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Panahi R, Akbari M, Jarollahi F, Haghani H, Kazemnezhad Leyli E, Zia M. Atypical function of auditory sensory gating in children with developmental dyslexia: Investigating its relationship with cognitive abilities. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:426-440. [PMID: 37779260 DOI: 10.1002/dys.1754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Revised: 06/24/2023] [Accepted: 09/12/2023] [Indexed: 10/03/2023]
Abstract
Impairments of auditory processing are among frequent findings in dyslexia. However, it is unclear how auditory signals are gated from brainstem to higher central processing stages in these individuals. The present study was done to investigate auditory sensory gating in children with developmental dyslexia (DD), and to determine whether sensory gating correlates with performance on behavioural tasks. Auditory sensory gating at P50, N1 and P2 waves was evaluated in two groups including 20 children with DD and 19 children with typical reading development (TRD). Behavioural tests were used to evaluate phonological working memory (PWM) and selective attention abilities. Sensory gating in children with DD was significantly less efficient than their peers at P50, N1 and P2 waves. Lower auditory evoked potential (AEP) amplitudes were found in the DD group. The children with TRD scored better in all the behavioural tests. Relationships were reported between sensory gating at P50, N1, P2 and behavioural performance in the two groups. Children with dyslexia had deficient sensory gating in comparison with controls. In addition, children with dyslexia experienced problems with PWM and selective attention tasks. The function of sensory gating was associated with attentional and PWM performances in this group.
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Affiliation(s)
- Rasool Panahi
- Otorhinolaryngology Research Center, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Mehdi Akbari
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Farnoush Jarollahi
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Hamid Haghani
- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Ehsan Kazemnezhad Leyli
- Department of Biostatistics, Guilan Road Trauma Research Center, Guilan University of Medical Sciences, Rasht, Iran
| | - Maryam Zia
- Otorhinolaryngology Research Center, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
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Ma H, Zhang Y, Zhang J, Liu Y, Long Z, Ran H, Li J, Qin Y, Zhao J. Neural responses to rapidly selecting color names with different novelty. Cogn Neurodyn 2021; 15:1015-1022. [PMID: 34790268 DOI: 10.1007/s11571-021-09685-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2020] [Revised: 04/19/2021] [Accepted: 05/20/2021] [Indexed: 11/29/2022] Open
Abstract
It is well known that different names of color can lead to distinct attractions to people. To study the neural mechanism underlying this phenomenon, an implicit association test task was designed for color names, in which participants were required to select the possible meanings of a Greek phrase from two color names (in Chinese). The behavioral results showed that the participants were more likely to select novel names for long Greek phrases and dates names for short Greek phrases. The EEG results showed that the mean amplitude of N1 was greater for selections of novel color names than selections of dates names for Greek phrases. Meanwhile, the mean amplitude of N3 for novel color names was more negative than that of dates color names. Significant interaction effect of N3 was also found for the four kinds of selections between Greek phrases and Chinese color names. Moreover, a frontal-positive and occipital-negative distribution for scalp topography of N1 was found, while the scalp topography of N3 was opposite as frontal-negative and occipital-positive distribution, suggesting the importance of visual cortex for perception of the color names and prefrontal cortex for integration and decision of selection. In summary, the results here indicated that colors with novel names could easily attract people's attention than colors with dates names, which might shed light on the usage of color names in real life.
