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Tan E, Troller-Renfree SV, Morales S, Buzzell GA, McSweeney M, Antúnez M, Fox NA. Theta activity and cognitive functioning: Integrating evidence from resting-state and task-related developmental electroencephalography (EEG) research. Dev Cogn Neurosci 2024; 67:101404. [PMID: 38852382 PMCID: PMC11214181 DOI: 10.1016/j.dcn.2024.101404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 05/28/2024] [Accepted: 06/06/2024] [Indexed: 06/11/2024] Open
Abstract
The theta band is one of the most prominent frequency bands in the electroencephalography (EEG) power spectrum and presents an interesting paradox: while elevated theta power during resting state is linked to lower cognitive abilities in children and adolescents, increased theta power during cognitive tasks is associated with higher cognitive performance. Why does theta power, measured during resting state versus cognitive tasks, show differential correlations with cognitive functioning? This review provides an integrated account of the functional correlates of theta across different contexts. We first present evidence that higher theta power during resting state is correlated with lower executive functioning, attentional abilities, language skills, and IQ. Next, we review research showing that theta power increases during memory, attention, and cognitive control, and that higher theta power during these processes is correlated with better performance. Finally, we discuss potential explanations for the differential correlations between resting/task-related theta and cognitive functioning, and offer suggestions for future research in this area.
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Affiliation(s)
- Enda Tan
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA; Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20740, USA.
| | | | - Santiago Morales
- Department of Psychology, University of Southern California, CA 90007, USA
| | - George A Buzzell
- Department of Psychology, Florida International University, FL 33199, USA
| | - Marco McSweeney
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA
| | - Martín Antúnez
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA
| | - Nathan A Fox
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20740, USA; Neuroscience and Cognitive Science Program, University of Maryland, College Park, MD 20740, USA
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Theodoridou D, Tsiantis CO, Vlaikou AM, Chondrou V, Zakopoulou V, Christodoulides P, Oikonomou ED, Tzimourta KD, Kostoulas C, Tzallas AT, Tsamis KI, Peschos D, Sgourou A, Filiou MD, Syrrou M. Developmental Dyslexia: Insights from EEG-Based Findings and Molecular Signatures-A Pilot Study. Brain Sci 2024; 14:139. [PMID: 38391714 PMCID: PMC10887023 DOI: 10.3390/brainsci14020139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 01/25/2024] [Accepted: 01/26/2024] [Indexed: 02/24/2024] Open
Abstract
Developmental dyslexia (DD) is a learning disorder. Although risk genes have been identified, environmental factors, and particularly stress arising from constant difficulties, have been associated with the occurrence of DD by affecting brain plasticity and function, especially during critical neurodevelopmental stages. In this work, electroencephalogram (EEG) findings were coupled with the genetic and epigenetic molecular signatures of individuals with DD and matched controls. Specifically, we investigated the genetic and epigenetic correlates of key stress-associated genes (NR3C1, NR3C2, FKBP5, GILZ, SLC6A4) with psychological characteristics (depression, anxiety, and stress) often included in DD diagnostic criteria, as well as with brain EEG findings. We paired the observed brain rhythms with the expression levels of stress-related genes, investigated the epigenetic profile of the stress regulator glucocorticoid receptor (GR) and correlated such indices with demographic findings. This study presents a new interdisciplinary approach and findings that support the idea that stress, attributed to the demands of the school environment, may act as a contributing factor in the occurrence of the DD phenotype.
