Neural deficits in children with dyslexia ameliorated by behavioral remediation: evidence from functional MRI.
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Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. Functional neuroimaging studies have shown a deficit in the neural mechanisms underlying phonological processing in children and adults with dyslexia. The present study examined whether behavioral remediation ameliorates these dysfunctional neural mechanisms in children with dyslexia. Functional MRI was performed on 20 children with dyslexia (8-12 years old) during phonological processing before and after a remediation program focused on auditory processing and oral language training. Behaviorally, training improved oral language and reading performance. Physiologically, children with dyslexia showed increased activity in multiple brain areas. Increases occurred in left temporo-parietal cortex and left inferior frontal gyrus, bringing brain activation in these regions closer to that seen in normal-reading children. Increased activity was observed also in right-hemisphere frontal and temporal regions and in the anterior cingulate gyrus. Children with dyslexia showed a correlation between the magnitude of increased activation in left temporo-parietal cortex and improvement in oral language ability. These results suggest that a partial remediation of language-processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions. (+info)
Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults.
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A multiple case study was conducted in order to assess three leading theories of developmental dyslexia: (i) the phonological theory, (ii) the magnocellular (auditory and visual) theory and (iii) the cerebellar theory. Sixteen dyslexic and 16 control university students were administered a full battery of psychometric, phonological, auditory, visual and cerebellar tests. Individual data reveal that all 16 dyslexics suffer from a phonological deficit, 10 from an auditory deficit, four from a motor deficit and two from a visual magnocellular deficit. Results suggest that a phonological deficit can appear in the absence of any other sensory or motor disorder, and is sufficient to cause a literacy impairment, as demonstrated by five of the dyslexics. Auditory disorders, when present, aggravate the phonological deficit, hence the literacy impairment. However, auditory deficits cannot be characterized simply as rapid auditory processing problems, as would be predicted by the magnocellular theory. Nor are they restricted to speech. Contrary to the cerebellar theory, we find little support for the notion that motor impairments, when found, have a cerebellar origin or reflect an automaticity deficit. Overall, the present data support the phonological theory of dyslexia, while acknowledging the presence of additional sensory and motor disorders in certain individuals. (+info)
An event-related fMRI study of explicit syntactic processing of normal/anomalous sentences in contrast to implicit syntactic processing.
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Using event-related functional magnetic resonance imaging (fMRI), we examined activation of cortical language areas for explicit syntactic processing. In a syntactic decision (Syn) task, the participants judged whether the presented sentence was syntactically correct, where syntactic knowledge about the distinction between transitive and intransitive verbs was required. In a semantic decision (Sem) task, lexico-semantic knowledge about selectional restrictions was indispensable. In a phonological decision (Pho) task, phonological knowledge about accent patterns was required. The Sem and Pho tasks involved implicit syntactic processing, as well as explicit semantic and phonological processing, respectively. We also tested a voice-pitch comparison (Voi) task in which no explicit linguistic knowledge was required. In the direct comparison of Syn - (Sem + Pho + Voi), we found localized activation in the left inferior frontal gyrus (F3op/F3t), indicating that activation of the left F3op/F3t is more prominently enhanced in explicit syntactic processing than in implicit syntactic processing. Moreover, we determined that its activation is selective to syntactic judgments regarding both normal and anomalous sentences. These results suggest that explicit information processing in the syntactic domain critically involves the left F3op/F3t, which is functionally separable from other regions. (+info)
Recombinative generalization of within-syllable units in nonreading adults with mental retardation.
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Two adults with mental retardation demonstrated the recombination of within-syllable units (onsets and rimes) using a spoken-to-printed-word matching-to-sample (MTS) procedure. Further testing with 1 participant showed comprehension of the printed words. Printed-word naming was minimal before, but greater after, comprehension tests. The findings suggest that these procedures hold promise for further basic and applied analyses of word-attack skills. (+info)
Tongue-surface movement patterns during speech and swallowing.
