Auditory scene analysis in dyslexics

Comparison of auditory stream segregation in sighted and early blind individuals

An important characteristic of the auditory system is the capacity to analyze complex sounds and make decisions on the source of the constituent parts of these sounds. Blind individuals compensate for the lack of visual information by an increase input from other sensory modalities, including increased auditory information. The purpose of the current study was to compare the fission boundary (FB) threshold of sighted and early blind individuals through spectral aspects using a psychoacoustic auditory stream segregation (ASS) test. This study was conducted on 16 sighted and 16 early blind adult individuals. The applied stimuli were presented sequentially as the pure tones A and B and as a triplet ABA-ABA pattern at the intensity of 40dBSL. The A tone frequency was selected as the basis at values of 500, 1000, and 2000Hz. The B tone was presented with the difference of a 4-100% above the basis tone frequency. Blind individuals had significantly lower FB thresholds than sighted people. FB was independent of the frequency of the tone A when expressed as the difference in the number of equivalent rectangular bandwidths (ERBs). Early blindness may increase perceptual separation of the acoustic stimuli to form accurate representations of the world.

Auditory scene analysis in school-aged children with developmental language disorders

Natural sound environments are dynamic, with overlapping acoustic input originating from simultaneously active sources. A key function of the auditory system is to integrate sensory inputs that belong together and segregate those that come from different sources. We hypothesized that this skill is impaired in individuals with phonological processing difficulties. There is considerable disagreement about whether phonological impairments observed in children with developmental language disorders can be attributed to specific linguistic deficits or to more general acoustic processing deficits. However, most tests of general auditory abilities have been conducted with a single set of sounds. We assessed the ability of school-aged children (7-15 years) to parse complex auditory non-speech input, and determined whether the presence of phonological processing impairments was associated with stream perception performance. A key finding was that children with language impairments did not show the same developmental trajectory for stream perception as typically developing children. In addition, children with language impairments required larger frequency separations between sounds to hear distinct streams compared to age-matched peers. Furthermore, phonological processing ability was a significant predictor of stream perception measures, but only in the older age groups. No such association was found in the youngest children. These results indicate that children with language impairments have difficulty parsing speech streams, or identifying individual sound events when there are competing sound sources. We conclude that language group differences may in part reflect fundamental maturational disparities in the analysis of complex auditory scenes.

Neural correlates of auditory stream segregation: an analysis of onset- and change-related responses

The temporal order discrimination of target tone pairs is hindered by the presence of flanker tones but is improved when the flanker tones are captured by a separate stream of tones that match the flankers in frequency [Bregman and Rudnicky (1975). J. Exp. Psychol. 1, 263-267]. In an event-related potential (ERP) study with these stimuli, listeners' mismatch negativity (MMN) responses were temporally linked to the position of the changing target tones, irrespective of streaming. In contrast, N1 response latency varied as a function of the perceived grouping of flanker tones established by previous behavioral studies, providing a neurophysiological index of auditory stream segregation.

Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan

Sensitive periods in human development have often been proposed to explain age-related differences in the attainment of a number of skills, such as a second language (L2) and musical expertise. It is difficult to reconcile the negative consequence this traditional view entails for learning after a sensitive period with our current understanding of the brain's ability for experience-dependent plasticity across the lifespan. What is needed is a better understanding of the mechanisms underlying auditory learning and plasticity at different points in development. Drawing on research in language development and music training, this review examines not only what we learn and when we learn it, but also how learning occurs at different ages. First, we discuss differences in the mechanism of learning and plasticity during and after a sensitive period by examining how language exposure versus training forms language-specific phonetic representations in infants and adult L2 learners, respectively. Second, we examine the impact of musical training that begins at different ages on behavioral and neural indices of auditory and motor processing as well as sensorimotor integration. Third, we examine the extent to which childhood training in one auditory domain can enhance processing in another domain via the transfer of learning between shared neuro-cognitive systems. Specifically, we review evidence for a potential bi-directional transfer of skills between music and language by examining how speaking a tonal language may enhance music processing and, conversely, how early music training can enhance language processing. We conclude with a discussion of the role of attention in auditory learning for learning during and after sensitive periods and outline avenues of future research.