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Affiliation(s)
- Hanqing Ma
- Faculty of Psychology, Southwest University, Chongqing, 400715 China
| | - Yunyi Zhang
- Faculty of Psychology, Southwest University, Chongqing, 400715 China
| | - Jingyi Zhang
- Faculty of Psychology, Southwest University, Chongqing, 400715 China
| | - Yong Liu
- Faculty of Psychology, Southwest University, Chongqing, 400715 China.,Key Laboratory of Cognition and Personality (Ministry of Education), Southwest University, Chongqing, 400715 China
| | - Zhiliang Long
- Faculty of Psychology, Southwest University, Chongqing, 400715 China.,Key Laboratory of Cognition and Personality (Ministry of Education), Southwest University, Chongqing, 400715 China
| | - Huangyanqiu Ran
- Faculty of Psychology, Southwest University, Chongqing, 400715 China
| | - Jingwen Li
- Faculty of Psychology, Southwest University, Chongqing, 400715 China
| | - Yingmei Qin
- Tianjin Key Laboratory of Information Sensing and Intelligent Control, School of Automation and Electrical Engineering, Tianjin University of Technology and Education, Tianjin, 300222 China
| | - Jia Zhao
- Faculty of Psychology, Southwest University, Chongqing, 400715 China.,Key Laboratory of Cognition and Personality (Ministry of Education), Southwest University, Chongqing, 400715 China.,Chongqing Collaborative Innovation Center for Brain Science, Chongqing, 400715 China
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Yang J, Peng J, Zhang D, Zheng L, Mo L. Specific effects of working memory training on the reading skills of Chinese children with developmental dyslexia. PLoS One 2017; 12:e0186114. [PMID: 29145402 PMCID: PMC5690665 DOI: 10.1371/journal.pone.0186114] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2017] [Accepted: 09/25/2017] [Indexed: 11/23/2022] Open
Abstract
Most research on working memory (WM) training for children with developmental dyslexia (DD) has focused on western alphabetical languages. Moreover, most of these studies used a combination of training tasks targeting a variety of WM components, making it difficult to determine whether WM training generates a general improvement in overall reading, or improves specific cognitive skills corresponding to the WM components that are targeted in training. We tested the general and specific effects of WM training on the reading skills of 45 Chinese children with DD, grades 3 to 5. In Experiment 1, the experimental group received a program targeting the verbal WM component; in Experiment 2, the experimental group was trained with a program targeting visuospatial WM. In both experiments the control group played a placebo video game. In Experiment 1, the experimental group outperformed the control group on the visual rhyming task, which is highly correlated with verbal WM. In Experiment 2, the experimental group outperformed the control group on the orthographic awareness test, which is highly correlated with visuospatial WM. Furthermore, in both Experiment 1 and Experiment 2, the experimental groups outperformed the control groups on the fast word naming test, which is highly related to both visuospatial WM and verbal WM. Results indicated that WM training improved specific reading-related cognitive skills that are highly correlated with the specific WM components that were the target of training.
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Affiliation(s)
- Juanhua Yang
- Center for the Study of Applied Psychology and School of Psychology, South China Normal University, Guangzhou, China
| | - Jun Peng
- Center for the Study of Applied Psychology and School of Psychology, South China Normal University, Guangzhou, China
| | - Dake Zhang
- Department of Educational Psychology, Rutgers University, New Brunswick, NJ, United States of America
| | - Liling Zheng
- Center for the Study of Applied Psychology and School of Psychology, South China Normal University, Guangzhou, China
| | - Lei Mo
- Center for the Study of Applied Psychology and School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
- * E-mail:
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Xue J, Liu T, Marmolejo-Ramos F, Pei X. Age of Acquisition Effects on Word Processing for Chinese Native Learners' English: ERP Evidence for the Arbitrary Mapping Hypothesis. Front Psychol 2017; 8:818. [PMID: 28572785 PMCID: PMC5435808 DOI: 10.3389/fpsyg.2017.00818] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2016] [Accepted: 05/04/2017] [Indexed: 11/21/2022] Open
Abstract
The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA) effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learning (i.e., primary school, junior and senior high schools). A 3 (AoA: early vs. intermediate vs. late) × 2 (regularity: regular vs. irregular) × 2 (semantic relatedness: related vs. unrelated) × 2 (hemisphere: left vs. right) × 3 (brain area: anterior vs. central vs. posterior) within-subjects design was adopted. Results from the analysis of N100 and N400 amplitudes showed that early learned words had an advantage in processing accuracy and speed; there is a tendency that the AoA effect was more pronounced for irregular word pairs and in the semantic related condition. More important, ERP results showed early acquired words induced larger N100 amplitudes for early AoA words in the parietal area and more negative-going N400 than late acquire words in the frontal and central regions. The results indicate the locus of the AoA effect might derive from the arbitrary mapping between word forms and semantic concepts, and early acquired words have more semantic interconnections than late acquired words.
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Affiliation(s)
- Jin Xue
- School of Foreign Studies, University of Science and Technology BeijingBeijing, China
| | - Tongtong Liu
- School of English Language, Literature and Culture, Beijing International Studies UniversityBeijing, China
| | - Fernando Marmolejo-Ramos
- Department of Psychology, Stockholm UniversityStockholm, Sweden
- Faculty of Health Sciences, The University of Adelaide, AdelaideSA, Australia
| | - Xuna Pei
- School of English Language, Literature and Culture, Beijing International Studies UniversityBeijing, China
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Schermerhorn AC, Bates JE, Puce A, Molfese DL. Socio-emotionally significant experience and children's processing of irrelevant auditory stimuli. Int J Psychophysiol 2016; 112:52-63. [PMID: 27993611 DOI: 10.1016/j.ijpsycho.2016.12.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2016] [Revised: 12/08/2016] [Accepted: 12/14/2016] [Indexed: 10/20/2022]
Abstract
Theory and research indicate considerable influence of socio-emotionally significant experiences on children's functioning and adaptation. In the current study, we examined neurophysiological correlates of children's allocation of information processing resources to socio-emotionally significant events, specifically, simulated marital interactions. We presented 9- to 11-year-old children (n=24; 11 females) with 15 videos of interactions between two actors posing as a married couple. Task-irrelevant brief auditory probes were presented during the videos, and event-related potentials (ERPs) elicited to the auditory probes were measured. As hypothesized, exposure to higher levels of interparental conflict was associated with smaller P1, P2, and N2 ERPs to the probes. This finding is consistent with the idea that children who had been exposed to more interparental conflict attended more to the videos and diverted fewer cognitive resources to processing the probes, thereby producing smaller ERPs to the probes. In addition, smaller N2s were associated with more child behavior problems, suggesting that allocating fewer processing resources to the probes was associated with more problem behavior. Results are discussed in terms of implications of socio-emotionally significant experiences for children's processing of interpersonal interactions.
