Repetition Suppression in the Left Inferior Frontal Gyrus Predicts Tone Learning Performance

Lexical tone perception and learning in older adults: A review and future directions

While the literature is well represented in accounting for how aging influences segmental properties of speech, less is known about its influences on suprasegmental properties such as lexical tones. In addition, foreign language learning is increasingly endorsed as being a potential intervention to boost cognitive reserve and overall well-being in older adults. Empirical studies on young learners learning lexical tones are aplenty in comparison with older learners. Challenges in this domain for older learners might be different due to aging and other learner-internal factors. This review consolidates behavioural and neuroscientific research related to lexical tone, speech perception, factors characterising learner groups, and other variables that would influence lexical tone perception and learning in older adults. Factors commonly identified to influence tone learning in younger adult populations, such as musical experience, language background, and motivation in learning a new language, are discussed in relation to older learner groups and recommendations to boost lexical tone learning in older age are provided based on existing studies.

Tone and genes: New cross-linguistic data and methods support the weak negative effect of the "derived" allele of ASPM on tone, but not of Microcephalin

While it is generally accepted that language and speech have genetic foundations, and that the widespread inter-individual variation observed in many of their aspects is partly driven by variation in genes, it is much less clear if differences between languages may also be partly rooted in our genes. One such proposal is that the population frequencies of the so-called "derived" alleles of two genes involved in brain growth and development, ASPM and Microcephalin, are related to the probability of speaking a tone language or not. The original study introducing this proposal used a cross-linguistic statistical approach, showing that these associations are "special" when compared with many other possible relationships between genetic variants and linguistic features. Recent experimental evidence supports strongly a negative effect of the "derived" allele of ASPM on tone perception and/or processing within individuals, but failed to find any effect for Microcephalin. Motivated by these experimental findings, I conduct here a cross-linguistic statistical test, using a larger and updated dataset of 175 samples from 129 unique (meta)populations, and a battery of methods including mixed-effects regression (Bayesian and maximum-likelihood), mediation and path analysis, decision trees and random forests, using permutations and restricted sampling to control for the confounding effects of genealogy (language families) and contact (macroareas). Overall, the results support a negative weak effect of ASPM-D against the presence of tone above and beyond the strong confounding influences of genealogy and contact, but they suggest that the original association between tone and MCPH1 might have been a false positive, explained by differences between populations and languages within and outside Africa. Thus, these cross-linguistic population-scale statistical results are fully consonant with the inter-individual-level experimental results, and suggest that the observed linguistic diversity may be, at least in some cases, partly driven by genetic diversity.

FMRI-based identity classification accuracy in left temporal and frontal regions predicts speaker recognition performance

Speaker recognition is characterized by considerable inter-individual variability with poorly understood neural bases. This study was aimed at (1) clarifying the cerebral correlates of speaker recognition in humans, in particular the involvement of prefrontal areas, using multi voxel pattern analysis (MVPA) applied to fMRI data from a relatively large group of participants, and (2) at investigating the relationship across participants between fMRI-based classification and the group's variable behavioural performance at the speaker recognition task. A cohort of subjects (N = 40, 28 females) selected to present a wide distribution of voice recognition abilities underwent an fMRI speaker identification task during which they were asked to recognize three previously learned speakers with finger button presses. The results showed that speaker identity could be significantly decoded based on fMRI patterns in voice-sensitive regions including bilateral temporal voice areas (TVAs) along the superior temporal sulcus/gyrus but also in bilateral parietal and left inferior frontal regions. Furthermore, fMRI-based classification accuracy showed a significant correlation with individual behavioural performance in left anterior STG/STS and left inferior frontal gyrus. These results highlight the role of both temporal and extra-temporal regions in performing a speaker identity recognition task with motor responses.

Abnormal Effective Connectivity Underlying Auditory Mismatch Negativity Impairments in Schizophrenia

BACKGROUND

Auditory mismatch negativity (MMN) is a translatable event-related potential biomarker, and its reduction in schizophrenia is associated with the severity of clinical symptoms. While MMN recorded at the scalp is generated by a distributed network of temporofrontal neural sources, the primary contributing sources and the dynamic interactions among sources underlying MMN impairments in schizophrenia have not been previously characterized.