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Affiliation(s)
- Daniela Theodoridou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Christos-Orestis Tsiantis
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Angeliki-Maria Vlaikou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Vasiliki Chondrou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Victoria Zakopoulou
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Pavlos Christodoulides
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Emmanouil D Oikonomou
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Katerina D Tzimourta
- Department of Electrical and Computer Engineering, University of Western Macedonia, 50100 Kozani, Greece
| | - Charilaos Kostoulas
- Laboratory of Medical Genetics, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Alexandros T Tzallas
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Konstantinos I Tsamis
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Dimitrios Peschos
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Argyro Sgourou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Michaela D Filiou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Maria Syrrou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
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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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Hernández-Vásquez R, Córdova García U, Barreto AMB, Rojas MLR, Ponce-Meza J, Saavedra-López M. An Overview on Electrophysiological and Neuroimaging Findings in Dyslexia. IRANIAN JOURNAL OF PSYCHIATRY 2023; 18:503-509. [PMID: 37881421 PMCID: PMC10593994 DOI: 10.18502/ijps.v18i4.13638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 05/31/2023] [Accepted: 06/08/2023] [Indexed: 10/27/2023]
Abstract
Objective: Dyslexia is a prevalent neurodevelopmental condition that is characterized by inaccurate and slow word recognition. This article reviews neural correlates of dyslexia from both electrophysiological and neuroimaging studies. Method : In this brief review, we provide electrophysiological and neuroimaging evidence from electroencephalogram (EEG) and magnetic resonance imaging (MRI) studies in dyslexia to understand functional and structural brain changes in this condition. Results: In both electrophysiological and neuroimaging studies, the most frequently reported functional impairments in dyslexia include aberrant activation of the left hemisphere occipito-temporal cortex (OTC), temporo-parietal cortex (TPC), inferior frontal gyrus (IFG), and cerebellar areas. EEG studies have mostly highlighted the important role of lower frequency bands in dyslexia, especially theta waves. Furthermore, neuroimaging studies have suggested that dyslexia is related to functional and structural impairments in the left hemisphere regions associated with reading and language, including reduced grey matter volume in the left TPC, decreased white matter connectivity between reading networks, and hypo-activation of the left OTC and TPC. In addition, neural evidence from pre-reading children and infants at risk for dyslexia show that there are abnormalities in the dyslexic brain before learning to read begins. Conclusion: Advances in comprehending the neural correlates of dyslexia could bring closer translation from basic to clinical neuroscience and effective rehabilitation for individuals who struggle to read. However, neuroscience still has great potential for clinical translation that requires further research.
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Fathi Khorasani D, Rastgou Moghadam M, Saebipour MR, Ghoshuni M. Quantitative Comparison of Brain Waves of Dyslexic Students With Perceptual and Linguistic Types With Normal Students in Reading. Basic Clin Neurosci 2023; 14:713-726. [PMID: 38628833 PMCID: PMC11016875 DOI: 10.32598/bcn.2022.144.5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Revised: 03/22/2021] [Accepted: 12/01/2021] [Indexed: 04/19/2024] Open
Abstract
Introduction The aim of this study was to compare the brain wave pattern of two groups of dyslexic students with perceptual and linguistic types with normal students in reading. Methods In this study, 27 students (24 boys and 3 girls) from first to fifth grade with an Mean±SD of age 8.16±10.09 years participated. Eight students with perceptual type dyslexia, ten students with linguistic type dyslexia, and nine normal students with reading were selected by purposive sampling method. Results After removing noise and artifacts, the data were converted into quantitative digits using Neuroguide software and analyzed using multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA). Based on the results, the linguistic group and the normal group differed in the relative power of the alpha wave in the two channels Fp1 and Fp2, but there was no difference between the three linguistic, perceptual, and normal groups in the absolute power of the four waves of the delta, theta, alpha, and beta. Conclusion The relative power spectrum of the alpha band in the forehead can be significantly related to dyslexia problems as seen in the linguistic type.
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Affiliation(s)
- Danial Fathi Khorasani
- Department of Psychology, Faculty of Educational Sciences and Psychology Birjand University, Birjand, Iran
| | - Mitra Rastgou Moghadam
- Department of Psychology, Faculty of Educational Sciences and Psychology Birjand University, Birjand, Iran
| | - Mohammad Reza Saebipour
- Department of Anatomical Sciences, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
| | - Majid Ghoshuni
- Department of Biomedical Engineering, Mashhad Branch, Islamic Azad University, Mashhad, Iran
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Cainelli E, Vedovelli L, Carretti B, Bisiacchi P. EEG correlates of developmental dyslexia: a systematic review. ANNALS OF DYSLEXIA 2023; 73:184-213. [PMID: 36417146 DOI: 10.1007/s11881-022-00273-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 10/25/2022] [Indexed: 06/08/2023]
Abstract
Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an online search of the PubMed and Scopus databases to identify published articles on EEG correlates in children with dyslexia aged 6 to 12 years without comorbidities. We follow the PRISMA guidelines and assess the quality using the Appraisal Tool questionnaire. Our final analysis included 49 studies (14% high quality, 63% medium, 20% low, and 2% very low). Studies differed greatly in methodology, making a summary of their results challenging. However, some points came to light. Even at rest, children with dyslexia and children in the control group exhibited differences in several EEG measures, particularly in theta and alpha frequencies; these frequencies appear to be associated with learning performance. During reading-related tasks, the differences between dyslexic and control children seem more localized in the left temporoparietal sites. The EEG activity of children with dyslexia and children in the control group differed in many aspects, both at rest and during reading-related tasks. Our data are compatible with neuroimaging studies in the same diagnostic group and expand the literature by offering new insights into functional significance.
