Auditory identification of frequency-modulated sweeps and reading difficulties in Chinese

Evaluation of central auditory processing in children with developmental dyslexia.

Objective. To date, most research on electroencephalography (EEG)-based mental workload detection for passive brain-computer interface (pBCI) applications has focused on identifying the overall level of cognitive resources required, such as whether the workload is high or low. We propose, however, that being able to determine the specific type of cognitive resources being used, such as visual or auditory, would also be useful. This would enable the pBCI to take more appropriate action to reduce the overall level of cognitive demand on the user. For example, if a high level of workload was detected and it is determined that the user is primarily engaged in visual information processing, then the pBCI could cause some information to be presented aurally instead. In our previous work we showed that EEG could be used to differentiate visual from auditory processing tasks when the level of processing is high, but the two modalities could not be distinguished when the level of cognitive processing demand was very low. The current study aims to build on this work and move toward the overall objective of developing a pBCI that is capable of predicting both the level and the type of cognitive resources being used. Approach. Fifteen individuals undertook carefully designed visual and auditory tasks while their EEG data was being recorded. In this study, we incorporated a more diverse range of sensory processing conditions including not only single-modality conditions (i.e. those requiring one of either visual or auditory processing) as in our previous study, but also dual-modality conditions (i.e. those requiring both visual and auditory processing) and no-task/baseline conditions (i.e. when the individual is not engaged in either visual or auditory processing). Main results. Using regularized linear discriminant analysis within a hierarchical classification algorithm, the overall cognitive demand was predicted with an accuracy of more than 86%, while the presence or absence of visual and auditory sensory processing were each predicted with an accuracy of approximately 70%. Significance. The findings support the feasibility of establishing a pBCI that can determine both the level and type of attentional resources required by the user at any given moment. This pBCI could assist in enhancing safety in hazardous jobs by triggering the most effective and efficient adaptation strategies when high workload conditions are detected.

The nature and cause of auditory processing deficits in dyslexic individuals have been debated for decades. Auditory processing deficits were argued to be the first step in a causal chain of difficulties, leading to difficulties in speech perception and thereby phonological processing and literacy difficulties. More recently, it has been argued that auditory processing difficulties may not be causally related to language and literacy difficulties. This study compares two groups who have phonological processing impairments for different reasons: dyslexia and a history of otitis media (OM). We compared their discrimination thresholds and response variability to chronological age- and reading age-matched controls, across three auditory processing tasks: frequency discrimination, rise-time discrimination and speech perception. Dyslexic children showed raised frequency discrimination thresholds in comparison with age-matched controls but did not differ from reading age-matched controls or individuals with a history of OM. There were no group differences on speech perception or rise-time tasks. For the dyslexic children, there was an association between phonological awareness and frequency discrimination response variability, but no association with thresholds. These findings are not consistent with a 'causal chain' explanation but could be accounted for within a multiple deficits view of literacy difficulties.

Studies of basic (nonspeech) auditory processing in adults thought to have developmental dyslexia have yielded a variety of data. Yet there has been little consensus regarding the explanatory value of auditory processing in accounting for reading difficulties. Recently, however, a number of studies of basic auditory processing in children with developmental dyslexia have suggested that a reduced ability to discriminate the rate of change in amplitude envelope onsets (rise time) may be linked to phonological processing difficulties and thereby to reading difficulties. Here, we select a range of different rise-time tasks used with children, and give them to adults with developmental dyslexia, along with 2 other auditory tasks (intensity discrimination and temporal order judgment). Deficits in both rise-time perception and temporal order judgment were found to predict literacy attainment in adults with developmental dyslexia, but the data were suggestive of different causal pathways.

What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children’s mothers had lower education levels than did the other groups. With children’s ages and mothers’ education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language.

