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Petley L, Blankenship C, Hunter LL, Stewart HJ, Lin L, Moore DR. Amplitude Modulation Perception and Cortical Evoked Potentials in Children With Listening Difficulties and Their Typically Developing Peers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:633-656. [PMID: 38241680 PMCID: PMC11000788 DOI: 10.1044/2023_jslhr-23-00317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Revised: 09/01/2023] [Accepted: 11/09/2023] [Indexed: 01/21/2024]
Abstract
PURPOSE Amplitude modulations (AMs) are important for speech intelligibility, and deficits in speech intelligibility are a leading source of impairment in childhood listening difficulties (LiD). The present study aimed to explore the relationships between AM perception and speech-in-noise (SiN) comprehension in children and to determine whether deficits in AM processing contribute to childhood LiD. Evoked responses were used to parse the neural origins of AM processing. METHOD Forty-one children with LiD and 44 typically developing children, ages 8-16 years, participated in the study. Behavioral AM depth thresholds were measured at 4 and 40 Hz. SiN tasks included the Listening in Spatialized Noise-Sentences Test (LiSN-S) and a coordinate response measure (CRM)-based task. Evoked responses were obtained during an AM change detection task using alternations between 4 and 40 Hz, including the N1 of the acoustic change complex, auditory steady-state response (ASSR), P300, and a late positive response (late potential [LP]). Maturational effects were explored via age correlations. RESULTS Age correlated with 4-Hz AM thresholds, CRM separated talker scores, and N1 amplitude. Age-normed LiSN-S scores obtained without spatial or talker cues correlated with age-corrected 4-Hz AM thresholds and area under the LP curve. CRM separated talker scores correlated with AM thresholds and area under the LP curve. Most behavioral measures of AM perception correlated with the signal-to-noise ratio and phase coherence of the 40-Hz ASSR. AM change response time also correlated with area under the LP curve. Children with LiD exhibited deficits with respect to 4-Hz thresholds, AM change accuracy, and area under the LP curve. CONCLUSIONS The observed relationships between AM perception and SiN performance extend the evidence that modulation perception is important for understanding SiN in childhood. In line with this finding, children with LiD demonstrated poorer performance on some measures of AM perception, but their evoked responses implicated a primarily cognitive deficit. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25009103.
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Affiliation(s)
- Lauren Petley
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, OH
- Patient Services Research, Cincinnati Children's Hospital Medical Center, OH
- Department of Psychology, Clarkson University, Potsdam, NY
| | - Chelsea Blankenship
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, OH
- Patient Services Research, Cincinnati Children's Hospital Medical Center, OH
| | - Lisa L. Hunter
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, OH
- Patient Services Research, Cincinnati Children's Hospital Medical Center, OH
- Department of Otolaryngology, College of Medicine, University of Cincinnati, OH
- Department of Communication Sciences and Disorders, College of Allied Health Sciences, University of Cincinnati, OH
| | | | - Li Lin
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, OH
- Patient Services Research, Cincinnati Children's Hospital Medical Center, OH
| | - David R. Moore
- Communication Sciences Research Center, Cincinnati Children's Hospital Medical Center, OH
- Patient Services Research, Cincinnati Children's Hospital Medical Center, OH
- Department of Otolaryngology, College of Medicine, University of Cincinnati, OH
- Manchester Centre for Audiology and Deafness, The University of Manchester, United Kingdom
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Gorina-Careta N, Ribas-Prats T, Arenillas-Alcón S, Puertollano M, Gómez-Roig MD, Escera C. Neonatal Frequency-Following Responses: A Methodological Framework for Clinical Applications. Semin Hear 2022; 43:162-176. [PMID: 36313048 PMCID: PMC9605802 DOI: 10.1055/s-0042-1756162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
The frequency-following response (FFR) to periodic complex sounds is a noninvasive scalp-recorded auditory evoked potential that reflects synchronous phase-locked neural activity to the spectrotemporal components of the acoustic signal along the ascending auditory hierarchy. The FFR has gained recent interest in the fields of audiology and auditory cognitive neuroscience, as it has great potential to answer both basic and applied questions about processes involved in sound encoding, language development, and communication. Specifically, it has become a promising tool in neonates, as its study may allow both early identification of future language disorders and the opportunity to leverage brain plasticity during the first 2 years of life, as well as enable early interventions to prevent and/or ameliorate sound and language encoding disorders. Throughout the present review, we summarize the state of the art of the neonatal FFR and, based on our own extensive experience, present methodological approaches to record it in a clinical environment. Overall, the present review is the first one that comprehensively focuses on the neonatal FFRs applications, thus supporting the feasibility to record the FFR during the first days of life and the predictive potential of the neonatal FFR on detecting short- and long-term language abilities and disruptions.