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Affiliation(s)
- Elisa Cainelli
- Department of General Psychology, University of Padova, Via Venezia, 8, 35133, Padua, Italy.
| | - Luca Vedovelli
- Unit of Biostatistics, Epidemiology, and Public Health, Department of Cardiac, Thoracic, Vascular Sciences, and Public Health, University of Padova, Padua, Italy
| | - Barbara Carretti
- Department of General Psychology, University of Padova, Via Venezia, 8, 35133, Padua, Italy
| | - Patrizia Bisiacchi
- Department of General Psychology, University of Padova, Via Venezia, 8, 35133, Padua, Italy
- Padova Neuroscience Centre, PNC, Padua, Italy
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Turri C, Di Dona G, Santoni A, Zamfira DA, Franchin L, Melcher D, Ronconi L. Periodic and Aperiodic EEG Features as Potential Markers of Developmental Dyslexia. Biomedicines 2023; 11:1607. [PMID: 37371702 DOI: 10.3390/biomedicines11061607] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 05/26/2023] [Accepted: 05/26/2023] [Indexed: 06/29/2023] Open
Abstract
Developmental Dyslexia (DD) is a neurobiological condition affecting the ability to read fluently and/or accurately. Analyzing resting-state electroencephalographic (EEG) activity in DD may provide a deeper characterization of the underlying pathophysiology and possible biomarkers. So far, studies investigating resting-state activity in DD provided limited evidence and did not consider the aperiodic component of the power spectrum. In the present study, adults with (n = 26) and without DD (n = 31) underwent a reading skills assessment and resting-state EEG to investigate potential alterations in aperiodic activity, their impact on the periodic counterpart and reading performance. In parieto-occipital channels, DD participants showed a significantly different aperiodic activity as indexed by a flatter and lower power spectrum. These aperiodic measures were significantly related to text reading time, suggesting a link with individual differences in reading difficulties. In the beta band, the DD group showed significantly decreased aperiodic-adjusted power compared to typical readers, which was significantly correlated to word reading accuracy. Overall, here we provide evidence showing alterations of the endogenous aperiodic activity in DD participants consistently with the increased neural noise hypothesis. In addition, we confirm alterations of endogenous beta rhythms, which are discussed in terms of their potential link with magnocellular-dorsal stream deficit.
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Affiliation(s)
- Chiara Turri
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Giuseppe Di Dona
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Alessia Santoni
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
| | - Denisa Adina Zamfira
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Laura Franchin
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
| | - David Melcher
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
- Psychology Program, Division of Science, New York University Abu Dhabi, Abu Dhabi 129188, United Arab Emirates
- Center for Brain and Health, NYUAD Research Institute, New York University Abu Dhabi, Abu Dhabi 129188, United Arab Emirates
| | - Luca Ronconi
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
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Zivan M, Vaknin S, Peleg N, Ackerman R, Horowitz-Kraus T. Higher theta-beta ratio during screen-based vs. printed paper is related to lower attention in children: An EEG study. PLoS One 2023; 18:e0283863. [PMID: 37200288 DOI: 10.1371/journal.pone.0283863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 03/17/2023] [Indexed: 05/20/2023] Open
Abstract
Reading is considered a non-intuitive, cognitively demanding ability requiring synchronization between several neural networks supporting visual, language processing and higher-order abilities. With the involvement of technology in our everyday life, reading from a screen has become widely used. Several studies point to challenges in processing written materials from the screen due to changes in attention allocation when reading from a screen compared to reading from a printed paper. The current study examined the differences in brain activation when reading from a screen compared to reading from a printed paper focusing on spectral power related to attention in fifteen 6-8-year-old children. Using an electroencephalogram, children read two different age-appropriate texts, without illustrations, presented randomly on the screen and on a printed paper. Data were analyzed using spectral analyses in brain regions related to language, visual processing, and cognitive control, focusing on theta vs. beta waveforms. Results indicated that while reading from a printed paper was accompanied by higher energy in high-frequency bands (beta, gamma), reading from the screen was manifested by a higher power in the lower frequency bands (alpha, theta). Higher theta compared to the beta ratio, representing challenges in allocating attention to a given task, was found for the screen reading compared to the printed paper reading condition. Also, a significant negative correlation was found between differences in theta/beta ratio for screen vs paper reading and accuracy level in the age-normalized Sky-Search task measuring attention and a positive correlation with performance time. These results provide neurobiological support for the greater cognitive load and reduced focused attention during screen-based compared to print-based reading and suggest a different reliance on attention resources for the two conditions in children.
