Language comprehension in language-learning impaired children improved with acoustically modified speech

Revealing the Causes of Dyslexia through a Differential Diagnosis, a Short-Term Effective Treatment and an Appropriate Conceptual Framework

Various different impairments and their interactions can cause reading problems referred to as "dyslexia". Since reading requires the interaction of many abilities, the impairment of each of these abilities can result in dyslexia. Therefore, the diagnosis must differentiate various kinds of dyslexia. The diagnosis of a certain kind of dyslexia cannot be delimited to the investigation and description of symptoms but must also include the investigation of the causes of each kind of dyslexia. For this purpose, a scientifically unequivocal concept of causation and appropriate methods are needed to distinguish them from co-existing impairments that have no causal influence on reading performance. The results of applying these methods cannot be adequately accounted for by a non-scientific, intuitive understanding of necessary and sufficient conditions and causation. The methods suitable for revealing the causes of dyslexia are described in detail, and the results of applying these methods in experiments, in which 356 children with developmental dyslexia participated, are reviewed. Since the concepts of "necessary" and "sufficient" conditions and "causation" proposed in the philosophy of science are not suitable for describing causes of dyslexia and their interaction, they are replaced by a more detailed, experimentally based conceptual framework that provides an accurate description of the conditions required for correct reading and the causes of dyslexia.

Enhancing lexical tone learning for second language speakers: effects of acoustic properties in Mandarin tone perception

Understanding the challenges faced by second language (L2) learners in lexical tone perception is crucial for effective language acquisition. This study investigates the impact of exaggerated acoustic properties on facilitating Mandarin tone learning for English speakers. Using synthesized tone stimuli, we systematically manipulated pitch contours through three key modifications: expanding the fundamental frequency (F0), increasing F0 (female voice), and extending the overall duration. Our objectives were to assess the influence of F0 expansion, higher F0, longer duration, and varied syllables on Mandarin tone learning and generalization. Participants engaged in a non-adaptive trial-by-trial tone identification task. Mixed-effects logistic regression modeling was used to analyze accuracy across learning phases, acoustic factors, and tones. Findings reveal improvements in accuracy from training to testing and generalization phases, indicating the effectiveness of perceptual training to tone perception for adult English speakers. Tone 1 emerged as the easiest to perceive, while Tone 3 posed the most challenge, consistent with established hierarchies of tonal acquisition difficulty. Analysis of acoustic factors highlighted tone-specific effects. Expanded F0 was beneficial for the identification of Tone 2 and Tone 3 but posed challenges for Tone 1 and Tone 4. Additionally, longer durations also exhibited varied effects across tones, aiding in the identification of Tone 3 and Tone 4 but hindering Tone 1 identification. The higher F0 was advantageous for Tone 2 but disadvantageous for Tone 3. Furthermore, the syllable ma facilitated the identification of Tone 1 and Tone 2 but not for Tone 3 and Tone 4. These findings enhance our understanding of the role of acoustic properties in L2 tone perception and have implications for the design of effective training programs for second language acquisition.

Dyslexia Due to Visual Impairments

Reading involves many different abilities that are necessary or sufficient conditions for fluent and flawless reading. The absence of one necessary or of all sufficient conditions is a cause of dyslexia. The present study investigates whether too short fixation times and an impaired ability to recognize a string of letters simultaneously are causes of dyslexia. The frequency and types of reading mistakes were investigated in a tachistoscopic pseudoword experiment with 100 children with dyslexia to test the impact of too short fixation times and the attempts of children with dyslexia to recognize more letters simultaneously than they can when reading pseudowords. The experiment demonstrates that all types of reading mistakes disappear when the fixation time increases and/or the number of letters that the children try to recognize simultaneously is reduced. The results cannot be interpreted as being due to altered visual crowding, impaired attention, or impaired phonological awareness, but can be regarded as an effect of impaired temporal summation and a dysfunction in the ventral stream of the visual system.

Auditory Processing Disorder: Protocols and Controversy

PURPOSE

This study examined current auditory processing disorder (APD) protocols and audiologists' perspectives on the active debate seen in the literature regarding the status of APD as a unique disorder.

METHOD

This study used a cross-sectional, nonexperimental survey design. The participants were 134 U.S. audiologists, representing diversity across experience level and work setting.

RESULTS

Popular APD tests from prior surveys remain popular, and a few new tests have emerged. Most audiologists use diverse strategies to identify potential comorbid disorders as part of their APD protocol, including multidisciplinary assessment and referral to other specialists. Most participants disagreed with the assertion that APD is not a unique disorder; however, many also pointed out that patients' struggles with listening need to be the primary focus of APD assessment and management, regardless of the label of the disorder. Qualitative analysis of participant comments on the controversy yielded six themes: Clinical Experience, Comorbidity, Listening Skills, Literature Support, Overdiagnosis, and More Information Needed.

CONCLUSION

Most participants consider APD to be a unique disorder, citing clinical experience and the literature for support; however, many also indicated APD is complicated by comorbidity and APD may be overdiagnosed.

Functional preference of the left inferior parietal lobule to second language reading

Additional neural substance for reading in a second language has been reported by prior studies. However, to date, there has been little investigation into whether and how the brain's adaptation to a second language is induced by specific linguistic tasks or is a general effect during reading in a new language. To address this issue, our study investigated Chinese children learning English as a second language by combining cross-sectional and longitudinal Functional Magnetic Resonance Imaging (fMRI) studies. We compared brain activation across four reading tasks, orthographic tasks and phonological tasks in Chinese (the first language, L1) and English (the second language, L2). By comparing the activation pattern across languages, we observed greater activation in the left inferior parietal lobule (LIPL) in English compared to Chinese, suggesting a functional preference of the LIPL to L2. In addition, greater correlation between LIPL-related FC and L2 was mainly observed in the phonological task, indicating that LIPL could be associated with phonological processing. Moreover, a proportion of the children were enrolled in an 8-week phonological-based reading-training program. We observed significant functional plasticity of the LIPL elicited by this training program only in the English phonological task and not in the orthographic task, further substantiating that the additional requirements of the LIPL in L2 are mainly associated with phonological processing. The findings provide new insights into understanding the functional contribution of the LIPL to reading in a second language.

Temporal processing deficit in children and adolescents with autism spectrum disorder: An online assessment

Objective

The sensory deficit has been considered as one of the core features in children and adolescents with autism spectrum disorder (ASD). The present study aimed to examine the temporal processing of simple and more complex auditory inputs in ASD children and adolescents with an online assessment that can be conducted remotely.

Methods

One hundred fifty-eight children and adolescents aged 5-17 years participated in this study, including 79 ASD participants and 79 typically developing (TD) participants. The online assessment consisted of two temporal-order judgment tasks that required repeating the sequence of two pure tones or consonant-vowel (CV) syllabic pairs at varying interstimulus intervals (ISIs).

Results

Significantly lower accuracy rates were found in ASD than TD participants in the pure tone and the CV conditions with both short and long ISI. In addition, ASD participants (M  =  245.97 ms) showed a significantly higher passing threshold than TD participants (M  =  178.84 ms) in the CV task. Receiver operating characteristic analysis found that the age × ISI passing threshold composite yielded a sensitivity of 74.7% and a specificity of 50.6% at the cutoff point of -0.307 in differentiating ASD participants from TD participants.

Conclusion

In sum, children and adolescents with ASD showed impaired temporal processing of both simple and more complex auditory stimuli, and the online assessment seems to be sensitive in differentiating individuals with ASD from those with TD.

