Auditory attention in childhood and adolescence: An event-related potential study of spatial selective attention to one of two simultaneous stories

Alpha band modulation caused by selective attention to music enables EEG classification

Humans are able to pay selective attention to music or speech in the presence of multiple sounds. It has been reported that in the speech domain, selective attention enhances the cross-correlation between the envelope of speech and electroencephalogram (EEG) while also affecting the spatial modulation of the alpha band. However, when multiple music pieces are performed at the same time, it is unclear how selective attention affects neural entrainment and spatial modulation. In this paper, we hypothesized that the entrainment to the attended music differs from that to the unattended music and that spatial modulation in the alpha band occurs in conjunction with attention. We conducted experiments in which we presented musical excerpts to 15 participants, each listening to two excerpts simultaneously but paying attention to one of the two. The results showed that the cross-correlation function between the EEG signal and the envelope of the unattended melody had a more prominent peak than that of the attended melody, contrary to the findings for speech. In addition, the spatial modulation in the alpha band was found with a data-driven approach called the common spatial pattern method. Classification of the EEG signal with a support vector machine identified attended melodies and achieved an accuracy of 100% for 11 of the 15 participants. These results suggest that selective attention to music suppresses entrainment to the melody and that spatial modulation of the alpha band occurs in conjunction with attention. To the best of our knowledge, this is the first report to detect attended music consisting of several types of music notes only with EEG.

The role of long-term target and masker talker familiarity in children's speech-in-speech recognition

Objectives

This study investigated the influence of long-term talker familiarity on speech-in-speech recognition in school-age children, with a specific emphasis on the role of familiarity with the mother's voice as either the target or masker speech.

Design

Open-set sentence recognition was measured adaptively in a two-talker masker. Target and masker sentences were recorded by the adult mothers of the child participants. Each child heard sentences spoken by three adult female voices during testing; their own mother's voice (familiar voice) and two unfamiliar adult female voices.

Study sample

Twenty-four school age children (8-13 years) with normal hearing.

Results

When the target speech was spoken by a familiar talker (the mother), speech recognition was significantly better compared to when the target was unfamiliar. When the masker was spoken by the familiar talker, there was no difference in performance relative to the unfamiliar masker condition. Across all conditions, younger children required a more favorable signal-to-noise ratio than older children.

Conclusion

Implicit long-term familiarity with a talker consistently improves children's speech-in-speech recognition across the age range tested, specifically when the target talker is familiar. However, performance remains unaffected by masker talker familiarity. Additionally, while target familiarity is advantageous, it does not entirely eliminate children's increased susceptibility to competing speech.

Development of auditory scene analysis: a mini-review

Most auditory environments contain multiple sound waves that are mixed before reaching the ears. In such situations, listeners must disentangle individual sounds from the mixture, performing the auditory scene analysis. Analyzing complex auditory scenes relies on listeners ability to segregate acoustic events into different streams, and to selectively attend to the stream of interest. Both segregation and selective attention are known to be challenging for adults with normal hearing, and seem to be even more difficult for children. Here, we review the recent literature on the development of auditory scene analysis, presenting behavioral and neurophysiological results. In short, cognitive and neural mechanisms supporting stream segregation are functional from birth but keep developing until adolescence. Similarly, from 6 months of age, infants can orient their attention toward a target in the presence of distractors. However, selective auditory attention in the presence of interfering streams only reaches maturity in late childhood at the earliest. Methodological limitations are discussed, and a new paradigm is proposed to clarify the relationship between auditory scene analysis and speech perception in noise throughout development.

"Neural Noise" in Auditory Responses in Young Autistic and Neurotypical Children

Elevated "neural noise" has been advanced as an explanation of autism and autistic sensory experiences. However, functional neuroimaging measures of neural noise may be vulnerable to contamination by recording noise. This study explored variability of electrophysiological responses to tones of different intensities in 127 autistic and 79 typically-developing children aged 2-5 years old. A rigorous data processing pipeline, including advanced visualizations of different signal sources that were maximally independent across different time lags, was used to identify and eliminate putative recording noise. Inter-trial variability was measured using median absolute deviations (MADs) of EEG amplitudes across trials and inter-trial phase coherence (ITPC). ITPC was elevated in autism in the 50 and 60 dB intensity conditions, suggesting diminished (rather than elevated) neural noise in autism, although reduced ITPC to soft 50 dB sounds was associated with increased loudness discomfort. Autistic and non-autistic participants did not differ in MADs, and indeed, the vast majority of the statistical tests examined in this study yielded no significant effects. These results appear inconsistent with the neural noise account.

