Temporal dynamics of oscillatory activity during nonlexical language decoding: Evidence from Morse code and magnetoencephalography

Understanding encoded languages, such as written script or Morse code, requires nonlexical and lexical processing components that act in a parallel and interactive fashion. Decoding written script-as for example in reading-is typically very fast, making the investigation of the lexical and nonlexical components and their underlying neural mechanisms challenging. In the current study, we aimed to accomplish this problem by using Morse code as a model for language decoding. The decoding of Morse code is slower and thus allows a better and more fine-grained investigation of the lexical and nonlexical components of language decoding. In the current study, we investigated the impact of various components of nonlexical decoding of Morse code using magnetoencephalography. For this purpose, we reconstructed the time-frequency responses below 40 Hz in brain regions significantly involved in Morse code decoding and word comprehension that were identified in a previous study. Event-related reduction in beta- and alpha-band power were found in left inferior frontal cortex and angular gyrus, respectively, while event-related theta-band power increase was found at frontal midline. These induced oscillations reflect working-memory encoding, long-term memory retrieval as well as demanding cognitive control, respectively. In sum, by using Morse code and MEG, we were able to identify a cortical network underlying language decoding in a time- and frequency-resolved manner.

The Response to Dietary Leucine in Laying Lens

This study aimed to estimate the standardized ileal digestible leucine intake (SID-Leui, mg) in laying hens for maintenance, and to describe the response in laying hens to SID-Leui, thereby providing the information required to determine the optimum economic intake of SID-Leu for laying hens. Two nitrogen balance series, one balanced and the other unbalanced with respect to leucine (Leu), were used to estimate the SID-Leu requirement for maintenance using 36 roosters per series. The roosters were randomly distributed among the six levels of Leu with each level being replicated six times. The six diets were formulated to contain 0.0, 3.5, 6.9, 10.4, 13.9, or 17.4 g/kg of SID-Leu for the unbalanced series and 0.0, 4.0, 8.0, 12.0, 16.0, or 20.0 g/kg of SID-Leu for the balanced series. The SID-Leui maintenance requirement was calculated as 144 mg/bird d, 66 mg/kg d, 74 mg/kg0.75d or 395 mg/BPm0.73d. For the response trial, 120 individually caged laying hens (63 weeks old) were randomly distributed among eight treatments with 15 replicates. To estimate the SID-Leui for the population of hens, the Reading Model was fitted to the data using body weight (BW, kg), SID-Leui and egg output (EO, g). The Reading Model calculated the mg SID-Leui = 11.6 EOmax + 43.4 BW. The efficiency of SID-Leu utilization for laying hens was estimated to be 79%.

Reading component skills in dyslexia: word recognition, comprehension and processing speed

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.