Temporal processing tele-intervention improves language, attention, and memory in children with neurodevelopmental disorders

Objective

Temporal processing is the brain's ability to process rapid successive stimuli, and children with neurodevelopmental disorders showed temporal processing deficits. Empirical evidence suggests that in-person intervention on temporal processing improves various cognitive functions of these children, and the present study aimed to study the effects of temporal processing tele-intervention (TPT) on the cognitive functions of children with neurodevelopmental disorders.

Methods

Ninety-five children with neurodevelopmental disorders were recruited and randomly assigned to remotely receive either TPT or conventional language remediation (CLR) in 20 parallel group-based intervention sessions once per week. Their cognitive functions were assessed before and after the intervention.

Results

The TPT group demonstrated a specific and significant improvement in working memory (p < .001). While there was an overall significant improvement in sustained attention in terms of processing speed after both types of intervention (p = .006), the positive effects of TPT might be more prominent than that of CLR given the significant pre-post difference after receiving TPT (p = .012) but not CLR (p = .21). Regarding rapid naming accuracy which had marginally significant improvement after the intervention (p = .03), the trend of improvement in TPT (p = .05) also seemed more apparent than that of CLR (p = .18). Finally, the TPT group had significant improvement in word knowledge (p < .001), rapid naming speed (p < .001), sustained attention in terms of accuracy (p < .001), and verbal learning and memory (p < .01) to an extent similar to that of the CLR group.

Conclusions

These findings suggest that TPT can be a potential intervention for improving cognitive functions in children with neurodevelopmental disorders. Clinical trial registration number: NCT05428657 at ClinicalTrials.gov (https://clinicaltrials.gov/).

Relationship Between Temporal Pattern Perception Test and Mismatch Negativity in Children With Auditory Processing Disorder and Dyslexia

BACKGROUND AND OBJECTIVES

Mismatch negativity (MMN) is an objective test for assessing auditory function. The central auditory nervous system processes different stimuli in various ways. This can be assessed using MMN elicited with different stimuli in an "oddball" paradigm. This study evaluated temporal ordering skills using MMN with different durations of stimuli. This study aimed to determine the correlation between the results of the behavioral duration pattern test (DPT) with MMN in typically developing children versus children with dyslexia and auditory processing disorder (APD). Subjects and.

METHODS

Two groups of children participated in the study. The experimental group included 16 children with APD and dyslexia who had scored below the age-matched scores in the DPT. The control group consisted of 16 typically developing children with age-matched scores in the DPT. MMN was elicited using the same stimuli (250 ms and 500 ms) as that of the DPT in both groups. MMN latency, MMN amplitude, and area under the curve were measured in both groups.

RESULTS

Compared to the control group, children with APD and dyslexia showed increased MMN latency, reduced amplitude, and decreased area under the curve. There was a low correlation (r= -0.293, p<0.05) between MMN latency and DPT scores. The correlation between MMN amplitude and DPT scores was moderate (0.472, p<0.001). Furthermore, a strong correlation (0.536, p<0.001) between area under the curve and DPT scores was demonstrated.

CONCLUSIONS

MMN amplitude and MMN area under the curve could serve as valid indicators during assessment of temporal ordering in children with APD and dyslexia.

Crossmodal benefits to vocal emotion perception in cochlear implant users

Speech comprehension counts as a benchmark outcome of cochlear implants (CIs)-disregarding the communicative importance of efficient integration of audiovisual (AV) socio-emotional information. We investigated effects of time-synchronized facial information on vocal emotion recognition (VER). In Experiment 1, 26 CI users and normal-hearing (NH) individuals classified emotions for auditory-only, AV congruent, or AV incongruent utterances. In Experiment 2, we compared crossmodal effects between groups with adaptive testing, calibrating auditory difficulty via voice morphs from emotional caricatures to anti-caricatures. CI users performed lower than NH individuals, and VER was correlated with life quality. Importantly, they showed larger benefits to VER with congruent facial emotional information even at equal auditory-only performance levels, suggesting that their larger crossmodal benefits result from deafness-related compensation rather than degraded acoustic representations. Crucially, vocal caricatures enhanced CI users' VER. Findings advocate AV stimuli during CI rehabilitation and suggest perspectives of caricaturing for both perceptual trainings and sound processor technology.

Use of Virtual Reality in Children with Dyslexia

In recent years, the study of dyslexia has seen rapid progress in definition and classification, neuropsychological correlates, neurobiological factors, and intervention. However, there are few studies on how virtual reality can affect improving cognitive domains and cross-cutting pedagogical skills. We, therefore, tested intervention through the use of a virtual reality rehabilitation system (VRRS) in children with dyslexia. Twenty-eight patients diagnosed with dyslexia were enrolled in this study. One-half underwent conventional neuropsychological treatment, and the other half performed VR neurorehabilitation training using the VRRS. All patients were evaluated by neuropsychological assessment at baseline (T0) and at the end of the protocol (T1). The assessment included the administration of the Wechsler Intelligence Scale for Children-IV and the Italian Battery for the Assessment of Dyslexia and Dysorthography. Our results showed a significant difference in word-reading test scores as well as in homophonic writing. In addition, treatment type was found to affect some domains of the WISC. We believe that the VRRS led to improved outcomes through the use of VR, which encourages active exploration, improves engagement, and provides motivation and enjoyment, allowing longer training sessions and improving treatment adherence.

What happens in the brain?

A new imaging method reveals previously undetected structural differences that may contribute to developmental language disorder.

Are items actively removed from working memory during free time in children with developmental language disorder?

BACKGROUND

Children with developmental language disorder (DLD) have deficits in verbal and non-verbal processing relative to typically developing (TD) peers, potentially reflecting difficulties in working memory, processing speed and inhibition of interference. We examined working memory in children with DLD using the serial-order-in-a-box-complex span (SOB-CS) interference-based model, which posits a time-based mechanism, free time, that governs how interference affects processing performance.

AIMS

(1) To determine the degree to which children with DLD and TD children differ in the amount of free time available during working memory tasks, and whether potential group differences in free time differ depending on the domain of task demands? (2) To determine the relationship between free time and interference effects on working memory accuracy in children with DLD relative to TD peers.

METHODS & PROCEDURES

We examined the relationship between free time and working memory in children aged 9-13 years with DLD relative to age-matched TD peers. Working memory tasks involved five conditions that varied verbal versus non-verbal task demands in an interference processing phase relative to a recall test phase. Free time was the time between response on the interference processing task and onset of the recall test phase.

OUTCOMES & RESULTS

DLD and TD groups did not differ in total free time in any condition. Results indicated group differences in the relationship between free time and accuracy in the conditions involving verbal recall, but not non-verbal recall. In the verbal-only condition, relatively more free time was associated with worse accuracy for the DLD group, but with better accuracy for the TD group. In the condition with verbal recall paired with non-verbal interference processing, relatively more free time was associated with better accuracy for the DLD group, but not for the TD group.

CONCLUSIONS & IMPLICATIONS

The overall findings suggest that free time between cognitive operations is positively associated with working memory for both verbal and non-verbal recall, except in the presence of high verbal interference for the DLD group (i.e., verbal interference paired with verbal recall). This finding may reflect poor encoding and attention under particularly challenging verbal processing demands for the DLD group. This study also demonstrates the importance of considering the interrelationships between processing speed and interference in working memory performance.