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Affiliation(s)
- Michal Zivan
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Haifa, Israel
- Faculty of Education in Science and Technology, Haifa, Israel
| | - Sasson Vaknin
- Signal and Image Processing Lab, Faculty of electrical engineering, Haifa, Israel
| | - Nimrod Peleg
- Signal and Image Processing Lab, Faculty of electrical engineering, Haifa, Israel
| | - Rakefet Ackerman
- Faculty of Industrial Engineering and Management, Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Haifa, Israel
- Faculty of Education in Science and Technology, Haifa, Israel
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9
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Seshadri NPG, Geethanjali B, Singh BK. EEG based functional brain networks analysis in dyslexic children during arithmetic task. Cogn Neurodyn 2022; 16:1013-1028. [PMID: 36237405 PMCID: PMC9508309 DOI: 10.1007/s11571-021-09769-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 11/07/2021] [Accepted: 12/05/2021] [Indexed: 11/26/2022] Open
Abstract
Developmental Dyslexia is a neuro-developmental disorder that often refers to a phonological processing deficit regardless of average IQ. The present study investigated the distinct functional changes in brain networks of dyslexic children during arithmetic task performance using an electroencephalogram. Fifteen dyslexic children and fifteen normally developing children (NDC) were recruited and performed an arithmetic task. Brain functional network measures such as node strength, clustering coefficient, characteristic pathlength and small-world were calculated using graph theory methods for both groups. Task performance showed significantly less performance accuracy in dyslexics against NDC. The neural findings showed increased connectivity in the delta band and reduced connectivity in theta, alpha, and beta band at temporoparietal, and prefrontal regions in dyslexic group while performing the task. The node strengths were found to be significantly high in delta band (T3, O1, F8 regions) and low in theta (T5, P3, Pz regions), beta (Pz) and gamma band (T4 and prefrontal regions) during the task in dyslexics compared to the NDC. The clustering coefficient was found to be significantly low in the dyslexic group (theta and alpha band) and characteristic pathlength was found to be significantly high in the dyslexic group (theta and alpha band) compared to the NDC group while performing task. In conclusion, the present study shows evidence for poor fact-retrieval mechanism and altered network topology in dyslexic brain networks during arithmetic task performance.
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Affiliation(s)
- N. P. Guhan Seshadri
- Department of Biomedical Engineering, National Institute of Technology Raipur, Raipur, India
| | - B. Geethanjali
- Department of Biomedical Engineering, SSN College of Engineering, Chennai, India
| | - Bikesh Kumar Singh
- Department of Biomedical Engineering, National Institute of Technology Raipur, Raipur, India
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Patil AU, Madathil D, Fan YT, Tzeng OJL, Huang CM, Huang HW. Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders: A Review. Brain Sci 2022; 12:brainsci12091238. [PMID: 36138974 PMCID: PMC9497239 DOI: 10.3390/brainsci12091238] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 09/03/2022] [Accepted: 09/07/2022] [Indexed: 12/02/2022] Open
Abstract
Neurofeedback (NF) is a type of biofeedback in which an individual’s brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated with behavioral changes. Recent evidence suggests that the NF technique can be used to train electrical brain activity and facilitate learning among children with learning disorders. Toward this aim, this review first presents a generalized model for NF systems, and then studies involving NF training for children with disorders such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and other specific learning disorders such as dyscalculia and dysgraphia are reviewed. The discussion elaborates on the potential for translational applications of NF in educational and learning settings with details. This review also addresses some issues concerning the role of NF in education, and it concludes with some solutions and future directions. In order to provide the best learning environment for children with ADHD and other learning disorders, it is critical to better understand the role of NF in educational settings. The review provides the potential challenges of the current systems to aid in highlighting the issues undermining the efficacy of current systems and identifying solutions to address them. The review focuses on the use of NF technology in education for the development of adaptive teaching methods and the best learning environment for children with learning disabilities.
