Decreased Sensitivity to Phonemic Mismatch in Spoken Word Processing in Adult Developmental Dyslexia

Janse, Esther; Bree, Elise de; Brouwer, Susanne

doi:10.1007/s10936-010-9150-2

Cited by 5 publications

(4 citation statements)

References 56 publications

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“…These findings converge with past research showing that dyslexics individuals are impaired in the recognition of spoken words [73]–[77], voice recognition and phonetic categorization [5], [7]–[14], and their impairment extends to the decoding of phonological structure from print. Our results, however, demonstrate for the first time that this phonetic deficit does not necessarily compromise the phonological grammar.…”

Section: Discussionsupporting

confidence: 89%

Dyslexia Impairs Speech Recognition but Can Spare Phonological Competence

et al. 2012

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Dyslexia is associated with numerous deficits to speech processing. Accordingly, a large literature asserts that dyslexics manifest a phonological deficit. Few studies, however, have assessed the phonological grammar of dyslexics, and none has distinguished a phonological deficit from a phonetic impairment. Here, we show that these two sources can be dissociated. Three experiments demonstrate that a group of adult dyslexics studied here is impaired in phonetic discrimination (e.g., ba vs. pa), and their deficit compromises even the basic ability to identify acoustic stimuli as human speech. Remarkably, the ability of these individuals to generalize grammatical phonological rules is intact. Like typical readers, these Hebrew-speaking dyslexics identified ill-formed AAB stems (e.g., titug) as less wordlike than well-formed ABB controls (e.g., gitut), and both groups automatically extended this rule to nonspeech stimuli, irrespective of reading ability. The contrast between the phonetic and phonological capacities of these individuals demonstrates that the algebraic engine that generates phonological patterns is distinct from the phonetic interface that implements them. While dyslexia compromises the phonetic system, certain core aspects of the phonological grammar can be spared.

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Section: Discussionsupporting

confidence: 89%

Dyslexia Impairs Speech Recognition but Can Spare Phonological Competence

et al. 2012

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“…The only difference between them is the fact that, in order to reach the same accuracy score as skilled readers, dyslexic participants required more time. This performance pattern replicated what has been reported by a vast majority of studies (Breznitz & Misra, 2003;Janse et al, 2010;Metsala, 1997). Interestingly, as described below, when a more fine-grained electrophysiological measure was considered, more subtle inter-group differences in the manner in which they recognize spoken language were revealed.…”

Section: Behavioral Datasupporting

confidence: 83%

“…However, dyslexic individuals were slower than skilled readers on both word and pseudoword recognition. At first glance, the fact that this general delay in dyslexic individuals has been frequently reported in the literature suggests that it might reflect a general cognitive profile rather than being specific to speech recognition (Breznitz & Misra, 2003;Janse et al, 2010;Metsala, 1997). However, as argued further below, it is premature to exclude the possibility that the slowing-down might to some extent reflect specific deficits related to spoken language recognition.…”

Section: Discussionmentioning

confidence: 93%

How Do Adults with Dyslexia Recognize Spoken Words? Evidence from Behavioral and EEG Data

Denis-Noël

Colé

Bolger

et al. 2023

Scientific Studies of Reading

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Purpose: In speech processing, the impacts of persistent phonological deficits in dyslexic readers (DYS) are typically reported in meta-phonological, verbal short-term memory, and challenging speech identification tasks. Here, we examined whether such deficits also generalize to a less demanding speech recognition situation.Method: Adults with and without dyslexia performed an auditory lexical decision task.Performance and event-related potentials (ERP) were recorded.Results: Reaction times showed a lexicality effect in both groups, with overall slower responses in DYS. ERP data distinguished the two populations at the lexico-semantic stage of word recognition. The early phase of N400 showed an unusual amplitude enhancement for words compared to pseudowords in DYS. N400 amplitude in skilled readers dropped in the later phase of word recognition, leading to the typical lexicality effect, but this activity was sustained in DYS. Finally, skilled readers and DYS showed no difference in pseudoword processing.Conclusions: The combination of the early enhancement and sustained N400 responses to words observed in DYS and the absence of a group effect during pseudoword processing indicate an over-reliance on semantic representations when DYS recognize spoken words.Further research is needed to determine whether this reflects a compensation mechanism or a residual impact of phonological deficits.

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“…Interestingly, lexical decision tasks sometimes reveal subtle differences between dyslexics and controls (Janse, de Bree, & Brouwer, 2010), although not compared to a reading-age control group (Poulsen, 2011). It remains an open question to what extent these small effects might be due to the metalinguistic demands of the lexical decision task ("is this a word or a nonword?").…”

Section: Patterns Of Normal and Abnormal Performance In Developmentalmentioning

confidence: 99%

Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance

Ramus

Ahissar

2012

Cognitive Neuropsychology

159

141

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This paper provides a selective review of data on phonology, audition, vision, and learning abilities in developmental dyslexia, with a specific focus on patterns of normal alongside poor performance. Indeed we highlight the difficulties of interpreting poor performance, and we criticize theories of dyslexia that are exclusively suited to explaining poor performance, at the risk of overgeneralizing and predicting deficits in many more situations than are observed. We highlight a number of tasks and conditions where individuals with dyslexia seem to show perfectly normal performance, and we discuss the value of taking such data seriously into account and the difficulties of current theories to explain them. Finally, we discuss the experimental challenges for tasks investigating the nature of cognitive deficits in dyslexia and in other developmental disorders and the challenges for any proper theory of dyslexia aiming to explain cases of normal as well as poor performance.

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Decreased Sensitivity to Phonemic Mismatch in Spoken Word Processing in Adult Developmental Dyslexia

Cited by 5 publications

References 56 publications

Dyslexia Impairs Speech Recognition but Can Spare Phonological Competence

Dyslexia Impairs Speech Recognition but Can Spare Phonological Competence

How Do Adults with Dyslexia Recognize Spoken Words? Evidence from Behavioral and EEG Data

Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance

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