WHAT THIS PAPER ADDS

What is already known on the subject DLD is characterized by core deficits in verbal processing, but also deficits in non-verbal processing. Processing-based hypotheses of DLD-limited verbal working memory, slowed processing speed and inefficient inhibition-do not fully account for behavioural profiles in DLD when considered separately, yet there is evidence suggesting interrelationships among these factors. What this paper adds to existing knowledge The current study tests the key mechanism posited by a theoretical framework that has the potential to integrate these processing-based hypotheses. Our findings indicate that the effect of this mechanism differed in DLD relative to TD peers in the presence of high verbal task demands. Our findings also demonstrate the importance of considering the interrelationships among cognitive processes in children with DLD. What are the potential or actual clinical implications of this work? In practice, results from the current study suggest that children with DLD may benefit from supplementing verbal information with non-verbal information and from pauses between successive presentations of verbal information. These strategies may support their ability to maintain and act on information during verbal processing.

Enhancing socio-emotional communication and quality of life in young cochlear implant recipients: Perspectives from parameter-specific morphing and caricaturing

The use of digitally modified stimuli with enhanced diagnostic information to improve verbal communication in children with sensory or central handicaps was pioneered by Tallal and colleagues in 1996, who targeted speech comprehension in language-learning impaired children. Today, researchers are aware that successful communication cannot be reduced to linguistic information—it depends strongly on the quality of communication, including non-verbal socio-emotional communication. In children with cochlear implants (CIs), quality of life (QoL) is affected, but this can be related to the ability to recognize emotions in a voice rather than speech comprehension alone. In this manuscript, we describe a family of new methods, termed parameter-specific facial and vocal morphing. We propose that these provide novel perspectives for assessing sensory determinants of human communication, but also for enhancing socio-emotional communication and QoL in the context of sensory handicaps, via training with digitally enhanced, caricatured stimuli. Based on promising initial results with various target groups including people with age-related macular degeneration, people with low abilities to recognize faces, older people, and adult CI users, we discuss chances and challenges for perceptual training interventions for young CI users based on enhanced auditory stimuli, as well as perspectives for CI sound processing technology.

A temporal-based therapy for children with inconsistent phonological disorder: A case-series

Deficits in temporal auditory processing, and in particular higher gap detection thresholds have been reported in children with inconsistent phonological disorder (IPD). Here we hypothesized that providing these children with extra time for phoneme identification may in turn enhance their phonological planning abilities for production, and accordingly improve not only consistency but also accuracy of their speech. We designed and tested a new temporal-based therapy, inspired by Core Vocabulary Therapy and called it T-CVT, where we digitally lengthened formant transitions between phonemes of words used for therapy. This allowed to target both temporal auditory processing and word phonological planning. Four preschool Persian native children with IPD received T-CVT for eight weeks. We measured changes in speech consistency (% inconsistency) and accuracy (percentage of consonants correct PCC) to assess the effects of the intervention. Therapy significantly improved both consistency and accuracy of word production in the four children: % inconsistency decreased from 59% on average before therapy to 2% post-T-CVT, and PCC increased from 61% to 92% on average. Consistency and accuracy were furthermore maintained or even still improved at three-month follow-up (2% inconsistency and 99% PCC). Results in a nonword repetition task showed the generalization of these effects to non-treated material: % inconsistency for nonwords decreased from 67% to 10% post-therapy, and PCC increased from 63% to 90%. These preliminary findings support the efficacy of the T-CVT intervention for children with IPD who show temporal auditory processing deficits as reflected by higher gap detection thresholds.

The promise of low-tech intervention in a high-tech era: Remodeling pathological brain circuits using behavioral reverse engineering

As an academic pursuit, neuroscience is enjoying a golden age. From a clinical perspective, our field is failing. Conventional 20th century drugs and devices are not well-matched to the heterogeneity, scale, and connectivity of neural circuits that produce aberrant mental states and behavior. Laboratory-based methods for editing neural genomes and sculpting activity patterns are exciting, but their applications for hundreds of millions of people with mental health disorders is uncertain. We argue that mechanisms for regulating adult brain plasticity and remodeling pathological activity are substantially pre-wired, and we suggest new minimally invasive strategies to harness and direct these endogenous systems. Drawing from studies across the neuroscience literature, we describe approaches that identify neural biomarkers more closely linked to upstream causes-rather than downstream consequences-of disordered behavioral states. We highlight the potential for innovation and discovery in reverse engineering approaches that refine bespoke behavioral "agonists" to drive upstream neural biomarkers in normative directions and reduce clinical symptoms for select classes of neuropsychiatric disorders.

Music-Based and Auditory-Based Interventions for Reading Difficulties: A Literature Review

Remediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity – either specific auditory training or more broad music training – and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties.

Speech Perception in Noise Predicts Oral Narrative Comprehension in Children With Developmental Language Disorder

We examined the relative contribution of auditory processing abilities (tone perception and speech perception in noise) after controlling for short-term memory capacity and vocabulary, to narrative language comprehension in children with developmental language disorder. Two hundred and sixteen children with developmental language disorder, ages 6 to 9 years (Mean = 7; 6), were administered multiple measures. The dependent variable was children's score on the narrative comprehension scale of the Test of Narrative Language. Predictors were auditory processing abilities, phonological short-term memory capacity, and language (vocabulary) factors, with age, speech perception in quiet, and non-verbal IQ as covariates. Results showed that narrative comprehension was positively correlated with the majority of the predictors. Regression analysis suggested that speech perception in noise contributed uniquely to narrative comprehension in children with developmental language disorder, over and above all other predictors; however, tone perception tasks failed to explain unique variance. The relative importance of speech perception in noise over tone-perception measures for language comprehension reinforces the need for the assessment and management of listening in noise deficits and makes a compelling case for the functional implications of complex listening situations for children with developmental language disorder.

Training with an auditory perceptual learning game transfers to speech in competition

Understanding speech in the presence of acoustical competition is a major complaint of those with hearing difficulties. Here, a novel perceptual learning game was tested for its effectiveness in reducing difficulties with hearing speech in competition. The game was designed to train a mixture of auditory processing skills thought to underlie speech in competition, such as spectral-temporal processing, sound localization, and auditory working memory. Training on these skills occurred both in quiet and in competition with noise. Thirty college-aged participants without any known hearing difficulties were assigned either to this mixed-training condition or an active control consisting of frequency discrimination training within the same gamified setting. To assess training effectiveness, tests of speech in competition (primary outcome), as well as basic supra-threshold auditory processing and cognitive processing abilities (secondary outcomes) were administered before and after training. Results suggest modest improvements on speech in competition tests in the mixed-training compared to the frequency-discrimination control condition (Cohen’s d = 0.68). While the sample is small, and in normally hearing individuals, these data suggest promise of future study in populations with hearing difficulties.

Perception of temporally enhanced and hearing aid processed speech in children with late-onset Auditory Neuropathy Spectrum Disorder

OBJECTIVE

To investigate phrase perception and subjective quality preference of temporal enhancement-based speech processing strategies: Deep-band modulation and Stretching, and hearing aid processed speech in adolescents with late-onset Auditory Neuropathy.

METHODS

15 participants with Auditory Neuropathy Spectrum Disorder were involved. Speech perception was assessed using unprocessed, deep-band modulated, stretched, and hearing aid processed conditions. Subjective preference was also assessed using the pair-wise comparison technique. Gap detection test was done using broadband noise to investigate the possible correlation with benefit from processing strategies.