There is a large amount of variability in performance in masked-speech reception tasks, as well as in psychophysical auditory temporal processing tasks, between listeners with normal or relatively normal low-frequency hearing. In this study we used a cross-sectional dataset collected on 102 listeners (34 young, 34 middle-aged, 34 older) to assess whether variance in these tasks could be explained by variance in subcortical electrophysiological measures of auditory function (auditory brainstem responses and frequency following responses), and whether variance in speech-reception performance could be explained by variance in auditory temporal processing tasks. The potential confounding effect of high-frequency sensitivity was strictly controlled for by using highpass masking noise. Because each high-level construct (masked-speech reception, auditory temporal processing, and subcortical electrophysiological function) was indexed by several variables, we used principal component analyses to reduce the dimensionality of the dataset. Multiple-regression models were then used to assess the associations between the extracted principal components while controlling for a range of possible confounders including age and audiometric thresholds. We found that masked-speech reception was credibly associated with psychophysical auditory temporal processing abilities. No credible associations were found between masked-speech reception and electrophysiological measures of subcortical auditory function, or between psychophysical measures of auditory temporal processing and electrophysiological measures of subcortical auditory function. These results suggest that either the electrophysiological measures of subcortical auditory function used were not sufficiently sensitive to the subcortical neural processes limiting performance in the speech-reception and psychophysical auditory temporal-processing tasks, or that variance in these tasks is largely unrelated to variance in subcortical neural processes in listeners with near-normal hearing.

Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

Developmental dyslexia is a cognitive disorder characterized by difficulties in linguistic processing. Our purpose is to distinguish subtypes of developmental dyslexia by the level of speech–EEG frequency entrainment (δ: 1–4; β: 12.5–22.5; γ1: 25–35; and γ2: 35–80 Hz) in word/pseudoword auditory discrimination. Depending on the type of disabilities, dyslexics can divide into two subtypes—with less pronounced phonological deficits (NoPhoDys—visual dyslexia) and with more pronounced ones (PhoDys—phonological dyslexia). For correctly recognized stimuli, the δ-entrainment is significantly worse in dyslexic children compared to controls at a level of speech prosody and syllabic analysis. Controls and NoPhoDys show a stronger δ-entrainment in the left-hemispheric auditory cortex (AC), anterior temporal lobe (ATL), frontal, and motor cortices than PhoDys. Dyslexic subgroups concerning normolexics have a deficit of δ-entrainment in the left ATL, inferior frontal gyrus (IFG), and the right AC. PhoDys has higher δ-entrainment in the posterior part of adjacent STS regions than NoPhoDys. Insufficient low-frequency β changes over the IFG, the inferior parietal lobe of PhoDys compared to NoPhoDys correspond to their worse phonological short-term memory. Left-dominant 30 Hz-entrainment for normolexics to phonemic frequencies characterizes the right AC, adjacent regions to superior temporal sulcus of dyslexics. The pronounced 40 Hz-entrainment in PhoDys than the other groups suggest a hearing “reassembly” and a poor phonological working memory. Shifting up to higher-frequency γ-entrainment in the AC of NoPhoDys can lead to verbal memory deficits. Different patterns of cortical reorganization based on the left or right hemisphere lead to differential dyslexic profiles.

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.

Objective To study on the neural mechanism of deficits in Chinese developmental dyslexia from the aspects of the phonological processing, orthographic skills, visual magnocellular function and cerebellum function. Methods Critical words in Chinese and English (e.g. dyslexia, reading development, Chinese, neural) and formula (e.g. Chinese and (reading development) and (neural or neuroimage or fMRI or ERP or brain area) related with the present topic were searched among the article abstracts in Chinese and foreign databases (e.g. CNKI, Pubmed, Sciencedirect) from July to December, 2014. Results Fifty-two relevant articles were gained access to the database. Referring to the present topic, research on the neural mechanism of dyslexia with neuroimaging technique was reserved, while the studies in which the reading impairment of the participants was caused by acquired factors were eliminated. Finally, thirty-three valid articles were retained. Conclusion According to previous studies, although there might be similarities in cognitive deficits of dyslexia between alphabetic languages and Chinese, it was still found that the Chinese children with developmental dyslexia exhibited abnormal neural activities and impaired brain structures in areas associated with Chinese phonology (i.e. left middle frontal gyrus, which was different from the left inferior frontal gyrus always related with phonological processing in alphabetic languages) and orthographic skills (right occipitotemporal areas which was responsible for the visuospatial processing), revealing language specificity of Chinese to some extent. However, some other studies reported the similarities in neural mechanisms of dyslexia across languages. Therefore, more studies were required to further examine the cross-cultural mechanism of the neural activity regarding the developmental dyslexia. Meanwhile, researches on the aspects of general perception showed Chinese dyslexic individuals had deficits in visual magnocellular function, and cerebellum. Future studies were required to explore the relationship between the linguistic and non-linguistic deficits. Key words: Developmental dyslexia; Chinese reading; Language skills; General perception; Neural mechanism

