID: PMC6988176 DOI: 10.1016/j.cognition.2019.06.012] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2018] [Revised: 06/07/2019] [Accepted: 06/11/2019] [Indexed: 10/26/2022]
Abstract
Eight to 11% of children have a clinical disorder in oral language (Developmental Language Disorder, DLD). Language deficits in DLD can affect all levels of language and persist through adulthood. Word-level processing may be critical as words link phonology, orthography, syntax and semantics. Thus, a lexical deficit could cascade throughout language. Cognitively, word recognition is a competition process: as the input (e.g., lizard) unfolds, multiple candidates (liver, wizard) compete for recognition. Children with DLD do not fully resolve this competition, but it is unclear what cognitive mechanisms underlie this. We examined lexical inhibition-the ability of more active words to suppress competitors-in 79 adolescents with and without DLD. Participants heard words (e.g. net) in which the onset was manipulated to briefly favor a competitor (neck). This was predicted to inhibit the target, slowing recognition. Word recognition was measured using a task in which participants heard the stimulus, and clicked on a picture of the item from an array of competitors, while eye-movements were monitored as a measure of how strongly the participant was committed to that interpretation over time. TD listeners showed evidence of inhibition with greater interference for stimuli that briefly activated a competitor word. DLD listeners did not. This suggests deficits in DLD may stem from a failure to engage lexical inhibition. This in turn could have ripple effects throughout the language system. This supports theoretical approaches to DLD that emphasize lexical-level deficits, and deficits in real-time processing.
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Affiliation(s)
- Bob McMurray
- Dept. of Psychological & Brain Sciences, University of Iowa, United States; Dept. of Communication Sciences & Disorders, University of Iowa, United States; Dept. of Linguistics, University of Iowa, United States; Dept. of Otolaryngology, University of Iowa, United States; DeLTA Center, University of Iowa, United States.
| | | | - J Bruce Tomblin
- Dept. of Communication Sciences & Disorders, University of Iowa, United States; DeLTA Center, University of Iowa, United States
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10
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Kaganovich N, Ancel E. Different neural processes underlie visual speech perception in school-age children and adults: An event-related potentials study. J Exp Child Psychol 2019; 184:98-122. [PMID: 31015101 PMCID: PMC6857813 DOI: 10.1016/j.jecp.2019.03.009] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2018] [Revised: 03/15/2019] [Accepted: 03/26/2019] [Indexed: 11/18/2022]
Abstract
The ability to use visual speech cues does not fully develop until late adolescence. The cognitive and neural processes underlying this slow maturation are not yet understood. We examined electrophysiological responses of younger (8-9 years) and older (11-12 years) children as well as adults elicited by visually perceived articulations in an audiovisual word matching task and related them to the amount of benefit gained during a speech-in-noise (SIN) perception task when seeing the talker's face. On each trial, participants first heard a word and, after a short pause, saw a speaker silently articulate a word. In half of the trials the articulated word matched the auditory word (congruent trials), whereas in the other half it did not (incongruent trials). In all three age groups, incongruent articulations elicited the N400 component and congruent articulations elicited the late positive complex (LPC). Groups did not differ in the mean amplitude of N400. The mean amplitude of LPC was larger in younger children compared with older children and adults. Importantly, the relationship between event-related potential measures and SIN performance varied by group. In 8- and 9-year-olds, neither component was predictive of SIN gain. The LPC amplitude predicted the SIN gain in older children but not in adults. Conversely, the N400 amplitude predicted the SIN gain in adults. We argue that although all groups were able to detect correspondences between auditory and visual word onsets at the phonemic/syllabic level, only adults could use this information for lexical access.
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Affiliation(s)
- Natalya Kaganovich
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN 47907, USA; Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907, USA.