RESULTS

As a group, no significant benefits were found with processed speech. Clinically relevant trends emerged on subdividing the group into good and poor performers. Deep-band modulation processing was significantly better than unprocessed speech in those with poorer speech recognition abilities. There was a trend for those with poorer temporal processing abilities to benefit more with deep-band modulation processing. In those with relatively better speech recognition abilities, processing showed no benefit, and hearing aid processed speech was inferior to unprocessed speech. Quality-wise, the unprocessed speech was preferred by all the participants. Among the processed conditions, deep-band modulation was preferred by most, followed by stretching and hearing aid processed speech.

CONCLUSION

Results indicate that temporal enhancement strategies may be beneficial for a subset of individuals with ANSD with poorer temporal processing and speech perception abilities. However, processing strategies need to take into account the quality aspect and not just intelligibility.

Improving speech characteristics of young adults with congenital dysarthria: An exploratory study comparing articulation training and the Beatalk method

INTRODUCTION

This exploratory study compared the effects of two speech therapy approaches on speech characteristics of young adults with congenital dysarthria resulting from various etiologies: a) articulation training focusing on consonant articulation exercises at various levels (isolation, syllables, and words), and b) the Beatalk method, based on human beatboxing, i.e., producing various instrumental sounds in an a-cappella musical context. Both interventions were designed to increase participants' speech intelligibility.

METHODS

Twelve adults with congenital dysarthria and reduced speech intelligibility participated in treatment groups for eight weeks. Six participants were assigned to the articulation training group, and six to the Beatalk group. Intelligibility of single words and continuous speech, voice measures, and oral-diadochokinesis rates were measured before and after the treatment.

RESULTS

The results showed that the Beatalk intervention yielded a significant overall pre- to post-treatment effect. Specifically, it resulted in gains in articulatory accuracy and intelligibility for single words. Improvements were not noted following articulation training.

CONCLUSIONS

The results present initial evidence of the positive effect of the Beatalk method as an intervention tool for adults with congenital dysarthria. This relatively easy-to-learn technique shows promise, as it involves intense and repetitive production of speech sounds while controlling rhythm and breathing in an enjoyable context.

Behavioral effect of mismatch negativity neurofeedback on foreign language learning

Listening is critical for foreign language learning. Listening difficulties can occur because of an inability to perceive or recognize sounds while listening to speech, whereas successful listening can boost understanding and improve speaking when learning a foreign language. Previous studies in our laboratory revealed that EEG-neurofeedback (NF) using mismatch negativity event-related brain potential successfully induced unconscious learning in terms of auditory discrimination of speech sounds. Here, we conducted a feasibility study with a small participant group (NF group and control group; six participants each) to examine the practical effects of mismatch negativity NF for improving the perception of speech sounds in a foreign language. Native Japanese speakers completed a task in which they learned to perceive and recognize spoken English words containing the consonants "l" or "r". Participants received neurofeedback training while not explicitly attending to auditory stimuli. The results revealed that NF training significantly improved the proportion of correct in discrimination and recognition trials, even though the training time for each word pair was reduced to 20% of the training time reported in our previous study. The learning effect was not affected by training with three pairs of words with different vowels. The current results indicate that NF resulted in long-term learning that persisted for at least 2 months.

Slowness Therapy for Children with Autism Spectrum Disorder: A Blind Longitudinal Randomized Controlled Study

The world often goes too fast for children with autism spectrum disorder (ASD) to process. We tested the therapeutic effectiveness of input slowing in children with ASD. Over 12 months, 12 children with ASD had weekly speech therapy sessions where stimuli were slowly played on a PC, while 11 age- and level-matched children with ASD had speech therapy using real-time stimuli. At the beginning and end of the study, all participants were assessed on communication, imitation, facial emotion recognition, behavior, and face exploration. Whereas communication and facial emotion recognition improved in both groups, imitation increased, inappropriate behaviors decreased, and time spent fixating mouth and eyes increased solely in the group using slowness. Slowness therapy seems very promising for ASD children.

Effects of training of shadowing and reading aloud of second language on working memory and neural systems

Shadowing and reading aloud both involve multiple complex cognitive processes, and both are considered effective methods for second-language learning. The working memory system, particularly the phonological loop, has been suggested to be involved in shadowing and reading aloud. The purpose of this study was to investigate the effects of a 4-week intensive adaptive training including shadowing and reading aloud of second language on working-memory capacity, regional gray matter volume (rGMV), and functional activation related to the n-back working-memory task in young adults. The results showed that compared with the training groups without speaking (listening to compressed speech and active control involving the second language), the training groups with speaking (shadowing and reading aloud) showed a tendency for greater test-retest increases in digit-span scores, and significantly greater test-retest decreases in N-back task reaction time (increase in working memory performance). Imaging analyses revealed compared with the active control group, shadowing group exhibited decreases in rGMV and brain activity during the working memory task (2-back task), in the left cerebellum and reading group exhibited decreases in them in the right anterior insula. These regions are parts of the phonological loop, suggesting the presence of training-induced neural plasticity in these neurocognitive mechanisms.

The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on

In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373-2399), I proposed an "extended temporal processing deficit hypothesis of dyslexia", suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of time in general. In the present review paper, I will revisit this "historical" hypothesis both in the light of a new clinical perspective, including the central yet poorly explained notion of comorbidity, and also taking a new look at the most recent experimental work, mainly focusing on brain imaging data. First, consistent with daily clinical practice, I propose to distinguish three groups of children who fail to learn to read, of fairly equal occurrence, who share the same initial presentation (difficulty in mastering the rules of grapheme-phoneme correspondence) but with differing associated signs and/or comorbid conditions (language disorders in the first group, attentional deficits in the second one, and motor coordination problems in the last one), thus suggesting, at least in part, potentially different triggering mechanisms. It is then suggested, in the light of brain imaging information available to date, that the three main clinical presentations/associations of cognitive impairments that compromise reading skills acquisition correspond to three distinct patterns of miswiring or "disconnectivity" in specific brain networks which have in common their involvement in the process of learning and their heavy reliance on temporal features of information processing. With reference to the classic temporal processing deficit of dyslexia and to recent evidence of an inability of the dyslexic brain to achieve adequate coupling of oscillatory brain activity to the temporal features of external events, a general model is proposed according to which a common mechanism of temporal uncoupling between various disconnected-and/or mis-wired-processors may account for distinct forms of specific learning disorders, with reading impairment being a more or less constant feature. Finally, the potential therapeutic implications of such a view are considered, with special emphasis on methods seeking to enhance cross-modal connectivity between separate brain systems, including those using rhythmic and musical training in dyslexic patients.

Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy

Background: Flawless reading presupposes the ability to simultaneously recognize a sequence of letters, to fixate words at a given location for a given time, to exert eye movements of a given amplitude, and to retrieve phonems rapidly from memory. Poor reading performance may be due to an impairment of at least one of these abilities. Objectives: It was investigated whether reading performance of dyslexic children can be improved by changing the reading strategy without any previous training. Methods: 60 dyslexic German children read a text without and with the help of a computer. A tailored computer program subdivided the text into segments that consisted of no more letters than the children could simultaneously recognize, indicated the location in the segments to which the gaze should be directed, indicated how long the gaze should be directed to each segment, which reading saccades the children should execute, and when the children should pronounce the segments. The computer aided reading was not preceded by any training. Results: It was shown that the rate of reading mistakes dropped immediately by 69.97% if a computer determined the reading process. Computer aided reading reached the highest effect size of Cohen d = 2.649. Conclusions: The results show which abilities are indispensable for reading, that the impairment of at least one of the abilities leads to reading deficiencies that are diagnosed as dyslexia, and that a computer-guided, altered reading strategy immediately reduces the rate of reading mistakes. There was no evidence that dyslexia is due to a lack of eye movement control or reduced visual attention.