Characteristics of neurons in auditory cortex of monkeys performing a simple auditory task.

Auditory cortex is necessary for the perceptual detection of brief gaps in noise, but is not necessary for many other auditory tasks such as frequency discrimination, prepulse inhibition of startle responses, or fear conditioning with pure tones. It remains unclear why auditory cortex should be necessary for some auditory tasks but not others. One possibility is that auditory cortex is causally involved in gap detection and other forms of temporal processing in order to associate meaning with temporally structured sounds. This predicts that auditory cortex should be necessary for associating meaning with gaps. To test this prediction, we developed a fear conditioning paradigm for mice based on gap detection. We found that pairing a 10 or 100 ms gap with an aversive stimulus caused a robust enhancement of gap detection measured 6 h later, which we refer to as fear potentiation of gap detection. Optogenetic suppression of auditory cortex during pairing abolished this fear potentiation, indicating that auditory cortex is critically involved in associating temporally structured sounds with emotionally salient events.

It has been suggested that auditory and visual sequential processing deficits contribute to phonological disorders in developmental dyslexia. As an alternative explanation to a phonological deficit as the proximal cause for reading disorders, the visual attention span hypothesis (VA Span) suggests that difficulties in processing visual elements simultaneously lead to dyslexia, regardless of the presence of a phonological disorder. In this study, we assessed whether deficits in processing simultaneously displayed visual or auditory elements is linked to dyslexia associated with a VA Span impairment. Sixteen children with developmental dyslexia and 16 age-matched skilled readers were assessed on visual and auditory search tasks. Participants were asked to detect a target presented simultaneously with 3, 9, or 15 distracters. In the visual modality, target detection was slower in the dyslexic children than in the control group on a “serial” search condition only: the intercepts (but not the slopes) of the search functions were higher in the dyslexic group than in the control group. In the auditory modality, although no group difference was observed, search performance was influenced by the number of distracters in the control group only. Within the dyslexic group, not only poor visual search (high reaction times and intercepts) but also low auditory search performance (d′) strongly correlated with poor irregular word reading accuracy. Moreover, both visual and auditory search performance was associated with the VA Span abilities of dyslexic participants but not with their phonological skills. The present data suggests that some visual mechanisms engaged in “serial” search contribute to reading and orthographic knowledge via VA Span skills regardless of phonological skills. The present results further open the question of the role of auditory simultaneous processing in reading as well as its link with VA Span skills.

P17. Impaired auditory attention in adolescents with developmental dyslexia

Background/Aims: Specific language impairment (SLI) is believed to be associated with nonverbal auditory (NVA) deficits. It remains unclear, however, whether children with SLI show deficits in auditory time processing, time processing in general, frequency discrimination (FD), or NVA processing in general. Patients and Methods: Twenty-seven children (aged 8–11) with SLI and 27 control children (CG), matched for age and gender, were retrospectively compared with regard to their performance on five NVA skills in terms of just noticeable differences (JND) and time order judgments (TOJ). JND was used for FD, intensity discrimination, and gap detection, while TOJ was used for FD and clicks. Results: Children with SLI performed significantly worse than the CG only on the FD tasks (JND and TOJ). The other nonverbal tasks showed no significant intergroup differences. Additionally, moderate associations were found between the FD tasks and phonological skills, as well as between FD tasks and language scores. Conclusion: Children with SLI appear to have restricted FD skills compared to controls, but there was no evidence for a common NVA deficit or reduced temporal auditory abilities.