| | - Elizabeth Ancel
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN 47907, USA
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11
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Influence of speech-language therapy on P300 outcome in patients with language disorders: a meta-analysis. Braz J Otorhinolaryngol 2019; 85:510-519. [PMID: 30902588 PMCID: PMC9443043 DOI: 10.1016/j.bjorl.2019.01.012] [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: 03/30/2018] [Revised: 10/03/2018] [Accepted: 01/02/2019] [Indexed: 11/22/2022] Open
Abstract
Introduction The patient's evolution in the audiology and speech-language clinic acts as a motivator of the therapeutic process, contributing to patient adherence to the treatment and allowing the therapist to review and/or maintain their clinical therapeutic conducts. Electrophysiological measures, such as the P300 evoked potential, help in the evaluation, understanding and monitoring of human communication disorders, thus facilitating the prognosis definition in each case. Objective To determine whether the audiology and speech-language therapy influences the variation of P300 latency and amplitude in patients with speech disorders undergoing speech therapy. Methods This is a systematic review with meta-analysis, in which the following databases were searched: Pubmed, ScienceDirect, SCOPUS, Web of Science, SciELO and LILACS, in addition to the gray literature bases: OpenGrey.eu and DissOnline. The inclusion criteria were randomized or non-randomized clinical trials, without language or date restriction, which evaluated children with language disorders undergoing speech therapy, monitored by P300, compared to children without intervention. Results The mean difference between the latencies in the group submitted to therapy and the control group was −20.12 ms with a 95% confidence interval of −43.98 to 3.74 ms (p = 0.08, I2 = 25% and p value = 0.26). The mean difference between the amplitudes of the group submitted to therapy and the control group was 0.73 uV with a 95% confidence interval of −1.77 to 3.23 uV (p = 0.57, I2 = 0% and p value = 0.47). Conclusion The present meta-analysis demonstrates that speech therapy does not influence the latency and amplitude results of the P300 evoked potential in children undergoing speech therapy intervention.
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12
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Kornilov SA, Zhukova MA, Ovchinnikova IV, Golovanova IV, Naumova OY, Logvinenko TI, Davydova AO, Petrov MV, Chumakova MA, Grigorenko EL. Language Outcomes in Adults with a History of Institutionalization: Behavioral and Neurophysiological Characterization. Sci Rep 2019; 9:4252. [PMID: 30862886 PMCID: PMC6414725 DOI: 10.1038/s41598-019-40007-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2018] [Accepted: 02/04/2019] [Indexed: 12/11/2022] Open
Abstract
Impoverished early care environments are associated with developmental deficits in children raised in institutional settings. Despite the accumulation of evidence regarding deficits in general cognitive functioning in this population, less is known about the impact of institutionalization on language development at the level of brain and behavior. We examined language outcomes in young adults and adolescents raised in institutions (n = 23) as compared to their socioeconomic status and age peers raised in biological families (n = 24) using a behavioral language assessment and linguistic event-related potentials (ERPs). Controlling for intelligence, adults with a history of institutionalization demonstrated deficits in lexical and grammatical development and spelling. Analyses of ERP data revealed significant group differences in the dynamic processing of linguistic stimuli. Adults with a history of institutionalization displayed reduced neural sensitivity to violations of word expectancy, leading to reduced condition effects for temporo-spatial factors that tentatively corresponded to the N200, P300/N400, and phonological mismatch negativity. The results suggest that language is a vulnerable domain in adults with a history of institutionalization, the deficits in which are not explained by general developmental delays, and point to the pivotal role of early linguistic environment in the development of the neural networks involved in language processing.
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Affiliation(s)
- Sergey A Kornilov
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
- Baylor College of Medicine, Houston, TX, USA
- University of Houston, Houston, TX, USA
| | - Marina A Zhukova
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
- University of Houston, Houston, TX, USA
| | - Irina V Ovchinnikova
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
- University of Houston, Houston, TX, USA
| | | | - Oxana Yu Naumova
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
- University of Houston, Houston, TX, USA
- Vavilov Institute of General Genetics RAS, Moscow, Russian Federation
| | | | | | - Maxim V Petrov
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
| | - Maria A Chumakova
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation
- National Research University Higher School of Economics, Moscow, Russian Federation
| | - Elena L Grigorenko
- Saint-Petersburg State University, Saint-Petersburg, Russian Federation.
- Baylor College of Medicine, Houston, TX, USA.
- University of Houston, Houston, TX, USA.
- Yale University, New Haven, CT, USA.
- Moscow State University for Psychology and Education, Moscow, Russian Federation.