METHODS

A novel data-driven analytic framework was applied to large cohorts of healthy comparison subjects (n = 449) and patients with schizophrenia (n = 589) to identify the independent contributing sources of MMN, characterize the patterns of effective connectivity underlying reduced MMN in patients, and explore the clinical significance of these abnormal source dynamics in schizophrenia.

RESULTS

A network of 11 independent contributing sources underlying MMN distributed across temporofrontal cortices was identified. Orderly shifts in peak source activity were detected in a steplike manner, starting at temporal structures and progressing across frontal brain regions. MMN reduction in patients was predominantly associated with reduced contributions from 3 frontal midline sources: orbitofrontal, anterior cingulate, and middle cingulate cortices. Patients showed increased connectivity from temporal to prefrontal regions in conjunction with decreased cross-hemispheric connectivity to prefrontal regions. The decreased connectivity strength of precentral to prefrontal regions in patients with schizophrenia was associated with greater severity of negative symptoms.

CONCLUSIONS

Alterations in the dynamic interactions among temporofrontal sources underlie MMN abnormalities in schizophrenia. These results advance our understanding of the neural substrates and temporal dynamics of normal and impaired information processing with novel applications for translatable biomarkers of neuropsychiatric disorders.

Plasticity in second language learning: The case of Mandarin tones

Adults typically struggle to perceive non-native sound contrasts, especially those that conflict with their first language. Do the same challenges persist when the sound contrasts overlap but do not conflict? To address this question, we explored the acquisition of lexical tones. While tonal variations are present in many languages, they are only used contrastively in tonal languages. We investigated the perception of Mandarin tones by adults with differing experience with Mandarin, including naïve listeners, classroom learners, and native speakers. Naïve listeners discriminated Mandarin tones at above-chance levels, and performance significantly improved after just one month of classroom exposure. Additional evidence for plasticity came from advanced classroom learners, whose tonemic perception was indistinguishable from that of native speakers. The results suggest that unlike many other non-native contrasts, adults studying a language in the classroom can readily acquire the perceptual skills needed to discriminate Mandarin tones.

Educational fMRI: From the Lab to the Classroom

Functional MRI (fMRI) findings hold many potential applications for education, and yet, the translation of fMRI findings to education has not flowed. Here, we address the types of fMRI that could better support applications of neuroscience to the classroom. This 'educational fMRI' comprises eight main challenges: (1) collecting artifact-free fMRI data in school-aged participants and in vulnerable young populations, (2) investigating heterogenous cohorts with wide variability in learning abilities and disabilities, (3) studying the brain under natural and ecological conditions, given that many practical topics of interest for education can be addressed only in ecological contexts, (4) depicting complex age-dependent associations of brain and behaviour with multi-modal imaging, (5) assessing changes in brain function related to developmental trajectories and instructional intervention with longitudinal designs, (6) providing system-level mechanistic explanations of brain function, so that useful individualized predictions about learning can be generated, (7) reporting negative findings, so that resources are not wasted on developing ineffective interventions, and (8) sharing data and creating large-scale longitudinal data repositories to ensure transparency and reproducibility of fMRI findings for education. These issues are of paramount importance to the development of optimal fMRI practices for educational applications.

Neural adaptation and cognitive inflexibility in repeated problem-solving behaviors

Repeated stimulus processing is often associated with a reduction in neural activity, known as neural adaptation. Therefore, people are more sensitive to novelty detection but likely lose flexibility in subsequent novelty processing after detection. To demonstrate the dynamic changes in neural adaption in repeated problem-solving behaviors and test its negative influence on subsequent nonrepetitive problem-solving behaviors, we adopted a Chinese character decomposition task in this fMRI study. Participants were asked to repeatedly perform 3-5 practice problems that could be solved by the same loose chunk decomposition (LCD) solution followed by a test problem that could be solved by a tight chunk decomposition (TCD) solution in the enhanced-set condition. The practice problem gradually elicited lower percent signal changes within the cuneus, superior parietal lobule (SPL), inferior frontal gyrus (IFG) and medial prefrontal cortex (mPFC) in serial positions -1, -2 and -3 of a set, implying that neural adaptation occurred in repeated practice. Both the test problem and the practice problem that following it recruited greater activation of the SPL and IFG in the enhanced-set condition than in the base-set condition when the practice problem and test problem alternately appeared, implying that the task switching cost from a more dominant task to a less dominant task and vice versa was increased after neural adaptation occurred. In other words, repeatedly solving a set of similar problems with the same solution likely leads to neural adaptation and cognitive inflexibility, which in turn have an undifferentiated impact on task switching. This finding expands existing knowledge about the neurocognitive mechanism underlying the formation of the mental set and sheds light on the influence of neural adaptation on subsequent processing.