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Affiliation(s)
- Abhishek Uday Patil
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
| | - Deepa Madathil
- Jindal Institute of Behavioural Sciences, O.P. Jindal Global University, Haryana 131001, India
| | - Yang-Tang Fan
- Graduate Institute of Medicine, Yuan Ze University, Taoyuan 320315, Taiwan
| | - Ovid J. L. Tzeng
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- Centre for Intelligent Drug Systems and Smart Bio-Devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- College of Humanities and Social Sciences, Taipei Medical University, Taipei 106339, Taiwan
- Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei 106308, Taiwan
- Hong Kong Institute for Advanced Studies, City University of Hong Kong, Hong Kong
| | - Chih-Mao Huang
- Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
- Centre for Intelligent Drug Systems and Smart Bio-Devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan
| | - Hsu-Wen Huang
- Department of Linguistics and Translation, City University of Hong Kong, Hong Kong
- Correspondence: ; Tel.: +852-3442-2579
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11
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An A, Hoang H, Trang L, Vo Q, Tran L, Le T, Le A, McCormick A, Du Old K, Williams NS, Mackellar G, Nguyen E, Luong T, Nguyen V, Nguyen K, Ha H. Investigating the effect of Mindfulness-Based Stress Reduction on stress level and brain activity of college students. IBRO Neurosci Rep 2022; 12:399-410. [PMID: 35601693 PMCID: PMC9121238 DOI: 10.1016/j.ibneur.2022.05.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 05/08/2022] [Accepted: 05/11/2022] [Indexed: 11/25/2022] Open
Abstract
Financial constraints usually hinder students, especially those in low-middle income countries (LMICs), from seeking mental health interventions. Hence, it is necessary to identify effective, affordable and sustainable counter-stress measures for college students in the LMICs context. This study examines the sustained effects of mindfulness practice on the psychological outcomes and brain activity of students, especially when they are exposed to stressful situations. Here, we combined psychological and electrophysiological methods (EEG) to investigate the sustained effects of an 8-week-long standardized Mindfulness-Based Stress Reduction (MBSR) intervention on the brain activity of college students. We found that the Test group showed a decrease in negative emotional states after the intervention, compared to the no statistically significant result of the Control group, as indicated by the Perceived Stress Scale (PSS) (33% reduction in the negative score) and Depression, Anxiety, Stress Scale (DASS-42) scores (nearly 40% reduction of three subscale scores). Spectral analysis of EEG data showed that this intervention is longitudinally associated with increased frontal and occipital lobe alpha band power. Additionally, the increase in alpha power is more prevalent when the Test group was being stress-induced by cognitive tasks, suggesting that practicing MBSR might enhance the practitioners’ tolerance of negative emotional states. In conclusion, MBSR intervention led to a sustained reduction of negative emotional states as measured by both psychological and electrophysiological metrics, which supports the adoption of MBSR as an effective and sustainable stress-countering approach for students in LMICs.
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12
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Lui KFH, Lo JCM, Ho CSH, McBride C, Maurer U. Resting state EEG network modularity predicts literacy skills in L1 Chinese but not in L2 English. BRAIN AND LANGUAGE 2021; 220:104984. [PMID: 34175709 DOI: 10.1016/j.bandl.2021.104984] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 04/23/2021] [Accepted: 06/17/2021] [Indexed: 06/13/2023]
Abstract
EEG network modularity, as a proxy for cognitive plasticity, has been proposed to be a more reliable neural marker than power and coherence in predicting learning outcomes. The present study examined the associations between resting state EEG network modularity and both L1 Chinese and L2 English literacy skills among 90 Hong Kong first to fifth graders. The modularity indices of different frequency bands were highly correlated with one another. An exploratory factor analysis, performed to extract a general modularity index, explained 77.1% of the total variance. The modularity index was positively associated with Chinese word reading, Chinese phonological awareness, Chinese morphological awareness, and Chinese reading comprehension but was not significantly correlated with English word reading or English morphological awareness. Findings suggest that resting state EEG network modularity is likely to serve as a reasonable, reliable, and cost-effective neural marker of the development of first language but not second language literacy skills.
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Affiliation(s)
| | | | | | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong; Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong.