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The tongue has been frequently characterized as being composed of several functionally independent articulators. The question of functional regionality within the tongue was examined by quantifying the strength of coupling among four different tongue locations across a large number of consonantal contexts and participants. Tongue behavior during swallowing was also described. Vertical displacements of pellets affixed to the tongue were extracted from the x-ray microbeam database. Forty-six participants recited 20 vowel-consonant-vowel (VCV) combinations and swallowed 10 ccs of water. Tongue-surface movement patterns were quantitatively described by computing the covariance between the vertical time-histories of all possible pellet pairs. Phonemic differentiation in vertical tongue motions was observed as coupling varied predictably across pellet pairs with place of articulation. Moreover, tongue displacements for speech and swallowing clustered into distinct groups based on their coupling profiles. Functional independence of anterior tongue regions was evidenced by a wide range of movement coupling relations between anterior tongue pellets. The strengths and weaknesses of the covariance-based analysis for characterizing tongue movement are considered. (+info)
Dissociating cortical regions activated by semantic and phonological tasks: a FMRI study in blind and sighted people.
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Previous neuroimaging studies of language processing in blind individuals described cortical activation of primary (V1) and higher tier visual areas, irrespective of the age of blindness onset. Specifically, participants were given nouns and asked to generate an associated verb. These results confirmed the presence of adaptations in the visual cortex of blind people and suggested that these responses represented linguistic operations. The present functional magnetic resonance imaging study attempted to further characterize these responses as being preferential for semantic or phonological processing. Three groups of participants (sighted, early onset, and late-onset blind) heard lists of related words and attended to either a common meaning (semantic task) or common rhyme (phonological task) that linked the words. In all three groups, the semantic task elicited stronger activity in the left anterior inferior frontal gyrus and the phonological task evoked stronger activity bilaterally in the inferior parietal cortex and posterior aspects of the left inferior frontal gyrus. Only blind individuals showed activity in occipital, temporal, and parietal components of visual cortex. The spatial extent of visual cortex activity was greatest in early blind, who exhibited activation in all ventral and dorsal visual cortex subdivisions (V1 through MT) for both tasks. Preferential activation appeared for the semantic task. Late blind individuals exhibited responses in ventral and dorsal V1, ventral V2, VP and V8, but only for the semantic task. Our findings support prior evidence of visual cortex activity in blind people engaged in auditory language processing and suggest that this activity may be related to semantic processing. (+info)
Dissociating neural mechanisms of temporal sequencing and processing phonemes.
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Using fMRI, we sought to determine whether the posterior, superior portion of Broca's area performs operations on phoneme segments specifically or implements processes general to sequencing discrete units. Twelve healthy volunteers performed two sequence manipulation tasks and one matching task, using strings of syllables and hummed notes. The posterior portion of Broca's area responded specifically to the sequence manipulation tasks, independent of whether the stimuli were composed of phonemes or hummed notes. In contrast, the left supramarginal gyrus was somewhat more specific to sequencing phoneme segments. These results suggest a functional dissociation of the canonical left hemisphere language regions encompassing the "phonological loop," with the left posterior inferior frontal gyrus responding not to the sound structure of language but rather to sequential operations that may underlie the ability to form words out of dissociable elements. (+info)
Foreign-language experience in infancy: effects of short-term exposure and social interaction on phonetic learning.
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Infants acquire language with remarkable speed, although little is known about the mechanisms that underlie the acquisition process. Studies of the phonetic units of language have shown that early in life, infants are capable of discerning differences among the phonetic units of all languages, including native- and foreign-language sounds. Between 6 and 12 mo of age, the ability to discriminate foreign-language phonetic units sharply declines. In two studies, we investigate the necessary and sufficient conditions for reversing this decline in foreign-language phonetic perception. In Experiment 1, 9-mo-old American infants were exposed to native Mandarin Chinese speakers in 12 laboratory sessions. A control group also participated in 12 language sessions but heard only English. Subsequent tests of Mandarin speech perception demonstrated that exposure to Mandarin reversed the decline seen in the English control group. In Experiment 2, infants were exposed to the same foreign-language speakers and materials via audiovisual or audio-only recordings. The results demonstrated that exposure to recorded Mandarin, without interpersonal interaction, had no effect. Between 9 and 10 mo of age, infants show phonetic learning from live, but not prerecorded, exposure to a foreign language, suggesting a learning process that does not require long-term listening and is enhanced by social interaction. (+info)