Formant Space Reconstruction From Brain Activity in Frontal and Temporal Regions Coding for Heard Vowels

Classical studies have isolated a distributed network of temporal and frontal areas engaged in the neural representation of speech perception and production. With modern literature arguing against unique roles for these cortical regions, different theories have favored either neural code-sharing or cortical space-sharing, thus trying to explain the intertwined spatial and functional organization of motor and acoustic components across the fronto-temporal cortical network. In this context, the focus of attention has recently shifted toward specific model fitting, aimed at motor and/or acoustic space reconstruction in brain activity within the language network. Here, we tested a model based on acoustic properties (formants), and one based on motor properties (articulation parameters), where model-free decoding of evoked fMRI activity during perception, imagery, and production of vowels had been successful. Results revealed that phonological information organizes around formant structure during the perception of vowels; interestingly, such a model was reconstructed in a broad temporal region, outside of the primary auditory cortex, but also in the pars triangularis of the left inferior frontal gyrus. Conversely, articulatory features were not associated with brain activity in these regions. Overall, our results call for a degree of interdependence based on acoustic information, between the frontal and temporal ends of the language network.

Neurophysiological Markers of Statistical Learning in Music and Language: Hierarchy, Entropy, and Uncertainty

Statistical learning (SL) is a method of learning based on the transitional probabilities embedded in sequential phenomena such as music and language. It has been considered an implicit and domain-general mechanism that is innate in the human brain and that functions independently of intention to learn and awareness of what has been learned. SL is an interdisciplinary notion that incorporates information technology, artificial intelligence, musicology, and linguistics, as well as psychology and neuroscience. A body of recent study has suggested that SL can be reflected in neurophysiological responses based on the framework of information theory. This paper reviews a range of work on SL in adults and children that suggests overlapping and independent neural correlations in music and language, and that indicates disability of SL. Furthermore, this article discusses the relationships between the order of transitional probabilities (TPs) (i.e., hierarchy of local statistics) and entropy (i.e., global statistics) regarding SL strategies in human's brains; claims importance of information-theoretical approaches to understand domain-general, higher-order, and global SL covering both real-world music and language; and proposes promising approaches for the application of therapy and pedagogy from various perspectives of psychology, neuroscience, computational studies, musicology, and linguistics.

Interpreting and Utilising Intersubject Variability in Brain Function

We consider between-subject variance in brain function as data rather than noise. We describe variability as a natural output of a noisy plastic system (the brain) where each subject embodies a particular parameterisation of that system. In this context, variability becomes an opportunity to: (i) better characterise typical versus atypical brain functions; (ii) reveal the different cognitive strategies and processing networks that can sustain similar tasks; and (iii) predict recovery capacity after brain damage by taking into account both damaged and spared processing pathways. This has many ramifications for understanding individual learning preferences and explaining the wide differences in human abilities and disabilities. Understanding variability boosts the translational potential of neuroimaging findings, in particular in clinical and educational neuroscience.

What Can Lexical Tone Training Studies in Adults Tell Us about Tone Processing in Children?

A growing number of studies on the acquisition of lexical tone by adult learners have revealed that factors such as language background, musical experience, cognitive abilities, and neuroanatomy all play a role in determining tone learning success. On the basis of these findings, it has been argued that the effectiveness of tone learning in adulthood depends on individual differences in these factors. However, it is not clear whether similar individual differences play an analogous role in tone learning in childhood. Indeed, relatively few studies have made comparisons between how adults and children learn lexical tones. Here, we review recent developments for tone learning in both adults and children. The review covers tone training in a range of contexts, including in naive listeners, in native speakers of other tone languages, in listeners with varying levels of musical experience, and in individuals with speech and hearing disorders. Finally, we discuss the parallels between adult and child tone learning, and provide recommendations concerning how findings in adult tone training can provide insights into tone learning for children by accommodating the needs of individual learners.