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13
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Eroğlu G, Gürkan M, Teber S, Ertürk K, Kırmızı M, Ekici B, Arman F, Balcisoy S, Özgüz V, Çetin M. Changes in EEG complexity with neurofeedback and multi-sensory learning in children with dyslexia: A multiscale entropy analysis. APPLIED NEUROPSYCHOLOGY-CHILD 2020; 11:133-144. [DOI: 10.1080/21622965.2020.1772794] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Affiliation(s)
- Günet Eroğlu
- Faculty of Engineering and Natural Sciences, Sabancı University, Istanbul, Turkey
| | - Mert Gürkan
- Faculty of Engineering and Natural Sciences, Sabancı University, Istanbul, Turkey
| | - Serap Teber
- Medical Faculty, Child Neurology Department, Ankara University, Ankara, Turkey
| | | | | | - Barış Ekici
- Özel Çocuk Nörolojisi Kliniği, Istanbul, Turkey
| | - Fehim Arman
- Neurology Department, Acıbadem Hastanesi Kadıköy, Istanbul, Turkey
| | - Selim Balcisoy
- Faculty of Engineering and Natural Sciences, Sabancı University, Istanbul, Turkey
| | - Volkan Özgüz
- Faculty of Engineering and Natural Sciences, Sabancı University, Istanbul, Turkey
| | - Müjdat Çetin
- Faculty of Engineering and Natural Sciences, Sabancı University, Istanbul, Turkey
- Department of Electrical and Computer Engineering, University of Rochester, Rochester, New York, USA
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14
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Gorgoni M, Scarpelli S, Reda F, De Gennaro L. Sleep EEG oscillations in neurodevelopmental disorders without intellectual disabilities. Sleep Med Rev 2020; 49:101224. [PMID: 31731102 DOI: 10.1016/j.smrv.2019.101224] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2019] [Revised: 08/29/2019] [Accepted: 10/15/2019] [Indexed: 02/08/2023]
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15
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Jenson D, Bowers AL, Hudock D, Saltuklaroglu T. The Application of EEG Mu Rhythm Measures to Neurophysiological Research in Stuttering. Front Hum Neurosci 2020; 13:458. [PMID: 31998103 PMCID: PMC6965028 DOI: 10.3389/fnhum.2019.00458] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2019] [Accepted: 12/13/2019] [Indexed: 11/29/2022] Open
Abstract
Deficits in basal ganglia-based inhibitory and timing circuits along with sensorimotor internal modeling mechanisms are thought to underlie stuttering. However, much remains to be learned regarding the precise manner how these deficits contribute to disrupting both speech and cognitive functions in those who stutter. Herein, we examine the suitability of electroencephalographic (EEG) mu rhythms for addressing these deficits. We review some previous findings of mu rhythm activity differentiating stuttering from non-stuttering individuals and present some new preliminary findings capturing stuttering-related deficits in working memory. Mu rhythms are characterized by spectral peaks in alpha (8-13 Hz) and beta (14-25 Hz) frequency bands (mu-alpha and mu-beta). They emanate from premotor/motor regions and are influenced by basal ganglia and sensorimotor function. More specifically, alpha peaks (mu-alpha) are sensitive to basal ganglia-based inhibitory signals and sensory-to-motor feedback. Beta peaks (mu-beta) are sensitive to changes in timing and capture motor-to-sensory (i.e., forward model) projections. Observing simultaneous changes in mu-alpha and mu-beta across the time-course of specific events provides a rich window for observing neurophysiological deficits associated with stuttering in both speech and cognitive tasks and can provide a better understanding of the functional relationship between these stuttering symptoms. We review how independent component analysis (ICA) can extract mu rhythms from raw EEG signals in speech production tasks, such that changes in alpha and beta power are mapped to myogenic activity from articulators. We review findings from speech production and auditory discrimination tasks demonstrating that mu-alpha and mu-beta are highly sensitive to capturing sensorimotor and basal ganglia deficits associated with stuttering with high temporal precision. Novel findings from a non-word repetition (working memory) task are also included. They show reduced mu-alpha suppression in a stuttering group compared to a typically fluent group. Finally, we review current limitations and directions for future research.
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Affiliation(s)
- David Jenson
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, Spokane, WA, United States
| | - Andrew L. Bowers
- Epley Center for Health Professions, Communication Sciences and Disorders, University of Arkansas, Fayetteville, AR, United States
| | - Daniel Hudock
- Department of Communication Sciences and Disorders, Idaho State University, Pocatello, ID, United States
| | - Tim Saltuklaroglu
- College of Health Professions, Department of Audiology and Speech-Pathology, University of Tennessee Health Science Center, Knoxville, TN, United States
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16
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Zhang Y, Song H, Chen Y, Zuo L, Xia X, Zhang X. Thinking on Transcranial Direct Current Stimulation (tDCS) in Reading Interventions: Recommendations for Future Research Directions. Front Hum Neurosci 2019; 13:157. [PMID: 31191272 PMCID: PMC6540963 DOI: 10.3389/fnhum.2019.00157] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2018] [Accepted: 04/25/2019] [Indexed: 12/29/2022] Open
Affiliation(s)
- Yongjun Zhang
- School of Foreign Languages, Anhui Jianzhu University, Hefei, China.,Centers for Biomedical Engineering, School of Information Science and Technology, University of Science and Technology of China, Hefei, China
| | - Hongwen Song
- School of Humanities and Social Science, University of Science and Technology of China, Hefei, China
| | - Ying Chen
- School of Humanities and Social Science, University of Science and Technology of China, Hefei, China
| | - Lin Zuo
- CAS Key Laboratory of Brain Function and Disease, School of Life Science, University of Science and Technology of China, Hefei, China
| | - Xinzhao Xia
- Centers for Biomedical Engineering, School of Information Science and Technology, University of Science and Technology of China, Hefei, China
| | - Xiaochu Zhang
- Centers for Biomedical Engineering, School of Information Science and Technology, University of Science and Technology of China, Hefei, China.,Hefei Medical Research Center on Alcohol Addiction, Anhui Mental Health Center, Hefei, China.,Academy of Psychology and Behavior, Tianjin Normal University, Tianjin, China.,Hefei National Laboratory for Physical Sciences at the Microscale and School of Life Sciences, University of Science and Technology of China, Hefei, China
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17
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Saltuklaroglu T, Bowers A, Harkrider AW, Casenhiser D, Reilly KJ, Jenson DE, Thornton D. EEG mu rhythms: Rich sources of sensorimotor information in speech processing. BRAIN AND LANGUAGE 2018; 187:41-61. [PMID: 30509381 DOI: 10.1016/j.bandl.2018.09.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 09/27/2017] [Accepted: 09/23/2018] [Indexed: 06/09/2023]
Affiliation(s)
- Tim Saltuklaroglu
- Department of Audiology and Speech-Language Pathology, University of Tennessee Health Sciences, Knoxville, TN 37996, USA.