Sound discrimination and explicit mapping of sounds to meanings in preschoolers with and without developmental language disorder

PURPOSE

To investigate links between sound discrimination and explicit sound-meaning mapping by preschoolers with and without developmental language disorder (DLD).

METHOD

We tested 26 children with DLD and 26 age- and gender-matched peers with typical language development (TLD). Inclusion was determined via results of standardised assessments of language and cognitive skills and a hearing screening. Children completed two computerised tasks designed to assess pitch and duration discrimination and explicit mapping of pitch- and duration-contrasting sounds to objects.

RESULT

Children with TLD more successfully mapped pitch categories to meanings than children with DLD. Children with TLD also showed significantly better overall sound discrimination than children with DLD. Sound-discrimination scores were marginally associated with overall sound-meaning mapping in multivariate analyses of covariance (MANCOVAs). Correlation tests indicated significant associations between discrimination and mapping, with moderate to large effect sizes. Thus, significant sound-discrimination differences between the groups may contribute to differences in sound-meaning-mapping accuracy.

CONCLUSION

Children with DLD had more difficulty mapping sound categories to meanings than TLD peers. We discuss possible explanations for this finding and implications for theoretical accounts of the aetiology of DLD.

The relationship between developmental language disorder and dyslexia in European Portuguese school-aged children

Developmental Language Disorder (DLD) [Also referred to as Specific Language Impairment (SLI)] and dyslexia are neurodevelopmental disorders which show similar behavioral manifestations. In this study, between-group comparisons and frequency analysis were combined to investigate the relationship between DLD and dyslexia. European Portuguese children aged 7-10 years, with DLD (N = 7) or dyslexia (N = 11) were recruited and compared to age-matched typically developing (TD) children (N = 21) on phonological processing, language andf literacy measures. The between-group comparison revealed that for phonological processing, the clinical groups scored significantly below TD children on most tasks, yet the DLD group performed similarly to TD children for RAN speed and digit span. The clinical groups did not statistically differ in their phonological processing abilities. For language abilities, children with dyslexia did not differ from TD children, whilst children with DLD performed significantly below TD children on all measures and significantly below children with dyslexia for vocabulary. Finally, for literacy measures, there were no statistical differences between clinical groups which underperformed on all measures when compared to TD children. The frequency analysis showed that children with DLD exhibited a lower prevalence of RAN difficulties when compared to children with dyslexia, whilst children with DLD tended to show more frequent nonword repetition and phoneme deletion deficits. Additionally, whilst children with DLD consistently showed more prevalent language impairments, both clinical groups demonstrated similar prevalence rates of literacy deficits compared to TD children.These findings lend support to the additional deficit model as children with DLD show more severe and prevalent language impairments than those with dyslexia, despite similar phonological and literacy difficulties.

Imagination in Autism: A Chance to Improve Early Language Therapy

Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.

Scale of Auditory Behaviors in the monitoring of acoustically controled auditory training

ABSTRACT Purpose: to identify the Scale of Auditory Behaviors perception after an acoustically controlled auditory training program. Methods: 23 individuals of both genders, aged 6 to 15 years, participated in this study. Inclusion criteria: to present auditory thresholds lower than 20 dBHL between 250 and 8000Hz, type A tympanometry and diagnosis of central auditory processing disorder confirmed by behavioral tests with indication of acoustically controlled auditory training which was performed in ten one-hour sessions. Hearing tests in progressively adverse listening conditions were used. In the first and last session of the acoustically controlled auditory training program, the individuals were submitted to the Scale of Auditory Behaviors. The appropriate statistical tests were applied considering a p-value less than 0.05. Results: questions Q1, Q2, Q4, Q7, Q8 and Q11 showed statistically significant results and improvement in behaviors after the acoustically controlled auditory training. On the other hand, questions Q3 and Q10 showed a tendency towards significance and the total score in the post time period increased in relation to the pre-moment, pointing to a statistically significant difference that represents complaint reductions. Conclusion: the subjective perception of the individuals and their family members could be identified by the application of SAB in the pre and post auditory training, revealing an improvement in auditory and attention behaviors.

Novel Prefrontal Synthesis Intervention Improves Language in Children with Autism

Prefrontal synthesis (PFS) is defined as the ability to juxtapose mental visuospatial objects at will. Paralysis of PFS may be responsible for the lack of comprehension of spatial prepositions, semantically-reversible sentences, and recursive sentences observed in 30 to 40% of individuals with autism spectrum disorder (ASD). In this report we present data from a three-year-long clinical trial of 6454 ASD children age 2 to 12 years, which were administered a PFS-targeting intervention. Tablet-based verbal and nonverbal exercises emphasizing mental-juxtaposition-of-objects were organized into an application called Mental Imagery Therapy for Autism (MITA). The test group included participants who completed more than one thousand exercises and made no more than one error per exercise. The control group was selected from the rest of participants by a matching procedure. Each test group participant was matched to the control group participant by age, gender, expressive language, receptive language, sociability, cognitive awareness, and health score at first evaluation using propensity score analysis. The test group showed a 2.2-fold improvement in receptive language score vs. control group (p < 0.0001) and a 1.4-fold improvement in expressive language (p = 0.0144). No statistically significant change was detected in other subscales not targeted by the exercises. These findings show that language acquisition improves after training PFS and that a further investigation of the PFS-targeting intervention in a randomized controlled study is warranted.

Dyslexia detection using 3D convolutional neural networks and functional magnetic resonance imaging

BACKGROUND AND OBJECTIVES

Dyslexia is a disorder of neurological origin which affects the learning of those who suffer from it, mainly children, and causes difficulty in reading and writing. When undiagnosed, dyslexia leads to intimidation and frustration of the affected children and also of their family circles. In case no early intervention is given, children may reach high school with serious achievement gaps. Hence, early detection and intervention services for dyslexic students are highly important and recommended in order to support children in developing a positive self-esteem and reaching their maximum academic capacities. This paper presents a new approach for automatic recognition of children with dyslexia using functional magnetic resonance Imaging.

METHODS

Our proposed system is composed of a sequence of preprocessing steps to retrieve the brain activation areas during three different reading tasks. Conversion to Nifti volumes, adjustment of head motion, normalization and smoothing transformations were performed on the fMRI scans in order to bring all the subject brains into one single model which will enable voxels comparison between each subject. Subsequently, using Statistical Parametric Maps (SPMs), a total of 165 3D volumes containing brain activation of 55 children were created. The classification of these volumes was handled using three parallel 3D Convolutional Neural Network (3D CNN), each corresponding to a brain activation during one reading task, and concatenated in the last two dense layers, forming a single architecture devoted to performing optimized detection of dyslexic brain activation. Additionally, we used 4-fold cross validation method in order to assess the generalizability of our model and control overfitting.

RESULTS

Our approach has achieved an overall average classification accuracy of 72.73%, sensitivity of 75%, specificity of 71.43%, precision of 60% and an F1-score of 67% in dyslexia detection.

CONCLUSIONS

The proposed system has demonstrated that the recognition of dyslexic children is feasible using deep learning and functional magnetic resonance Imaging when performing phonological and orthographic reading tasks.