Functional connectivity of the cortical network supporting statistical learning in musicians and non-musicians: an MEG study

Statistical learning is a cognitive process of great importance for the detection and representation of environmental regularities. Complex cognitive processes such as statistical learning usually emerge as a result of the activation of widespread cortical areas functioning in dynamic networks. The present study investigated the cortical large-scale network supporting statistical learning of tone sequences in humans. The reorganization of this network related to musical expertise was assessed via a cross-sectional comparison of a group of musicians to a group of non-musicians. The cortical responses to a statistical learning paradigm incorporating an oddball approach were measured via Magnetoencephalographic (MEG) recordings. Large-scale connectivity of the cortical activity was calculated via a statistical comparison of the estimated transfer entropy in the sources' activity. Results revealed the functional architecture of the network supporting the processing of statistical learning, highlighting the prominent role of informational processing pathways that bilaterally connect superior temporal and intraparietal sources with the left IFG. Musical expertise is related to extensive reorganization of this network, as the group of musicians showed a network comprising of more widespread and distributed cortical areas as well as enhanced global efficiency and increased contribution of additional temporal and frontal sources in the information processing pathway.

Neural Pattern Similarity in the Left IFG and Fusiform Is Associated with Novel Word Learning

Previous studies have revealed that greater neural pattern similarity across repetitions is associated with better subsequent memory. In this study, we used an artificial language training paradigm and representational similarity analysis to examine whether neural pattern similarity across repetitions before training was associated with post-training behavioral performance. Twenty-four native Chinese speakers were trained to learn a logographic artificial language for 12 days and behavioral performance was recorded using the word naming and picture naming tasks. Participants were scanned while performing a passive viewing task before training, after 4-day training and after 12-day training. Results showed that pattern similarity in the left pars opercularis (PO) and fusiform gyrus (FG) before training was negatively associated with reaction time (RT) in both word naming and picture naming tasks after training. These results suggest that neural pattern similarity is an effective neurofunctional predictor of novel word learning in addition to word memory.

Personalized learning: From neurogenetics of behaviors to designing optimal language training

Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. "Personalized Learning" seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language.

Power spectrum scale invariance as a neural marker of cocaine misuse and altered cognitive control

BACKGROUND

Magnetic resonance imaging (MRI) has highlighted the effects of chronic cocaine exposure on cerebral structures and functions, and implicated the prefrontal cortices in deficits of cognitive control. Recent investigations suggest power spectrum scale invariance (PSSI) of cerebral blood oxygenation level dependent (BOLD) signals as a neural marker of cerebral activity. We examined here how PSSI is altered in association with cocaine misuse and impaired cognitive control.

METHODS

Eighty-eight healthy (HC) and seventy-five age and gender matched cocaine dependent (CD) adults participated in functional MRI of a stop signal task (SST). BOLD images were preprocessed using standard procedures in SPM, including detrending, band-pass filtering (0.01-0.25 Hz), and correction for head motions. Voxel-wise PSSI measures were estimated by a linear fit of the power spectrum with a log-log scale. In group analyses, we examined differences in PSSI between HC and CD, and its association with clinical and behavioral variables using a multiple regression. A critical component of cognitive control is post-signal behavioral adjustment, which is compromised in cocaine dependence. Therefore, we examined the PSSI changes in association with post-signal slowing (PSS) in the SST.

RESULTS

Compared to HC, CD showed decreased PSS and PSSI in multiple frontoparietal regions. PSSI was positively correlated with PSS in HC in multiple regions, including the left inferior frontal gyrus (IFG) and right supramarginal gyrus (SMG), which showed reduced PSSI in CD.

CONCLUSIONS

These findings suggest disrupted connectivity dynamics in the fronto-parietal areas in association with post-signal behavioral adjustment in cocaine addicts. These new findings support PSSI as a neural marker of impaired cognitive control in cocaine addiction.