| | - Andrew Bowers
- University of Arkansas, Epley Center for Health Professions, 606 N. Razorback Road, Fayetteville, AR 72701, USA
| | - Ashley W Harkrider
- Department of Audiology and Speech-Language Pathology, University of Tennessee Health Sciences, Knoxville, TN 37996, USA
| | - Devin Casenhiser
- Department of Audiology and Speech-Language Pathology, University of Tennessee Health Sciences, Knoxville, TN 37996, USA
| | - Kevin J Reilly
- Department of Audiology and Speech-Language Pathology, University of Tennessee Health Sciences, Knoxville, TN 37996, USA
| | - David E Jenson
- Department of Speech and Hearing Sciences, Elson S. Floyd College of Medicine, Spokane, WA 99210-1495, USA
| | - David Thornton
- Department of Hearing, Speech, and Language Sciences, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002, USA
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18
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Fraga González G, Smit DJA, van der Molen MJW, Tijms J, Stam CJ, de Geus EJC, van der Molen MW. EEG Resting State Functional Connectivity in Adult Dyslexics Using Phase Lag Index and Graph Analysis. Front Hum Neurosci 2018; 12:341. [PMID: 30214403 PMCID: PMC6125304 DOI: 10.3389/fnhum.2018.00341] [Citation(s) in RCA: 40] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2018] [Accepted: 08/10/2018] [Indexed: 11/13/2022] Open
Abstract
Developmental dyslexia may involve deficits in functional connectivity across widespread brain networks that enable fluent reading. We investigated the large-scale organization of electroencephalography (EEG) functional networks at rest in 28 dyslexics and 36 typically reading adults. For each frequency band (delta, theta alpha and beta), we assessed functional connectivity strength with the phase lag index (PLI). Network topology was examined using minimum spanning tree (MST) graphs derived from the functional connectivity matrices. We found significant group differences in the alpha band (8-13 Hz). The graph analysis indicated more interconnected nodes, in dyslexics compared to typical readers. The graph metrics were significantly correlated with age in dyslexics but not in typical readers, which may indicate more heterogeneity in maturation of brain networks in dyslexics. The present findings support the involvement of alpha oscillations in higher cognition and the sensitivity of graph metrics to characterize functional networks in adult dyslexia. Finally, the current results extend our previous findings on children.