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Haebig E, Leonard L, Usler E, Deevy P, Weber C. An Initial Investigation of the Neural Correlates of Word Processing in Preschoolers With Specific Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:729-739. [PMID: 29484362 PMCID: PMC6195066 DOI: 10.1044/2017_jslhr-l-17-0249] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2017] [Revised: 10/04/2017] [Accepted: 11/21/2017] [Indexed: 05/16/2023]
Abstract
Purpose Previous behavioral studies have found deficits in lexical-semantic abilities in children with specific language impairment (SLI), including reduced depth and breadth of word knowledge. This study explored the neural correlates of early emerging familiar word processing in preschoolers with SLI and typical development. Method Fifteen preschoolers with typical development and 15 preschoolers with SLI were presented with pictures followed after a brief delay by an auditory label that did or did not match. Event-related brain potentials were time locked to the onset of the auditory labels. Children provided verbal judgments of whether the label matched the picture. Results There were no group differences in the accuracy of identifying when pictures and labels matched or mismatched. Event-related brain potential data revealed that mismatch trials elicited a robust N400 in both groups, with no group differences in mean amplitude or peak latency. However, the typically developing group demonstrated a more robust late positive component, elicited by mismatch trials. Conclusions These initial findings indicate that lexical-semantic access of early acquired words, indexed by the N400, does not differ between preschoolers with SLI and typical development when highly familiar words are presented in isolation. However, the typically developing group demonstrated a more mature profile of postlexical reanalysis and integration, indexed by an emerging late positive component. The findings lay the necessary groundwork for better understanding processing of newly learned words in children with SLI.
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Affiliation(s)
- Eileen Haebig
- Purdue University, West Lafayette, Indiana
- Louisiana State University, Baton Rouge, Louisiana
| | | | - Evan Usler
- Purdue University, West Lafayette, Indiana
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Cantiani C, Riva V, Piazza C, Melesi G, Mornati G, Bettoni R, Marino C, Molteni M. ERP responses to lexical-semantic processing in typically developing toddlers, in adults, and in toddlers at risk for language and learning impairment. Neuropsychologia 2017; 103:115-130. [DOI: 10.1016/j.neuropsychologia.2017.06.031] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 06/27/2017] [Accepted: 06/28/2017] [Indexed: 11/17/2022]
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15
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Pijnacker J, Davids N, van Weerdenburg M, Verhoeven L, Knoors H, van Alphen P. Semantic Processing of Sentences in Preschoolers With Specific Language Impairment: Evidence From the N400 Effect. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:627-639. [PMID: 28257584 DOI: 10.1044/2016_jslhr-l-15-0299] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2015] [Accepted: 08/09/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE Given the complexity of sentence processing and the specific problems that children with specific language impairment (SLI) experience, we investigated the time course and characteristics of semantic processing at the sentence level in Dutch preschoolers with SLI. METHOD We measured N400 responses to semantically congruent and incongruent spoken sentences (e.g., "My father is eating an apple/*blanket") in a group of 37 Dutch preschoolers with SLI and in a group of 25 typically developing (TD) peers. We compared the time course and amplitude of the N400 effect between the two groups. RESULTS The TD group showed a strong posterior N400 effect in time windows 300-500 ms and 500-800 ms. In contrast, the SLI group demonstrated only a reliable N400 effect in the later time window, 500-800 ms, and did not show a stronger presence at posterior electrodes. CONCLUSION The findings suggest that the neuronal processing of semantic information at sentence level is atypical in preschoolers with SLI compared with TD children.
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Affiliation(s)
| | - Nina Davids
- Royal Dutch Kentalis, Sint-Michielsgestel, the Netherlands
| | | | - Ludo Verhoeven
- Behavioural Science Institute, Radboud University Nijmegen, the Netherlands
| | - Harry Knoors
- Royal Dutch Kentalis, Sint-Michielsgestel, the NetherlandsBehavioural Science Institute, Radboud University Nijmegen, the Netherlands
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16
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Atypical audiovisual word processing in school-age children with a history of specific language impairment: an event-related potential study. J Neurodev Disord 2016; 8:33. [PMID: 27597881 PMCID: PMC5011345 DOI: 10.1186/s11689-016-9168-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Accepted: 08/17/2016] [Indexed: 11/12/2022] Open
Abstract
Background Visual speech cues influence different aspects of language acquisition. However, whether developmental language disorders may be associated with atypical processing of visual speech is unknown. In this study, we used behavioral and ERP measures to determine whether children with a history of SLI (H-SLI) differ from their age-matched typically developing (TD) peers in the ability to match auditory words with corresponding silent visual articulations. Methods Nineteen 7–13-year-old H-SLI children and 19 age-matched TD children participated in the study. Children first heard a word and then saw a speaker silently articulating a word. In half of trials, the articulated word matched the auditory word (congruent trials), while in another half, it did not (incongruent trials). Children specified whether the auditory and the articulated words matched. We examined ERPs elicited by the onset of visual stimuli (visual P1, N1, and P2) as well as ERPs elicited by the articulatory movements themselves—namely, N400 to incongruent articulations and late positive complex (LPC) to congruent articulations. We also examined whether ERP measures of visual speech processing could predict (1) children’s linguistic skills and (2) the use of visual speech cues when listening to speech-in-noise (SIN). Results H-SLI children were less accurate in matching auditory words with visual articulations. They had a significantly reduced P1 to the talker’s face and a smaller N400 to incongruent articulations. In contrast, congruent articulations elicited LPCs of similar amplitude in both groups of children. The P1 and N400 amplitude was significantly correlated with accuracy enhancement on the SIN task when seeing the talker’s face. Conclusions H-SLI children have poorly defined correspondences between speech sounds and visually observed articulatory movements that produce them.