Early neural disruption and auditory processing outcomes in rodent models: implications for developmental language disability

Most researchers in the field of neural plasticity are familiar with the "Kennard Principle," which purports a positive relationship between age at brain injury and severity of subsequent deficits (plateauing in adulthood). As an example, a child with left hemispherectomy can recover seemingly normal language, while an adult with focal injury to sub-regions of left temporal and/or frontal cortex can suffer dramatic and permanent language loss. Here we present data regarding the impact of early brain injury in rat models as a function of type and timing, measuring long-term behavioral outcomes via auditory discrimination tasks varying in temporal demand. These tasks were created to model (in rodents) aspects of human sensory processing that may correlate-both developmentally and functionally-with typical and atypical language. We found that bilateral focal lesions to the cortical plate in rats during active neuronal migration led to worse auditory outcomes than comparable lesions induced after cortical migration was complete. Conversely, unilateral hypoxic-ischemic (HI) injuries (similar to those seen in premature infants and term infants with birth complications) led to permanent auditory processing deficits when induced at a neurodevelopmental point comparable to human "term," but only transient deficits (undetectable in adulthood) when induced in a "preterm" window. Convergent evidence suggests that regardless of when or how disruption of early neural development occurs, the consequences may be particularly deleterious to rapid auditory processing (RAP) outcomes when they trigger developmental alterations that extend into subcortical structures (i.e., lower sensory processing stations). Collective findings hold implications for the study of behavioral outcomes following early brain injury as well as genetic/environmental disruption, and are relevant to our understanding of the neurologic risk factors underlying developmental language disability in human populations.

Turning down the noise: the benefit of musical training on the aging auditory brain

Age-related decline in hearing abilities is a ubiquitous part of aging, and commonly impacts speech understanding, especially when there are competing sound sources. While such age effects are partially due to changes within the cochlea, difficulties typically exist beyond measurable hearing loss, suggesting that central brain processes, as opposed to simple peripheral mechanisms (e.g., hearing sensitivity), play a critical role in governing hearing abilities late into life. Current training regimens aimed to improve central auditory processing abilities have experienced limited success in promoting listening benefits. Interestingly, recent studies suggest that in young adults, musical training positively modifies neural mechanisms, providing robust, long-lasting improvements to hearing abilities as well as to non-auditory tasks that engage cognitive control. These results offer the encouraging possibility that musical training might be used to counteract age-related changes in auditory cognition commonly observed in older adults. Here, we reviewed studies that have examined the effects of age and musical experience on auditory cognition with an emphasis on auditory scene analysis. We infer that musical training may offer potential benefits to complex listening and might be utilized as a means to delay or even attenuate declines in auditory perception and cognition that often emerge later in life.

Auditory stream segregation and the perception of across-frequency synchrony

This study explored the extent to which sequential auditory grouping affects the perception of temporal synchrony. In Experiment 1, listeners discriminated between 2 pairs of asynchronous "target" tones at different frequencies, A and B, in which the B tone either led or lagged. Thresholds were markedly higher when the target tones were temporally surrounded by "captor tones" at the A frequency than when the captor tones were absent or at a remote frequency. Experiment 2 extended these findings to asynchrony detection, revealing that the perception of synchrony, one of the most potent cues for simultaneous auditory grouping, is not immune to competing effects of sequential grouping. Experiment 3 examined the influence of ear separation on the interactions between sequential and simultaneous grouping cues. The results showed that, although ear separation could facilitate perceptual segregation and impair asynchrony detection, it did not prevent the perceptual integration of simultaneous sounds.

Auditory and visual stream segregation in children and adults: an assessment of the amodality assumption of the 'sluggish attentional shifting' theory of dyslexia

Among the hypotheses relating dyslexia to a temporal processing disorder, Hari and Renvall (Hari, R., Renvall, H., 2001. Impaired processing of rapid stimulus sequences in dyslexia. Trends. Cognit. Sci. 5, 525-532.) argued that dyslexic individuals would show difficulties at an attentional level, through sluggish attentional shifting (SAS) in all sensory modalities. However, the amodality assumption of the SAS theory was never straightforwardly assessed in the same group of dyslexic participants using similar paradigms in both the visual and auditory modalities. Here, the attentional sequential performance of control and dyslexic participants was evaluated using rapid serial presentation paradigms measuring individual stream segregation thresholds in the two modalities. The first experiment conducted on French dyslexic children with a phonological disorder revealed an SAS only in the auditory modality only which was strongly related to reading performance. The second experiment carried out on British dyslexic young adults with a phonological disorder using the same auditory segregation task but a different visual paradigm revealed an SAS in both the visual and the auditory modalities. In addition, a relationship was found in this group between SAS, poor reading and poor phonological skills. Two further control experiments showed that differences in task design or participants' language between Experiments 1 and 2 could not account for the differences in terms of visual segregation patterns. Overall, our results support the view that the auditory SAS plays a role in developmental dyslexia via its impact on phonological abilities. In addition, a visual temporal disorder in dyslexia might emerge at a later developmental stage, when the visual system normally becomes more expert at rapid temporal processing.