Developmental Language Disorder: Wake and Sleep Epileptiform Discharges and Co-morbid Neurodevelopmental Disorders

Developmental language disorder (DLD) is frequently associated with other developmental diseases and may lead to a handicap through adolescence or adulthood. The aim of our retrospective study was to characterize DLD subgroups, their etiological factors and clinical comorbidities, and the role of epileptiform discharges in wake and sleep recordings. Fifty-five children (42 male, mean age 6.2 ± 1.4 years, range 4-9 years) were included in the present study and underwent phoniatric, psychologic, neurologic, as well as wake and nocturnal electroencephalography (EEG) or polysomnography (PSG) examinations. A receptive form of DLD was determined in 34 children (63.0%), and an expressive form was found in 20 children (37.0%). Poor cooperation in one child did not permit exact classification. DLD children with the receptive form had significantly lower mean phonemic hearing (79.1% ± 10.9) in comparison with those with the expressive form (89.7% ± 6.2, p < 0.001). A high amount of perinatal risk factors was found in both groups (50.9%) as well as comorbid developmental diseases. Developmental motor coordination disorder was diagnosed in 33 children (61.1%), and attention deficit or hyperactivity disorder was diagnosed in 39 children (70.9%). Almost one half of DLD children (49.1%) showed abnormalities on the wake EEG; epileptiform discharges were found in 20 children (36.4%). Nocturnal EEG and PSG recordings showed enhanced epileptiform discharges, and they were found in 30 children (55.6%, p = 0.01). The wake EEG showed focal discharges predominantly in the temporal or temporo-parieto-occipital regions bilaterally, while in the sleep recordings, focal activity was shifted to the fronto-temporo-central areas (p < 0.001). Almost all epileptiform discharges appeared in non-rapid eye movement (NREM) sleep. A close connection was found between DLD and perinatal risk factors, as well as neurodevelopmental disorders. Epileptiform discharges showed an enhancement in nocturnal sleep, and the distribution of focal discharges changed.

An Etiological Foxp2 Mutation Impairs Neuronal Gain in Layer VI Cortico-Thalamic Cells through Increased GABAB/GIRK Signaling

A rare mutation affecting the Forkhead-box protein P2 (FOXP2) transcription factor causes a severe monogenic speech and language disorder. Mice carrying an identical point mutation to that observed in affected patients (Foxp2^+/R552H mice) display motor deficits and impaired synaptic plasticity in the striatum. However, the consequences of the mutation on neuronal function, in particular in the cerebral cortex, remain little studied. Foxp2 is expressed in a subset of Layer VI cortical neurons. Here, we used Ntsr1-EGFP mice to identify Foxp2+ neurons in the mouse auditory cortex ex vivo. We studied the functional impact of the R552H mutation on the morphologic and functional properties of Layer VI cortical neurons from Ntsr1-EGFP; Foxp2^+/R552H male and female mice. The complexity of apical, but not basal dendrites was significantly lower in Foxp2^+/R552H cortico-thalamic neurons than in control Foxp2^+/+ neurons. Excitatory synaptic inputs, but not inhibitory synaptic inputs, were decreased in Foxp2^+/R552H mice. In response, homeostatic mechanisms would be expected to increase neuronal gain, i.e., the conversion of a synaptic input into a firing output. However, the intrinsic excitability of Foxp2+ cortical neurons was lower in Foxp2^+/R552H neurons. A-type and delayed-rectifier (DR) potassium currents, two putative transcriptional targets of Foxp2, were not affected by the mutation. In contrast, GABA_B/GIRK signaling, another presumed target of Foxp2, was increased in mutant neurons. Blocking GIRK channels strongly attenuated the difference in intrinsic excitability between wild-type (WT) and Foxp2^+/R552H neurons. Our results reveal a novel role for Foxp2 in the control of neuronal input/output homeostasis.SIGNIFICANCE STATEMENT Mutations of the Forkhead-box protein 2 (FOXP2) gene in humans are the first known monogenic cause of a speech and language disorder. The Foxp2 mutation may directly affect neuronal development and function in neocortex, where Foxp2 is expressed. Brain imaging studies in patients with a heterozygous mutation in FOXP2 showed abnormalities in cortical language-related regions relative to the unaffected members of the same family. However, the role of Foxp2 in neocortical neurons is poorly understood. Using mice with a Foxp2 mutation equivalent to that found in patients, we studied functional modifications in auditory cortex neurons ex vivo We found that mutant neurons exhibit alterations of synaptic input and GABAB/GIRK signaling, reflecting a loss of neuronal homeostasis.

Context effects on phoneme categorization in children with dyslexia

Research shows that, on average, children with dyslexia behave less categorically in phoneme categorization tasks. This study investigates three subtle ways that struggling readers may perform differently than their typically developing peers in this experimental context: sensitivity to the frequency distribution from which speech tokens are drawn, bias induced by previous stimulus presentations, and fatigue during the course of the task. We replicate findings that reading skill is related to categorical labeling, but we do not find evidence that sensitivity to the stimulus frequency distribution, the influence of previous stimulus presentations, and a measure of task engagement differs in children with dyslexia. It is, therefore, unlikely that the reliable relationship between reading skill and categorical labeling is attributable to artifacts of the task design, abnormal neural encoding, or executive function. Rather, categorical labeling may index a general feature of linguistic development whose causal relationship to literacy remains to be ascertained.

Developmental dyslexia: A new look at clinical features and brain mechanisms

Developmental dyslexia is the commonest "specific learning disorder" (DSM-5) or "developmental learning disorder with impairment in reading" (ICD-11). This impairment in reading acquisition is related to a defect in the installation of cognitive precursors necessary to master the grapheme-phoneme conversion. Its origin is largely genetic, but many environmental factors seem capable of modulating symptom intensity. Three types of presentation, roughly equal in occurrence, are useful to distinguish according to the associated disorders (language, attentional, and/or motor coordination), thus suggesting, at least in part, potentially different mechanisms at their origin. In adolescence and adulthood the clinical presentation tends to bear a more uniform pattern, covering a large range of severity depending on each person's ability to compensate for their deficit. Research has demonstrated dysfunction of specific brain areas during reading-related tasks (using fMRI), essentially in the left cerebral hemisphere, but also atypical patterns of connectivity (using diffusion imaging), further supplemented by functional connectivity studies at rest. The current therapeutic recommendations emphasize the need for multidisciplinary care, giving priority, depending on the clinical form, to the language, psychomotor, or neuropsychologic aspects of rehabilitation. Various training methods whose effectiveness has been scientifically tested are reviewed, emphasizing those exploiting the hypothesis of a lack of intermodal connectivity between separate cognitive systems.

Parameter-Specific Morphing Reveals Contributions of Timbre and Fundamental Frequency Cues to the Perception of Voice Gender and Age in Cochlear Implant Users

Purpose Using naturalistic synthesized speech, we determined the relative importance of acoustic cues in voice gender and age perception in cochlear implant (CI) users. Method We investigated 28 CI users' abilities to utilize fundamental frequency (F0) and timbre in perceiving voice gender (Experiment 1) and vocal age (Experiment 2). Parameter-specific voice morphing was used to selectively control acoustic cues (F0; time; timbre, i.e., formant frequencies, spectral-level information, and aperiodicity, as defined in TANDEM-STRAIGHT) in voice stimuli. Individual differences in CI users' performance were quantified via deviations from the mean performance of 19 normal-hearing (NH) listeners. Results CI users' gender perception seemed exclusively based on F0, whereas NH listeners efficiently used timbre. For age perception, timbre was more informative than F0 for both groups, with minor contributions of temporal cues. While a few CI users performed comparable to NH listeners overall, others were at chance. Separate analyses confirmed that even high-performing CI users classified gender almost exclusively based on F0. While high performers could discriminate age in male and female voices, low performers were close to chance overall but used F0 as a misleading cue to age (classifying female voices as young and male voices as old). Satisfaction with CI generally correlated with performance in age perception. Conclusions We confirmed that CI users' gender classification is mainly based on F0. However, high performers could make reasonable usage of timbre cues in age perception. Overall, parameter-specific morphing can serve to objectively assess individual profiles of CI users' abilities to perceive nonverbal social-communicative vocal signals.