Habituation of auditory responses in young autistic and neurotypical children

Prior studies suggest that habituation of sensory responses is reduced in autism and that diminished habituation could be related to atypical autistic sensory experiences, for example, by causing brain responses to aversive stimuli to remain strong over time instead of being suppressed. While many prior studies exploring habituation in autism have repeatedly presented identical stimuli, other studies suggest group differences can still be observed in habituation to intermittent stimuli. The present study explored habituation of electrophysiological responses to auditory complex tones of varying intensities (50-80 dB SPL), presented passively in an interleaved manner, in a well-characterized sample of 127 autistic (MDQ  = 65.41, SD = 20.54) and 79 typically developing (MDQ  = 106.02, SD = 11.50) children between 2 and 5 years old. Habituation was quantified as changes in the amplitudes of single-trial responses to tones of each intensity over the course of the experiment. Habituation of the auditory N2 response was substantially reduced in autistic participants as compared to typically developing controls, although diagnostic groups did not clearly differ in habituation of the P1 response. Interestingly, the P1 habituated less to loud 80 dB sounds than softer sounds, whereas the N2 habituated less to soft 50 dB sounds than louder sounds. No associations were found between electrophysiological habituation and cognitive ability or participants' caregiver-reported sound tolerance (Sensory Profile Hyperacusis Index). The results present study results extend prior research suggesting habituation of certain sensory responses is reduced in autism; however, they also suggest that habituation differences observed using this study's paradigm might not be a primary driver of autistic participants' real-world sound intolerance.

Speech Entrainment in Adolescent Conversations: A Developmental Perspective

PURPOSE

Defined as the similarity of speech behaviors between interlocutors, speech entrainment plays an important role in successful adult conversations. According to theoretical models of entrainment and research on motoric, cognitive, and social developmental milestones, the ability to entrain should develop throughout adolescence. However, little is known about the specific developmental trajectory or the role of speech entrainment in conversational outcomes of this age group. The purpose of this study is to characterize speech entrainment patterns in the conversations of neurotypical early adolescents.

METHOD

This study utilized a corpus of 96 task-based conversations between adolescents between the ages of 9 and 14 years and a comparison corpus of 32 task-based conversations between adults. For each conversational turn, two speech entrainment scores were calculated for 429 acoustic features across rhythmic, articulatory, and phonatory dimensions. Predictive modeling was used to evaluate the degree of entrainment and relationship between entrainment and two metrics of conversational success.

RESULTS

Speech entrainment increased throughout early adolescence but did not reach the level exhibited in conversations between adults. Additionally, speech entrainment was predictive of both conversational quality and conversational efficiency. Furthermore, models that included all acoustic features and both entrainment types performed better than models that only included individual acoustic feature sets or one type of entrainment.

CONCLUSIONS

Our findings show that speech entrainment skills are largely developed during early adolescence with continued development possibly occurring across later adolescence. Additionally, results highlight the role of speech entrainment in successful conversation in this population, suggesting the import of continued exploration of this phenomenon in both neurotypical and neurodivergent adolescents. We also provide evidence of the value of using holistic measures that capture the multidimensionality of speech entrainment and provide a validated methodology for investigating entrainment across multiple acoustic features and entrainment types.

Event-Related Potential-Based Brain-Computer Interface Using the Thai Vowels' and Numerals' Auditory Stimulus Pattern

Herein, we developed an auditory stimulus pattern for an event-related potential (ERP)-based brain-computer interface (BCI) system to improve control and communication in quadriplegia with visual impairment. Auditory stimulus paradigms for multicommand electroencephalogram (EEG)-based BCIs and audio stimulus patterns were examined. With the proposed auditory stimulation, using the selected Thai vowel, similar to the English vowel, and Thai numeral sounds, as simple target recognition, we explored the ERPs' response and classification efficiency from the suggested EEG channels. We also investigated the use of single and multi-loudspeakers for auditory stimuli. Four commands were created using the proposed paradigm. The experimental paradigm was designed to observe ERP responses and verify the proposed auditory stimulus pattern. The conventional classification method produced four commands using the proposed auditory stimulus pattern. The results established that the proposed auditory stimulation with 20 to 30 trials of stream stimuli could produce a prominent ERP response from Pz channels. The vowel stimuli could achieve higher accuracy than the proposed numeral stimuli for two auditory stimuli intervals (100 and 250 ms). Additionally, multi-loudspeaker patterns through vowel and numeral sound stimulation provided an accuracy greater than 85% of the average accuracy. Thus, the proposed auditory stimulation patterns can be implemented as a real-time BCI system to aid in the daily activities of quadratic patients with visual and tactile impairments. In future, practical use of the auditory ERP-based BCI system will be demonstrated and verified in an actual scenario.

Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers

Associations between language and executive functions (EFs) are well-established but previous work has often focused more on EFs than on language. To further clarify the language-EF relationship, we assessed several aspects of language and EFs in 431 Swedish children aged 4-6, including selective auditory attention which was measured in an event-related potential paradigm. We also investigated potential associations to age, socioeconomic status (SES), bi-/multilingualism, sex and aspects of preschool attendance and quality. Language and EFs correlated weakly to moderately, indicating that relying on measures of vocabulary alone may overestimate the strength of the language-EF relationship. Contrary to predictions, we found no correlations between selective attention and EFs. There were however correlations between morphosyntactic accuracy and selective auditory attention which is in line with previous work and suggests a specific link between morphosyntax and the ability to suppress irrelevant stimuli. In Sweden, socioeconomic differences are rather small and preschool is universally available, but nevertheless, aspects of parental SES predicted children's performance on all measures. Bi-/multilingual children performed lower on language also when controlling for SES, highlighting the need for interventions to reduce inequalities in educational outcomes already in preschool. A female advantage was found for both language and EFs, whereas preschool attendance and quality were not significantly related to outcome measures. Future work should include longitudinal studies of language and EF development, include children from diverse SES backgrounds and contribute toward a theoretical framework that further clarifies the language-EF relationship.

Development of central auditory processes in Polish children and adolescents at the age from 7 to 16 years

There are discrepancies in the literature regarding the course of central auditory processes (CAP) maturation in typically developing children and adolescents. The purpose of the study was to provide an overview of age – related improvement in CAP in Polish primary and secondary school students aged 7–16 years. 180 children/adolescents, subdivided into 9 age categories, and 20 adults (aged 18–24 years) performed the Dichotic Digit Test (DDT), Duration Pattern Test (DPT), Frequency Pattern Test (FPT), Gap Detection Test (GDT) and adaptive Speech-in-Noise (aSpN). The 12-year-olds was retested after w week. We found the age effects only for the DDT, DPT and FPT. In the right ear DDT the 7-year-olds performed more poorly than all groups ≥12. In the left ear DDT both 7- and 8-year-olds achieved less correct responses compared with the 13-, 14-, 15-year-olds and with the adults. The right ear advantage was greater in the 7-year-olds than in the 15-year-olds and adult group. At the age of 7 there was lower DPT and FPT scores than in all participants ≥13 whereas the 8-year-olds obtained less correct responses in the FPT than all age categories ≥12. Almost all groups (except for the 7-year-olds) performed better in the DPT than FPT. The test-retest reliability for all tests was satisfactory. The study demonstrated that different CAP have their own patterns of improvement with age and some of them are specific for the Polish population. The psychoacoustic battery may be useful in screening for CAP disorders in Poland.

EEG signatures of cognitive and social development of preschool children-a systematic review

Background

Early identification of preschool children who are at risk of faltering in their development is essential to ensuring that all children attain their full potential. Electroencephalography (EEG) has been used to measure neural correlates of cognitive and social development in children for decades. Effective portable and low-cost EEG devices increase the potential of its use to assess neurodevelopment in children at scale and particularly in low-resource settings. We conducted a systematic review aimed to synthesise EEG measures of cognitive and social development in 2-5-year old children. Our secondary aim was to identify how these measures differ across a) the course of development within this age range, b) gender and c) socioeconomic status (SES).

Methods and findings

A systematic literature search identified 51 studies for inclusion in this review. Data relevant to the primary and secondary aims was extracted from these studies and an assessment for risk of bias was done, which highlighted the need for harmonisation of EEG data collection and analysis methods across research groups and more detailed reporting of participant characteristics. Studies reported on the domains of executive function (n = 22 papers), selective auditory attention (n = 9), learning and memory (n = 5), processing of faces (n = 7) and emotional stimuli (n = 8). For papers investigating executive function and selective auditory attention, the most commonly reported measures were alpha power and the amplitude and latency of positive (P1, P2, P3) and negative (N1, N2) deflections of event related potential (ERPs) components. The N170 and P1 ERP components were the most commonly reported neural responses to face and emotional faces stimuli. A mid-latency negative component and positive slow wave were used to index learning and memory, and late positive potential in response to emotional non-face stimuli. While almost half the studies described changes in EEG measures across age, only eight studies disaggregated results based on gender, and six included children from low income households to assess the impact of SES on neurodevelopment. No studies were conducted in low- and middle-income countries.