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Affiliation(s)
- Gorka Fraga González
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.,Rudolf Berlin Center, Amsterdam, Netherlands
| | - Dirk J A Smit
- Department of Biological Psychology, VU University, Amsterdam, Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, Netherlands
| | - Melle J W van der Molen
- Institute of Psychology, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Jurgen Tijms
- Rudolf Berlin Center, Amsterdam, Netherlands.,IWAL Institute, Amsterdam, Netherlands
| | - Cornelis Jan Stam
- Department of Clinical Neuropsychology and MEG Center, Neuroscience Campus Amsterdam, VU University Medical Center, Amsterdam, Netherlands
| | - Eco J C de Geus
- Department of Biological Psychology, VU University, Amsterdam, Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, Netherlands
| | - Maurits W van der Molen
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.,Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, Netherlands
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19
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Jenson D, Reilly KJ, Harkrider AW, Thornton D, Saltuklaroglu T. Trait related sensorimotor deficits in people who stutter: An EEG investigation of μ rhythm dynamics during spontaneous fluency. Neuroimage Clin 2018; 19:690-702. [PMID: 29872634 PMCID: PMC5986168 DOI: 10.1016/j.nicl.2018.05.026] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 03/28/2018] [Accepted: 05/20/2018] [Indexed: 01/09/2023]
Abstract
Stuttering is associated with compromised sensorimotor control (i.e., internal modeling) across the dorsal stream and oscillations of EEG mu (μ) rhythms have been proposed as reliable indices of anterior dorsal stream processing. The purpose of this study was to compare μ rhythm oscillatory activity between (PWS) and matched typically fluent speakers (TFS) during spontaneously fluent overt and covert speech production tasks. Independent component analysis identified bilateral μ components from 24/27 PWS and matched TFS that localized over premotor cortex. Time-frequency analysis of the left hemisphere μ clusters demonstrated significantly reduced μ-α and μ-β ERD (pCLUSTER < 0.05) in PWS across the time course of overt and covert speech production, while no group differences were found in the right hemisphere in any condition. Results were interpreted through the framework of State Feedback Control. They suggest that weak forward modeling and evaluation of sensory feedback across the time course of speech production characterizes the trait related sensorimotor impairment in PWS. This weakness is proposed to represent an underlying sensorimotor instability that may predispose the speech of PWS to breakdown.
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Affiliation(s)
- David Jenson
- University of Tennessee Health Science Center, Dept. of Audiology and Speech Pathology, United States.
| | - Kevin J Reilly
- University of Tennessee Health Science Center, Dept. of Audiology and Speech Pathology, United States
| | - Ashley W Harkrider
- University of Tennessee Health Science Center, Dept. of Audiology and Speech Pathology, United States
| | - David Thornton
- University of Tennessee Health Science Center, Dept. of Audiology and Speech Pathology, United States
| | - Tim Saltuklaroglu
- University of Tennessee Health Science Center, Dept. of Audiology and Speech Pathology, United States
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20
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Saltuklaroglu T, Harkrider AW, Thornton D, Jenson D, Kittilstved T. EEG Mu (µ) rhythm spectra and oscillatory activity differentiate stuttering from non-stuttering adults. Neuroimage 2017; 153:232-245. [PMID: 28400266 PMCID: PMC5569894 DOI: 10.1016/j.neuroimage.2017.04.022] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2016] [Revised: 01/24/2017] [Accepted: 04/08/2017] [Indexed: 10/19/2022] Open
Abstract
Stuttering is linked to sensorimotor deficits related to internal modeling mechanisms. This study compared spectral power and oscillatory activity of EEG mu (μ) rhythms between persons who stutter (PWS) and controls in listening and auditory discrimination tasks. EEG data were analyzed from passive listening in noise and accurate (same/different) discrimination of tones or syllables in quiet and noisy backgrounds. Independent component analysis identified left and/or right μ rhythms with characteristic alpha (α) and beta (β) peaks localized to premotor/motor regions in 23 of 27 people who stutter (PWS) and 24 of 27 controls. PWS produced μ spectra with reduced β amplitudes across conditions, suggesting reduced forward modeling capacity. Group time-frequency differences were associated with noisy conditions only. PWS showed increased μ-β desynchronization when listening to noise and early in discrimination events, suggesting evidence of heightened motor activity that might be related to forward modeling deficits. PWS also showed reduced μ-α synchronization in discrimination conditions, indicating reduced sensory gating. Together these findings indicate spectral and oscillatory analyses of μ rhythms are sensitive to stuttering. More specifically, they can reveal stuttering-related sensorimotor processing differences in listening and auditory discrimination that also may be influenced by basal ganglia deficits.
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Affiliation(s)
- Tim Saltuklaroglu
- University of Tennessee Health Science Center, Department of Audiology and Speech Pathology, 578 South Stadium Hall, Knoxville, TN 37996, USA
| | - Ashley W Harkrider
- University of Tennessee Health Science Center, Department of Audiology and Speech Pathology, 578 South Stadium Hall, Knoxville, TN 37996, USA.
| | - David Thornton
- University of Tennessee Health Science Center, Department of Audiology and Speech Pathology, 578 South Stadium Hall, Knoxville, TN 37996, USA
| | - David Jenson
- University of Tennessee Health Science Center, Department of Audiology and Speech Pathology, 578 South Stadium Hall, Knoxville, TN 37996, USA
| | - Tiffani Kittilstved
- University of Tennessee Health Science Center, Department of Audiology and Speech Pathology, 578 South Stadium Hall, Knoxville, TN 37996, USA
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