Changes in eye movement parameters in the presence of an artificial central scotoma

BACKGROUND

Central vision loss, such as in the case of age-related macular degeneration (AMD), has a a major negative impact on patients' quality of life. However, some patients have shown spontaneous adaptive strategies development, mostly relying on their peripheral vision.

OBJECTIVE

This study assesses eye movement and eccentric visual function adaptive behaviors of a healthy population in the presence of simulated central vision loss. We wished to determine how central vision loss affects eye movements, specifically the foveal-target alignment.

METHODS

Fifteen healthy participants (7 females, M = 21.69, SD = 2.13) discriminated the orientation of a Gabor relative to the vertical located at 12 deg of eccentricity to the right of fixation, in the presence of a gaze-contingent artificial central scotoma either visible or invisible. The artificial central scotoma was 4° diameter in order to simulate an earlier stage of degenerative disease while still impairing foveal vision. The target's orientation varied between 10° counter-clockwise and 10° clockwise. Each participant performed four blocks of 75 trials each per day over 10 days, the first day being a baseline without scotoma.

RESULTS

We found changes in the endpoints of the 1st saccade over the practice days. The most common pattern was a gradual upward shift. We also observed a significant increase in discrimination performance over the 9 days of practice. We did not find any difference linked to the scotoma types.

CONCLUSIONS

These findings suggest that the presence of an artificial central scotoma combined with a challenging discrimination task induces both changes in saccade planning mechanisms, resulting in a new eccentric-target alignment, and improvements in eccentric visual functions. This demonstrates the potential of this research paradigm to understand and potentially improve visual function in patients with central vision loss.

Novel linguistic evaluation of prefrontal synthesis (LEPS) test measures prefrontal synthesis acquisition in neurotypical children and predicts high-functioning versus low-functioning class assignment in individuals with autism

In order to grasp the difference between "the cat on the mat" and "the mat on the cat," understanding the words and the grammar is not enough. Rather it is essential to visualize the cat and the mat together to appreciate their relations. This type of imagination, which involves juxtaposition of mental objects is conducted by the prefrontal cortex and is therefore called Prefrontal Synthesis (PFS). PFS acquisition has a strong experience-dependent critical period putting children with language delay in danger of never acquiring PFS and, consequently, not mastering complex language comprehension. In typical children, the timeline of PFS acquisition correlates with vocabulary expansion. Conversely, atypically developing children may learn many words but never acquire PFS. In these individuals, intelligence tests based on vocabulary assessment may miss the profound deficit in PFS. Accordingly, we developed a test specific for PFS - Linguistic Evaluation of Prefrontal Synthesis or LEPS - and administered it to 50 neurotypical children, age 4.1 ± 1.3 years and to 23 individuals with impairments, age 16.4 ± 3.0 years. All neurotypical children older than 4 years received the LEPS score 7/10 or greater indicating good PFS ability. Among individuals with impairments only 39% received the LEPS score 7/10 or greater. LEPS was 90% correct in predicting high-functioning vs. low-functioning class assignment in individuals with impairments.

A tablet computer-based cognitive training program for young children with cognitive impairment: A randomized controlled trial

BACKGROUND

Evidences suggest that cognitive training facilitates cognitive function, and most studies have targeted adults and children older than 4 years of age. This study investigated the applicability and efficacy of a tablet computer-based cognitive training program for young children with cognitive impairment of cognitive age between 18 and 36 months.

METHODS

Thirty-eight children were randomly assigned to the intervention (n = 20, administered a tablet computer-based cognitive training program, for 30 minutes per session and twice a week over a period of 12 weeks) and control (n = 18, received the traditional rehabilitation program) groups. Mental scale of Bayley Scales of Infant Development II (BSID II), Pediatric Evaluation of Disability Inventory (PEDI), interest/persistence domain of the Laboratory Temperament Assessment Battery (LAP-TAB), Early Childhood Behavior Questionnaire (ECBQ), and Goal Attainment Scale (GAS) were evaluated before and after 12 weeks of therapeutic intervention.

RESULTS

The tablet computer-based cognitive training program was applicable to all children in the intervention group without any problems including irritable behavior or obsession about a tablet computer. After 12 weeks, Mental scale of BSID II, PEDI (social function), LAB-TAB (observation), LAB-TAB (manipulation), and GAS showed statistically significant improvements in the intervention group, compared with the values in the control group (P < .05). After adjusting for the pre-treatment measurements and cognitive age, the tablet computer-based cognitive training program had significant effect on the post-treatment measurements of Mental scale of BSID II, PEDI (social function), LAB-TAB (observation), LAB-TAB (manipulation), and GAS (P < .05). There was no association between the change in the scores and the severity of cognitive delay in the most of the measurements, however, the self-care domain of PEDI showed a negative association with the severity of the cognitive delay (r = -0.462, P = .04).

CONCLUSIONS

Application of a tablet computer-based cognitive training program was feasible and showed improvements in cognitive function in young children with cognitive impairment of cognitive age between 18 and 36 months, regardless of the severity of the cognitive delay. But severe cognitive delay can be related with less improvement in the self-care domain of PEDI.

TRIAL REGISTRATION NUMBER

https://cris.nih.go.kr (KCT0002889).

On the Relationship Between General Auditory Sensitivity and Speech Perception: An Examination of Pitch and Lexical Tone Perception in 4- to 6-Year-Old Children

Purpose Theoretical models and substantial research have proposed that general auditory sensitivity is a developmental foundation for speech perception and language acquisition. Nonetheless, controversies exist about the effectiveness of general auditory training in improving speech and language skills. This research investigated the relationships among general auditory sensitivity, phonemic speech perception, and word-level speech perception via the examination of pitch and lexical tone perception in children. Method Forty-eight typically developing 4- to 6-year-old Cantonese-speaking children were tested on the discrimination of the pitch patterns of lexical tones in synthetic stimuli, discrimination of naturally produced lexical tones, and identification of lexical tone in familiar words. Results The findings revealed that accurate lexical tone discrimination and identification did not necessarily entail the accurate discrimination of nonlinguistic stimuli that followed the pitch levels and pitch shapes of lexical tones. Although pitch discrimination and tone discrimination abilities were strongly correlated, accuracy in pitch discrimination was lower than that in tone discrimination, and nonspeech pitch discrimination ability did not precede linguistic tone discrimination in the developmental trajectory. Conclusions Contradicting the theoretical models, the findings of this study suggest that general auditory sensitivity and speech perception may not be causally or hierarchically related. The finding that accuracy in pitch discrimination is lower than that in tone discrimination suggests that comparable nonlinguistic auditory perceptual ability may not be necessary for accurate speech perception and language learning. The results cast doubt on the use of nonlinguistic auditory perceptual training to improve children's speech, language, and literacy abilities.