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Affiliation(s)
- Natàlia Gorina-Careta
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain,Institute of Neurosciences, University of Barcelona, Catalonia, Spain,Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain,BCNatal - Barcelona Center for Maternal Fetal and Neonatal Medicine (Hospital Sant Joan de Déu and Hospital Clínic), University of Barcelona, Barcelona, Catalonia, Spain.
| | - Teresa Ribas-Prats
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain,Institute of Neurosciences, University of Barcelona, Catalonia, Spain,Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - Sonia Arenillas-Alcón
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain,Institute of Neurosciences, University of Barcelona, Catalonia, Spain,Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - Marta Puertollano
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain,Institute of Neurosciences, University of Barcelona, Catalonia, Spain,Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain
| | - M Dolores Gómez-Roig
- Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain,BCNatal - Barcelona Center for Maternal Fetal and Neonatal Medicine (Hospital Sant Joan de Déu and Hospital Clínic), University of Barcelona, Barcelona, Catalonia, Spain.
| | - Carles Escera
- Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of Barcelona, Catalonia, Spain,Institute of Neurosciences, University of Barcelona, Catalonia, Spain,Institut de Recerca Sant Joan de Déu (IRSJD), Barcelona, Catalonia, Spain,Address for correspondence Carles Escera, Ph.D. Brainlab - Cognitive Neuroscience Research Group, Department of Clinical Psychology and Psychobiology, University of BarcelonaPasseig Vall d'Hebron 171, 08035 BarcelonaSpain
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Braid J, Richlan F. The Functional Neuroanatomy of Reading Intervention. Front Neurosci 2022; 16:921931. [PMID: 35784836 PMCID: PMC9243375 DOI: 10.3389/fnins.2022.921931] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2022] [Accepted: 05/31/2022] [Indexed: 11/29/2022] Open
Abstract
The present article reviews the literature on the brain mechanisms underlying reading improvements following behavioral intervention for reading disability. This includes evidence of neuroplasticity concerning functional brain activation, brain structure, and brain connectivity related to reading intervention. Consequently, the functional neuroanatomy of reading intervention is compared to the existing literature on neurocognitive models and brain abnormalities associated with reading disability. A particular focus is on the left hemisphere reading network including left occipito-temporal, temporo-parietal, and inferior frontal language regions. In addition, potential normalization/compensation mechanisms involving right hemisphere cortical regions, as well as bilateral sub-cortical and cerebellar regions are taken into account. The comparison of the brain systems associated with reading intervention and the brain systems associated with reading disability enhances our understanding of the neurobiological basis of typical and atypical reading development. All in all, however, there is a lack of sufficient evidence regarding rehabilitative brain mechanisms in reading disability, which we discuss in this review.
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Mandke K, Flanagan S, Macfarlane A, Gabrielczyk F, Wilson A, Gross J, Goswami U. Neural sampling of the speech signal at different timescales by children with dyslexia. Neuroimage 2022; 253:119077. [PMID: 35278708 DOI: 10.1016/j.neuroimage.2022.119077] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 01/15/2022] [Accepted: 03/07/2022] [Indexed: 01/08/2023] Open
Abstract
Phonological difficulties characterize individuals with dyslexia across languages. Currently debated is whether these difficulties arise from atypical neural sampling of (or entrainment to) auditory information in speech at slow rates (<10 Hz, related to speech rhythm), faster rates, or neither. MEG studies with adults suggest that atypical sampling in dyslexia affects faster modulations in the neurophysiological gamma band, related to phoneme-level representation. However, dyslexic adults have had years of reduced experience in converting graphemes to phonemes, which could itself cause atypical gamma-band activity. The present study was designed to identify specific linguistic timescales at which English children with dyslexia may show atypical entrainment. Adopting a developmental focus, we hypothesized that children with dyslexia would show atypical entrainment to the prosodic and syllable-level information that is exaggerated in infant-directed speech and carried primarily by amplitude modulations <10 Hz. MEG was recorded in a naturalistic story-listening paradigm. The modulation bands related to different types of linguistic information were derived directly from the speech materials, and lagged coherence at multiple temporal rates spanning 0.9-40 Hz was computed. Group differences in lagged speech-brain coherence between children with dyslexia and control children were most marked in neurophysiological bands corresponding to stress and syllable-level information (<5 Hz in our materials), and phoneme-level information (12-40 Hz). Functional connectivity analyses showed network differences between groups in both hemispheres, with dyslexic children showing significantly reduced global network efficiency. Global network efficiency correlated with dyslexic children's oral language development and with control children's reading development. These developmental data suggest that dyslexia is characterized by atypical neural sampling of auditory information at slower rates. They also throw new light on the nature of the gamma band temporal sampling differences reported in MEG dyslexia studies with adults.