Conclusion

This review has identified power across the EEG spectrum and ERP components to be the measures most commonly reported in studies in which preschool children engage in tasks indexing cognitive and social development. It has also highlighted the need for additional research into their changes across age and based on gender and SES.

A randomized controlled trial to examine the effect of two teaching methods on preschool children's language and communication, executive functions, socioemotional comprehension, and early math skills

BACKGROUND

During the preschool years, children's development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children's backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables.

METHOD

The study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables.

RESULTS

The result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children's developmental trajectories and life prospects.

Masked Speech Recognition in School-Age Children

Children who are typically developing often struggle to hear and understand speech in the presence of competing background sounds, particularly when the background sounds are also speech. For example, in many cases, young school-age children require an additional 5- to 10-dB signal-to-noise ratio relative to adults to achieve the same word or sentence recognition performance in the presence of two streams of competing speech. Moreover, adult-like performance is not observed until adolescence. Despite ample converging evidence that children are more susceptible to auditory masking than adults, the field lacks a comprehensive model that accounts for the development of masked speech recognition. This review provides a synthesis of the literature on the typical development of masked speech recognition. Age-related changes in the ability to recognize phonemes, words, or sentences in the presence of competing background sounds will be discussed by considering (1) how masking sounds influence the sensory encoding of target speech; (2) differences in the time course of development for speech-in-noise versus speech-in-speech recognition; and (3) the central auditory and cognitive processes required to separate and attend to target speech when multiple people are speaking at the same time.

Toward Decoding Selective Attention From Single-Trial EEG Data in Cochlear Implant Users

Previous results showed that it is possible to decode an attended speech source from EEG data via the reconstruction of the speech envelope in normal hearing (NH) listeners. However, so far it is unknown that how the performance of such a decoder is affected by the decrease in spectral resolution and the electrical artifacts introduced by a cochlear implant (CI) in users of these prostheses. NH listeners and bilateral CI users participated in the present study. Speeches from two audio books, one uttered by a male voice and one by a female voice, were presented to NH listeners and CI users. Participants were instructed to attend to one of the two speech streams presented dichotically while a 96-channel EEG was recorded. Speech envelope reconstruction from the EEG data was obtained by training decoders using a regularized least square estimation method. Decoding accuracy was defined as the percentage of accurately reconstructed trials for each subject. For NH listeners, the experiment was repeated using a vocoder to reduce spectral resolution and simulate speech perception with a CI in NH listeners. The results showed a decoding accuracy of 80.9 % using the original sound files in NH listeners. The performance dropped to 73.2 % in the vocoder condition and to 71.5 % in the group of CI users. In sum, although the accuracy drops when the spectral resolution becomes worse, the results show the feasibility to decode the attended sound source in NH listeners with a vocoder simulation, and even in CI users, albeit more training data are needed.

24-h sleep deprivation impairs early attentional modulation of neural processing: An event-related brain potential study

Prior research indicates sleep deprivation negatively impacts selective attention, although less is known about the neural bases of these effects. The present study used event-related brain potentials (ERPs) to examine whether the effects of total sleep deprivation could be traced to the earliest stages of sensory processing influenced by selective attention. Participants were randomly assigned either to a regular sleep or 24-h total sleep deprivation condition. Following either sleep deprivation or regular sleep, participants completed a dichotic listening selective attention task while ERPs were acquired. Well-rested participants showed typical attentional modulation of the N1 between 150 and 250 msec, with larger amplitude responses to attended relative to unattended auditory probes. In contrast, these effects were significantly reduced in sleep-deprived participants, who did not show significant effects of selective attention on early neural processing. Similar group differences were observed in the later processing negativity, from 300 to 450 msec. Taken together, these results indicate that 24-h total sleep deprivation can significantly reduce, or eliminate, early effects of selective attention on neural processing.