Whole-Brain Functional Networks for Phonological and Orthographic Processing in Chinese Good and Poor Readers

The neural basis of dyslexia in different languages remains unresolved, and it is unclear whether the phonological deficit as the core deficit of dyslexia is language-specific or universal. The current functional magnetic resonance imaging (fMRI) study using whole-brain data-driven network analyses investigated the neural mechanisms for phonological and orthographic processing in Chinese children with good and poor reading ability. Sixteen good readers and 16 poor readers were requested to make homophone judgments (phonological processing) and component judgments (visual-orthographic processing) of presented Chinese characters. Poor readers displayed worse performance than the good readers in phonological processing, but not in orthographic processing. Whole-brain activation analyses showed compensatory activations in the poor readers during phonological processing and automatic phonological production activation in the good readers during orthographic processing. Significant group differences in the topological properties of their brain networks were found only in orthographic processing. Analyses of nodal degree centrality and betweenness centrality revealed significant group differences in both phonological and orthographic processing. The present study supports the phonological core deficit hypothesis of reading difficulty in Chinese. It also suggests that Chinese good and poor readers might recruit different strategies and neural mechanisms for orthographic processing.

Auditory Stimulation Training With Technically Manipulated Musical Material in Preschool Children With Specific Language Impairments: An Explorative Study

Auditory stimulation training (AST) has been proposed as a potential treatment for children with specific language impairments (SLI). The current study was designed to test this assumption by using an AST with technically modulated musical material (ASTM) in a randomized control group design. A total of 101 preschool children (62 male, 39 females; mean age = 4.52 years, SD = 0.62) with deficits in speech comprehension and poor working memory capacity were randomly allocated into one of two treatment groups or a control group. Children in the ASTM group (n = 40) received three 30-min sessions per week over 12 weeks, whereas children in the comparison group received pedagogical activities during these intervals (n = 24). Children in the control group (n = 37) received no treatment. Working memory, phoneme discrimination and speech perception skills were tested prior to (baseline) and after treatment. Children in the ASTM group showed significantly greater working memory capacity, speech perception, and phoneme discrimination skills after treatment, whereas children in the other groups did not show such improvement. Taken together, these results suggest that ASTM can enhance auditory cognitive performance in children with SLI.

Modulation of tonotopic ventral medial geniculate body is behaviorally relevant for speech recognition

Sensory thalami are central sensory pathway stations for information processing. Their role for human cognition and perception, however, remains unclear. Recent evidence suggests an involvement of the sensory thalami in speech recognition. In particular, the auditory thalamus (medial geniculate body, MGB) response is modulated by speech recognition tasks and the amount of this task-dependent modulation is associated with speech recognition abilities. Here, we tested the specific hypothesis that this behaviorally relevant modulation is present in the MGB subsection that corresponds to the primary auditory pathway (i.e., the ventral MGB [vMGB]). We used ultra-high field 7T fMRI to identify the vMGB, and found a significant positive correlation between the amount of task-dependent modulation and the speech recognition performance across participants within left vMGB, but not within the other MGB subsections. These results imply that modulation of thalamic driving input to the auditory cortex facilitates speech recognition.

A Critical Role of Inhibition in Temporal Processing Maturation in the Primary Auditory Cortex

Faithful representation of sound envelopes in primary auditory cortex (A1) is vital for temporal processing and perception of natural sounds. However, the emergence of cortical temporal processing mechanisms during development remains poorly understood. Although cortical inhibition has been proposed to play an important role in this process, direct in-vivo evidence has been lacking. Using loose-patch recordings in rat A1 immediately after hearing onset, we found that stimulus-following ability in fast-spiking neurons was significantly better than in regular-spiking (RS) neurons. In-vivo whole-cell recordings of RS neurons revealed that inhibition in the developing A1 demonstrated much weaker adaptation to repetitive stimuli than in adult A1. Furthermore, inhibitory synaptic inputs were of longer duration than observed in vitro and in adults. Early in development, overlap of the prolonged inhibition evoked by 2 closely following stimuli disrupted the classical temporal sequence between excitation and inhibition, resulting in slower following capacity. During maturation, inhibitory duration gradually shortened accompanied by an improving temporal following ability of RS neurons. Both inhibitory duration and stimulus-following ability demonstrated exposure-based plasticity. These results demonstrate the role of inhibition in setting the pace for experience-dependent maturation of temporal processing in the auditory cortex.

Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective

Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not necessarily consistent over time, and we hypothesized that some monolinguals and ELLs go "under the radar" in lower grades but their language difficulties become more pronounced in later years, as syntactic demands increase, hence "late-emerging DLD". This longitudinal study examined (a) the existence of late-emerging DLD in Grades 4-6 in English-speaking monolinguals and ELLs, and (b) the Grade 1 and 3 cognitive and language profiles that predict late-emerging DLD. This study involved monolinguals (n = 149), and ELLs (n = 402) coming from diverse home language backgrounds. Cognitive (working memory, phonological short-term memory, processing speed), language (vocabulary and syntax), and word reading skills were assessed annually from grades 1 to 6. Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups. In comparison with their typically developing peers, late-emerging DLD can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.

Language evolution to revolution: the leap from rich-vocabulary non-recursive communication system to recursive language 70,000 years ago was associated with acquisition of a novel component of imagination, called Prefrontal Synthesis, enabled by a mutation that slowed down the prefrontal cortex maturation simultaneously in two or more children – the Romulus and Remus hypothesis

There is an overwhelming archeological and genetic evidence that modern speech apparatus was acquired by hominins by 600,000 years ago. On the other hand, artifacts signifying modern imagination, such as (1) composite figurative arts, (2) bone needles with an eye, (3) construction of dwellings, and (4) elaborate burials arose not earlier than 70,000 years ago. It remains unclear (1) why there was a long gap between acquisition of modern speech apparatus and modern imagination, (2) what triggered the acquisition of modern imagination 70,000 years ago, and (3) what role language might have played in this process. Our research into evolutionary origin of modern imagination has been driven by the observation of a temporal limit for the development of a particular component of imagination. Modern children not exposed to recursive language in early childhood never acquire the type of active constructive imagination called Prefrontal Synthesis (PFS). Unlike vocabulary and grammar acquisition, which can be learned throughout one’s lifetime, there is a strong critical period for the development of PFS and individuals not exposed to recursive language in early childhood can never acquire PFS as adults. Their language will always lack understanding of spatial prepositions and recursion that depend on the PFS ability. In a similar manner, early hominins would not have been able to learn recursive language as adults and, therefore, would not be able to teach recursive language to their children. Thus, the existence of a strong critical period for PFS acquisition creates an evolutionary barrier for behavioral modernity. An evolutionary mathematical model suggests that a synergistic confluence of three events (1) a genetic mutation that extended the critical period by slowing down the prefrontal cortex development simultaneously in two or more children, (2) invention of recursive elements of language, such as spatial prepositions, by these children and (3) their dialogic communications using these recursive elements, resulted in concurrent conversion of a non-recursive communication system of their parents to recursive language and acquisition of PFS around 70,000 years ago.

Categorical phoneme labeling in children with dyslexia does not depend on stimulus duration

It is established that individuals with dyslexia are less consistent at auditory phoneme categorization than typical readers. One hypothesis attributes these differences in phoneme labeling to differences in auditory cue integration over time, suggesting that the performance of individuals with dyslexia would improve with longer exposure to informative phonetic cues. Here, the relationship between phoneme labeling and reading ability was investigated while manipulating the duration of steady-state auditory information available in a consonant-vowel syllable. Children with dyslexia obtained no more benefit from longer cues than did children with typical reading skills, suggesting that poor task performance is not explained by deficits in temporal integration or temporal sampling.