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Affiliation(s)
- Kanad Mandke
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom.
| | - Sheila Flanagan
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Annabel Macfarlane
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Fiona Gabrielczyk
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Angela Wilson
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
| | - Joachim Gross
- Institute for Biomagnetism and Biosignal Analysis, University of Münster, Münster, Germany
| | - Usha Goswami
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge CB2 3EB, United Kingdom
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Sex differences in subcortical auditory processing only partially explain higher prevalence of language disorders in males. Hear Res 2020; 398:108075. [PMID: 32977200 DOI: 10.1016/j.heares.2020.108075] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 06/23/2020] [Accepted: 09/01/2020] [Indexed: 11/23/2022]
Abstract
Males and females differ in their subcortical evoked responses to sound. For many evoked response measures, the sex difference is driven by a faster developmental decline of auditory processing in males. Using the frequency-following response (FFR), an evoked potential that reflects predominately midbrain processing of stimulus features, sex differences were identified in the response to the temporal envelope of speech. The pattern of later and smaller responses in males versus females is consistent with two of the three response features that track with language development and reading abilities. Therefore, here we analyzed subcortical response consistency, the third distinguishing feature of language ability. Furthermore, though the envelope is primarily a low-frequency response, the greatest sex differences were observed in harmonics encoding. To better understand these sex differences, we extended these findings to the temporal fine structure response, which is biased to high-frequency information. Using the same 516 participants as previously reported (Krizman et al., 2019), we analyzed the effect of sex across development on response consistency and the encoding of temporal fine structure, as indexed by the subtracted frequency-following response. We found that while males and females did not differ on response consistency, there was an effect of age on this measure. Moreover, while males still showed a faster decline in harmonic encoding, the magnitude and breadth of the sex differences were smaller (accounting for 2% variance) in the temporal fine structure response compared to the envelope response. These results suggest that sex differences are distinct, at least in part, from the differences that underlie language abilities and that developmental sex differences reflect subcortical auditory processing differences of both the temporal envelope and fine structure of sounds.
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Wang F, Karipidis II, Pleisch G, Fraga-González G, Brem S. Development of Print-Speech Integration in the Brain of Beginning Readers With Varying Reading Skills. Front Hum Neurosci 2020; 14:289. [PMID: 32922271 PMCID: PMC7457077 DOI: 10.3389/fnhum.2020.00289] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 06/26/2020] [Indexed: 12/13/2022] Open
Abstract
Learning print-speech sound correspondences is a crucial step at the beginning of reading acquisition and often impaired in children with developmental dyslexia. Despite increasing insight into audiovisual language processing, it remains largely unclear how integration of print and speech develops at the neural level during initial learning in the first years of schooling. To investigate this development, 32 healthy, German-speaking children at varying risk for developmental dyslexia (17 typical readers and 15 poor readers) participated in a longitudinal study including behavioral and fMRI measurements in first (T1) and second (T2) grade. We used an implicit audiovisual (AV) non-word target detection task aimed at characterizing differential activation to congruent (AVc) and incongruent (AVi) audiovisual non-word pairs. While children’s brain activation did not differ between AVc and AVi pairs in first grade, an incongruency effect (AVi > AVc) emerged in bilateral inferior temporal and superior frontal gyri in second grade. Of note, pseudoword reading performance improvements with time were associated with the development of the congruency effect (AVc > AVi) in the left posterior superior temporal gyrus (STG) from first to second grade. Finally, functional connectivity analyses indicated divergent development and reading expertise dependent coupling from the left occipito-temporal and superior temporal cortex to regions of the default mode (precuneus) and fronto-temporal language networks. Our results suggest that audiovisual integration areas as well as their functional coupling to other language areas and areas of the default mode network show a different development in poor vs. typical readers at varying familial risk for dyslexia.
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Affiliation(s)
- Fang Wang
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong
| | - Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, United States
| | - Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Gorka Fraga-González
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Neuroscience Center Zurich, University of Zurich and ETH Zürich, Zurich, Switzerland
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