When a speaker's auditory feedback is altered, he adapts for the perturbation by altering his own production, which demonstrates the role of auditory feedback in speech motor control. In the present study, we explored the role of auditory acuity and executive control in this process. Based on the DIVA model and the major cognitive control models, we expected that higher auditory acuity, and better executive control skills would predict larger adaptation to the alteration. Thirty-six Spanish native speakers performed an altered auditory feedback experiment, executive control (numerical Stroop, Simon and Flanker) tasks, and auditory acuity tasks (loudness, pitch, and melody pattern discrimination). In the altered feedback experiment, participants had to produce the pseudoword “pep” (/pep/) while perceiving their auditory feedback in real time through earphones. The auditory feedback was first unaltered and then progressively altered in F1 and F2 dimensions until maximal alteration (F1 −150 Hz; F2 +300 Hz). The normalized distance of maximal adaptation ranged from 4 to 137 Hz (median of 75 ± 36). The different measures of auditory acuity were significant predictors of adaptation, while individual measures of cognitive function skills (obtained from the executive control tasks) were not. Better auditory discriminators adapted more to the alteration. We conclude that adaptation to altered auditory feedback is very well-predicted by general auditory acuity, as suggested by the DIVA model. In line with the framework of motor-control models, no specific claim on the implication of executive resources in speech motor control can be made.

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Functional neuroimaging allows investigation of the timing properties of the brain mechanisms underlying covert language processing. This paper presents a review of the use of the neuroimaging technique called Event-Related Potentials (ERPs) in sign language (SL) research. In the field of neurolinguistics, ERPs have been widely used in the study of spoken language, but their use in SL is still rare. Studying the neurocognitive aspects of SL could lead to a better understanding of the specific processing of SL in the brain. This review outlines the basic theoretical and methodological principles of ERPs. We focus on three groups of ERPs that are particularly relevant to SL processing and production: ERPs focusing on cognition, ERPs focusing on language, and ERPs focusing on movement aspects. We then summarize within each group some ERPs that we consider could be useful for studying the sequence of cognitive processes underlying SL processing and we discuss the current state of the use of ERPs within SL research. According to our analysis of the field, ERPs focusing on language aspects have been used more than ERPs focusing on cognitive and movement-related aspects to study SL. More variability in the type of SLs used is needed to expand the inferences made so far. For the development of the field, we recommend the more frequent use of videos and SL stimulation at a natural pace in order to understand how SL is processed in daily life. The use of a wider variety of ERPs in the study of SL is also recommended. We conclude that ERPs offer a useful tool to address unanswered questions in the field, especially those that call for measuring the building blocks of SL processing in real time. The study of SL cognitive processing in the brain is still in its infancy. One way of developing the field in the coming years would be the more frequent use of the ERP neuroimaging technique.

The nature of auditory processing problems in children with developmental language disorder (DLD) is still poorly understood. Much research has been devoted to determining the extent to which DLD is associated with general auditory versus language-specific dysfunction. However, less emphasis has been given to the role of different task conditions in these dysfunctions. We explored whether children with DLD demonstrate atypical interhemispheric asymmetry during the auditory processing of speech and non-speech sounds and whether this interhemispheric balance is modulated by attention. Magnetoencephalography was used to record auditory evoked fields in 18 children (9 to 10 years old), 9 with DLD and 9 with language typical development, during active or passive listening to speech and non-speech sounds. A linear mixed model analysis revealed a bilateral effect of attention in both groups. Participants with DLD demonstrated atypical interhemispheric asymmetry, specifically in the later (185–600 ms) time window but only during the passive listening condition. During the active task, the DLD group did not differ from the typically developed children in terms of hemispheric balance of activation. Our results support the idea of an altered interhemispheric balance in passive auditory response properties in DLD. We further suggest that an active task condition, or top–down attention, can help to regain leftward lateralization, particularly in a later stage of activation. Our study highlights the highly dynamic and interhemispheric nature of auditory processing, which may contribute to the variability in reports of auditory language processing deficits in DLD.

Top-down attentional control seems to increase and suppress the activity of sensory cortices for relevant stimuli and to suppress activity for irrelevant ones. Higher physical activity (PA) and aerobic fitness (AF) levels have been associated with improved attention, but most studies have focused on unimodal tasks (e.g., visual stimuli only). The impact of higher PA or AF levels on the ability of developing brains to focus on certain stimuli while ignoring distractions remains unknown. The aim of this study was to examine the neural processes in visual and auditory sensory cortices during a cross-modal attention-allocation task using magnetoencephalography in 13 to 16 years old adolescents (n = 51). During continuous and simultaneous visual (15 Hz) and auditory (40 Hz) noise-tagging stimulation, participants attended to either visual or auditory targets appearing on their left or right sides. High and low PA groups were formed based on seven-day accelerometer measurements, and high and low AF groups were determined based on the 20-m shuttle-run test. Steady-state (evoked) responses to the visual stimulus were observed in all the adolescents in the primary visual cortex, but some did not show responses in the primary auditory cortices to the auditory stimulus. The adolescents with auditory-tag-driven signals in the left temporal cortex were older than those who did not show responses. Visual cortices showed enhanced visual-tag-related activity with attention, but there was no cross-modal effect, perhaps due to the developmental effect observed in the temporal areas. The visual-tag-related responses in the occipital cortex were enhanced in the higher PA group, irrespective of task demands. In summary, sensory cortices are unequally involved in cross-modal attention in the adolescent brain. This involvement seems to be enhanced by attention. Higher PA seems to be associated with a specific visual engagement benefit in the adolescent brain.