Evidence of a posterior cingulate involvement (Brodmann area 31) in dyslexia: a study based on source localization algorithm of event-related potentials

The study investigates the differences regarding the position of intracranial generators of P50 component of ERPs in 38 dyslexic children aged 11.47+/-2.12 years compared with their 19 healthy siblings aged 12.21+/-2.25. The dipoles were extracted by solving the inverse electromagnetic problem according to the recursively applied and projected multiple signal classification (RAP-MUSIC) algorithm approach. For improved localization of the main dipole the solutions were optimized using genetic algorithms. The statistical analysis revealed differences regarding the position of intracranial generators of low frequency of P50. Particularly, dyslexics showed main activity being located at posterior cingulate cortex (Brodmann's area 31) while controls exhibited main activity being located at retrosplenial cortex (Brodmann's area 30). These results may indicate a role for the posterior cingulate cortex in the pre-attentive processing operation of dyslexia beyond of its traditional function in terms of spatial attention and motor intention.

Abnormality of mismatch negativity in response to tone omission in dyslexic adults

Evidence of abnormalities in the perception of rapidly presented sounds in dyslexia has been interpreted as evidence of a prolonged time window within which sounds can influence the perception of temporally surrounding sounds. We recorded the magnetic mismatch negativity (MMNm) to infrequent tone omissions in a group of six dyslexic adults and six IQ and age-matched controls. An MMNm is only elicited in response to a complete stimulus omission when successive inputs fall within the temporal window of integration (stimulus onset asynchrony (SOA) approximately 160 ms). No MMNm responses were recorded in either experimental group when stimuli were presented at SOAs falling just outside the temporal window of integration (SOA = 175 ms). However, while presentation rates of 100 ms resulted in MMNm responses for all control participants, the same stimulus omissions elicited an MMNm response in only one of the six dyslexic participants. These results cannot support the hypothesis of a prolonged time window of integration, but rather indicate auditory grouping deficits in the dyslexic population.

Auditory perceptual grouping and attention in dyslexia

Despite dyslexia affecting a large number of people, the mechanisms underlying the disorder remain undetermined. There are numerous theories about the origins of dyslexia. Many of these relate dyslexia to low-level, sensory temporal processing deficits. Another group of theories attributes dyslexia to language-specific impairments. Here, we show that dyslexics perform worse than controls on an auditory perceptual grouping task. The results show differences in performance between the groups that depend on sound frequency and not solely on parameters related to temporal processing. Performance on this task suggests that dyslexics' deficits may result from impaired attentional control mechanisms. Such deficits are neither modality nor language-specific and may help to reconcile differences between theories of dyslexia.

The intraparietal sulcus and perceptual organization

The structuring of the sensory scene (perceptual organization) profoundly affects what we perceive, and is of increasing clinical interest. In both vision and audition, many cues have been identified that influence perceptual organization, but only a little is known about its neural basis. Previous studies have suggested that auditory cortex may play a role in auditory perceptual organization (also called auditory stream segregation). However, these studies were limited in that they just examined auditory cortex and that the stimuli they used to generate different organizations had different physical characteristics, which per se may have led to the differences in neural response. In the current study, functional magnetic resonance imaging was used to test for an effect of perceptual organization across the whole brain. To avoid confounding physical changes to the stimuli with differences in perceptual organization, we exploited an ambiguous auditory figure that is sometimes perceived as a single auditory stream and sometimes as two streams. We found that regions in the intraparietal sulcus (IPS ) showed greater activity when 2 streams were perceived rather than 1. The specific involvement of this region in perceptual organization is exciting, as there is a growing literature that suggests a role for the IPS in binding in vision, touch, and cross-modally. This evidence is discussed, and a general role proposed for regions of the IPS in structuring sensory input.

Hearing Two Things at Once: Neurophysiological Indices of Speech Segregation and Identification

The discrimination of concurrent sounds is paramount to speech perception. During social gatherings, listeners must extract information from a composite acoustic wave, which sums multiple individual voices that are simultaneously active. The observers' ability to identify two simultaneously presented vowels improves with increasing separation between the fundamental frequencies (f 0) of the two vowels. Event-related potentials to stimuli presented during attend and ignore conditions revealed activity between 130 and 170 msec after sound onset that reflected the f 0 differences between the two vowels. Another, more posterior and right-lateralized, negative wave maximal at 250 msec, and a central-parietal slow negativity were observed only during vowel identification and may index stimulus categorization. This sequence of neural events supports a multistage model of auditory scene analysis in which the spectral pattern of each vowel constituent is automatically extracted and then matched against representations of those vowels in working memory.

Auditory temporal pattern discrimination and reading ability

The relation between reading ability and performance on an auditory temporal pattern discrimination task was investigated in children who were either good or delayed readers. The stimuli in the primary task consisted of sequences of tones, alternating between high and low frequencies. The threshold interstimulus interval (ISI) for discrimination of differences in the temporal properties of the sequences was measured. An ISI threshold was also measured in a control task that was identical to the primary task, except all tones in a control sequence had the same frequency. Delayed readers and good readers were equally able to discriminate the timing of the sequences at short ISIs, for both the primary and control tasks. Furthermore, the ISI thresholds were not correlated with the ability to read either irregular words or nonwords. These results suggest that reading ability is not related to the ability to track large and rapid frequency changes in auditory temporal patterns.