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Affiliation(s)
- Alice C Schermerhorn
- Department of Psychological Science, 2 Colchester Avenue, University of Vermont, Burlington, VT 05405-0134, United States.
| | - John E Bates
- Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th St., Bloomington, IN 47405, United States
| | - Aina Puce
- Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th St., Bloomington, IN 47405, United States
| | - Dennis L Molfese
- Department of Psychology, Center for Brain, Biology and Behavior, C88, East Stadium, P.O Box 880156, University of Nebraska-Lincoln, Lincoln, NE 68588-0156, United States
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Robles Aguirre FA, Lara Galindo WF. Interferencia de la información léxica sobre la identificación de fonemas durante una tarea de decisión fonológica. REVISTA LATINOAMERICANA DE PSICOLOGIA 2015. [DOI: 10.1016/j.rlp.2015.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Papageorgiou C, Karanasiou IS, Tsianaka EI, Kyprianou M, Papadimitriou GN, Uzunoglu NK. Motive related positivity: Decision-making during a prisoners' dilemma task. J Integr Neurosci 2013; 12:183-99. [DOI: 10.1142/s0219635213500106] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Zingiber officinale Improves Cognitive Function of the Middle-Aged Healthy Women. EVIDENCE-BASED COMPLEMENTARY AND ALTERNATIVE MEDICINE 2011; 2012:383062. [PMID: 22235230 PMCID: PMC3253463 DOI: 10.1155/2012/383062] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2011] [Accepted: 09/21/2011] [Indexed: 11/18/2022]
Abstract
The development of cognitive enhancers from plants possessing antioxidants has gained much attention due to the role of oxidative stress-induced cognitive impairment. Thus, this study aimed to determine the effect of ginger extract, or Zingiber officinale, on the cognitive function of middle-aged, healthy women. Sixty participants were randomly assigned to receive a placebo or standardized plant extract at doses of 400 and 800 mg once daily for 2 months. They were evaluated for working memory and cognitive function using computerized battery tests and the auditory oddball paradigm of event-related potentials at three different time periods: before receiving the intervention, one month, and two months. We found that the ginger-treated groups had significantly decreased P300 latencies, increased N100 and P300 amplitudes, and exhibited enhanced working memory. Therefore, ginger is a potential cognitive enhancer for middle-aged women.
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Söderlund GBW, Sikström S, Loftesnes JM, Sonuga-Barke EJ. The effects of background white noise on memory performance in inattentive school children. Behav Brain Funct 2010; 6:55. [PMID: 20920224 PMCID: PMC2955636 DOI: 10.1186/1744-9081-6-55] [Citation(s) in RCA: 89] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2010] [Accepted: 09/29/2010] [Indexed: 12/25/2022] Open
Abstract
Background Noise is typically conceived of as being detrimental for cognitive performance; however, a recent computational model based on the concepts of stochastic resonance and dopamine related internal noise postulates that a moderate amount of auditive noise benefit individuals in hypodopaminergic states. On the basis of this model we predicted that inattentive children would be enhanced by adding background white noise while attentive children's performance would deteriorate. Methods Fifty-one secondary school pupils carried out an episodic verbal free recall test in two noise conditions. In the high noise condition, verb-noun sentences were presented during auditory background noise (white noise, 78 dB), and in the low noise condition sentences were presented without noise. Results Exposure to background noise improved performance for inattentive children and worsened performance for attentive children and eliminated episodic memory differences between attentive and inattentive school children. Conclusions Consistent with the model, our data show that cognitive performance can be moderated by external background white noise stimulation in a non-clinical group of inattentive participants. This finding needs replicating in a larger sample using more noise levels but if replicated has great practical applications by offering a non-invasive way to improve school results in children with attentional problems.
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