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Lexical processing deficits in children with developmental language disorder: An event-related potentials study. Dev Psychopathol 2016; 27:459-76. [PMID: 25997765 DOI: 10.1017/s0954579415000097] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Lexical processing deficits in children with developmental language disorder (DLD) have been postulated to arise as sequelae of their grammatical deficits (either directly or via compensatory mechanisms) and vice versa. We examined event-related potential indices of lexical processing in children with DLD (n = 23) and their typically developing peers (n = 16) using a picture-word matching paradigm. We found that children with DLD showed markedly reduced N400 amplitudes in response both to auditorily presented words that had initial phonological overlap with the name of the pictured object and to words that were not semantically or phonologically related to the pictured object. Moreover, this reduction was related to behavioral indices of phonological and lexical but not grammatical development. We also found that children with DLD showed a depressed phonological mapping negativity component in the early time window, suggesting deficits in phonological processing or early lexical access. The results are partially consistent with the overactivation account of lexical processing deficits in DLD and point to the relative functional independence of lexical/phonological and grammatical deficits in DLD, supporting a multidimensional view of the disorder. The results also, although indirectly, support the neuroplasticity account of DLD, according to which language impairment affects brain development and shapes the specific patterns of brain responses to language stimuli.
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Malins JG, Gao D, Tao R, Booth JR, Shu H, Joanisse MF, Liu L, Desroches AS. Developmental differences in the influence of phonological similarity on spoken word processing in Mandarin Chinese. BRAIN AND LANGUAGE 2014; 138:38-50. [PMID: 25278419 PMCID: PMC4252245 DOI: 10.1016/j.bandl.2014.09.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2013] [Revised: 08/02/2014] [Accepted: 09/02/2014] [Indexed: 06/03/2023]
Abstract
The developmental trajectory of spoken word recognition has been well established in Indo-European languages, but to date remains poorly characterized in Mandarin Chinese. In this study, typically developing children (N=17; mean age 10; 5) and adults (N=17; mean age 24) performed a picture-word matching task in Mandarin while we recorded ERPs. Mismatches diverged from expectations in different components of the Mandarin syllable; namely, word-initial phonemes, word-final phonemes, and tone. By comparing responses to different mismatch types, we uncovered evidence suggesting that both children and adults process words incrementally. However, we also observed key developmental differences in how subjects treated onset and rime mismatches. This was taken as evidence for a stronger influence of top-down processing on spoken word recognition in adults compared to children. This work therefore offers an important developmental component to theories of Mandarin spoken word recognition.
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Affiliation(s)
- Jeffrey G Malins
- Brain and Mind Institute, The University of Western Ontario, London N6A 5B7, Canada; Haskins Laboratories, New Haven 06511, USA
| | - Danqi Gao
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Ran Tao
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - James R Booth
- Department of Communication Sciences and Disorders, Northwestern University, Evanston 60208, USA
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, Beijing 100875, China
| | - Marc F Joanisse
- Brain and Mind Institute, The University of Western Ontario, London N6A 5B7, Canada
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, Beijing 100875, China.
| | - Amy S Desroches
- Department of Psychology, University of Winnipeg, Winnipeg R3B 2E9, Canada.
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Wang J, Gao D, Li D, Desroches AS, Liu L, Li X. Theta–gamma coupling reflects the interaction of bottom-up and top-down processes in speech perception in children. Neuroimage 2014; 102 Pt 2:637-45. [DOI: 10.1016/j.neuroimage.2014.08.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2014] [Revised: 07/04/2014] [Accepted: 08/20/2014] [Indexed: 01/22/2023] Open
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20
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Effects of context on implicit and explicit lexical knowledge: An event-related potential study. Neuropsychologia 2014; 63:226-34. [DOI: 10.1016/j.neuropsychologia.2014.09.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2014] [Revised: 08/28/2014] [Accepted: 09/01/2014] [Indexed: 11/29/2022]
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