Parasympathetic and sympathetic activity are associated with individual differences in neural indices of selective attention in adults

Multiple theoretical frameworks posit that interactions between the autonomic nervous system and higher-order neural networks are crucial for cognitive and emotion regulation. However, few studies have directly examined the relationship between measures of autonomic physiology and brain activity during cognitive tasks, and fewer studies have examined both the parasympathetic and sympathetic autonomic branches when doing so. Here, 93 adults completed an ERP auditory selective attention task concurrently with measures of parasympathetic activity (high-frequency heart rate variability; HF-HRV) and sympathetic activity (preejection period; PEP). We focus on the well-studied N1 ERP component to test for associations with baseline values of HF-HRV and PEP. Individuals with higher resting HF-HRV and shorter resting PEP showed larger effects of selective attention on their ERPs. Follow-up regression models demonstrated that HF-HRV and PEP accounted for unique variance in selective attention effects on N1 mean amplitude. These results are consistent with the neurovisceral integration model, such that greater parasympathetic activity is a marker of increased selective attention, as well as other theoretical models that emphasize the role of heightened sympathetic activity in more efficient attention-related processing. The present findings highlight the importance of autonomic physiology in the study of individual differences in neurocognitive function and, given the foundational role of selective attention across cognitive domains, suggest that both parasympathetic and sympathetic activity may be key to understanding variability in brain function across a variety of cognitive tasks.

Neuroplasticity of selective attention: Research foundations and preliminary evidence for a gene by intervention interaction

This article reviews the trajectory of our research program on selective attention, which has moved from basic research on the neural processes underlying selective attention to translational studies using selective attention as a neurobiological target for evidence-based interventions. We use this background to present a promising preliminary investigation of how genetic and experiential factors interact during development (i.e., gene × intervention interactions). Our findings provide evidence on how exposure to a family-based training can modify the associations between genotype (5-HTTLPR) and the neural mechanisms of selective attention in preschool children from lower socioeconomic status backgrounds.

Development of selective attention in preschool-age children from lower socioeconomic status backgrounds

Although differences in selective attention skills have been identified in children from lower compared to higher socioeconomic status (SES) backgrounds, little is known about these differences in early childhood, a time of rapid attention development. The current study evaluated the development of neural systems for selective attention in children from lower SES backgrounds. Event-related potentials (ERPs) were acquired from 33 children from lower SES and 14 children from higher SES backgrounds during a dichotic listening task. The lower SES group was followed longitudinally for one year. At age four, the higher SES group exhibited a significant attention effect (larger ERP response to attended compared to unattended condition), an effect not observed in the lower SES group. At age five, the lower SES group exhibited a significant attention effect comparable in overall magnitude to that observed in the 4-year-old higher SES group, but with poorer distractor suppression (larger response to the unattended condition). Together, these findings suggest both a maturational delay and divergent developmental pattern in neural mechanisms for selective attention in young children from lower compared to higher SES backgrounds. Furthermore, these findings highlight the importance of studying neurodevelopment within narrow age ranges and in children from diverse backgrounds.

Maturation of Brain Regions Related to the Default Mode Network during Adolescence Facilitates Narrative Comprehension

Objectives

Although the Default Mode Network (DMN) has been examined extensively in adults, developmental characteristics of this network during childhood are not fully understood.

Methods

In this longitudinal study, we characterized the developmental changes in the DMN in fifteen children who were each scanned three times during a narrative comprehension task using magnetic resonance imaging.

Results

Despite similar brain-activation patterns along developmental ages 5 to 18 years when listening to stories, increased, widely distributed deactivation of the DMN was observed in children between the ages of 11 and 18 years. Our findings suggest that changes occurring with increased age, primarily brain maturation and cognitive development drive deactivation of the DMN, which in turn might facilitate attendance to the task.

Conclusions

The interpretation of our results is as a possible reference for the typical course of deactivation of the DMN and to explain the impaired patterns in this neural network associated with different language-related pathologies.

5-HTTLPR polymorphism is linked to neural mechanisms of selective attention in preschoolers from lower socioeconomic status backgrounds

While a growing body of research has identified experiential factors associated with differences in selective attention, relatively little is known about the contribution of genetic factors to the skill of sustained selective attention, especially in early childhood. Here, we assessed the association between the serotonin transporter linked polymorphic region (5-HTTLPR) genotypes and the neural mechanisms of selective attention in young children from lower socioeconomic status (SES) backgrounds. Event-related potentials (ERPs) were recorded during a dichotic listening task from 121 children (76 females, aged 40-67 months), who were also genotyped for the short and long allele of 5-HTTLPR. The effect of selective attention was measured as the difference in ERP mean amplitudes elicited by identical probe stimuli embedded in stories when they were attended versus unattended. Compared to children homozygous for the long allele, children who carried at least one copy of the short allele showed larger effects of selective attention on neural processing. These findings link the short allele of the 5-HTTLPR to enhanced neural mechanisms of selective attention and lay the groundwork for future studies of gene-by-environment interactions in the context of key cognitive skills.