Deficits in beat perception and dyslexia: evidence from French

Muneaux, Mathilde; Ziegler, Johannes C.; Truc, Catherine; Thomson, Jennifer M.; Goswami, Usha

doi:10.1097/01.wnr.0000127459.31232.c4

Cited by 114 publications

(110 citation statements)

References 23 publications

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“…On the basis of prior behavioural work (Goswami et al, 2002(Goswami et al, , 2010bHämäläinen et al, 2009;Muneaux et al, 2004;Richardson et al, 2004;Surányi et al, 2009), we expected group effects to be strongest for rise time, however this was not the case. Rather, the most conservative explanation of the ERPs is that children with dyslexia have general differences in auditory neural processing in comparison to children of the same age who do not have dyslexia.…”

Section: Discussionmentioning

confidence: 99%

“…One possibility that has been widely investigated at the sensory level is that children with dyslexia have auditory processing difficulties (e.g., Tallal, 1980;Witton et al, 1998;Goswami et al, 2002). One auditory sensory deficit that is found in children with dyslexia across languages is inefficient processing of the rate of change of amplitude envelopes (also called rise time; Goswami et al, 2002Goswami et al, , 2010aHämäläinen et al, 2009;Muneaux et al, 2004;Richardson et al, 2004;Surányi et al, 2009). Here, we extend the investigation of rise time processing in dyslexia to the neural level by using EEG.…”

Section: Introductionmentioning

confidence: 99%

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Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

et al. 2011

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

et al. 2011

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“…A new set of hypotheses has been put forward to link this deficit to speech processing and phonological development, ultimately aiming to account for poor reading and spelling skills. Goswami and colleagues [18][19][20][21][22][23] have documented group differences between children and adults diagnosed with dyslexia and control groups of typical readers (see Thomson & Goswami [24] for more references). The differences concern the ability to discriminate and categorize amplitudemodulated sounds that differ in the abruptness of the amplitude increase, termed 'rise time'.…”

Section: (B) Temporal Sampling Frameworkmentioning

confidence: 99%

From temporal processing to developmental language disorders: mind the gap

Protopapas

2014

Phil. Trans. R. Soc. B

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The ‘rapid temporal processing’ and the ‘temporal sampling framework’ hypotheses have been proposed to account for the deficits in language and literacy development seen in specific language impairment and dyslexia. This paper reviews these hypotheses and concludes that the proposed causal chains between the presumed auditory processing deficits and the observed behavioural manifestation of the disorders are vague and not well established empirically. Several problems and limitations are identified. Most data concern correlations between distantly related tasks, and there is considerable heterogeneity and variability in performance as well as concerns about reliability and validity. Little attention is paid to the distinction between ostensibly perceptual and metalinguistic tasks or between implicit and explicit modes of performance, yet measures are assumed to be pure indicators of underlying processes or representations. The possibility that diagnostic categories do not refer to causally and behaviourally homogeneous groups needs to be taken seriously, taking into account genetic and neurodevelopmental studies to construct multiple-risk models. To make progress in the field, cognitive models of each task must be specified, including performance domains that are predicted to be deficient versus intact, testing multiple indicators of latent constructs and demonstrating construct reliability and validity.

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“…Also, a number of studies have shown that auditory deficits are not restricted to rapid auditory processing (20). To the contrary, many ''slow'' tasks, such as 4-Hz amplitude modulation or 2-Hz frequency modulation detection, seem to be difficult for children with developmental language learning disorders (21)(22)(23)(24)(25). Given that speech intelligibility depends heavily on the integrity of its low-frequency amplitude modulations (e.g., ref 26), a slow temporal-processing deficit might offer a viable explanation of speech perception deficits in SLI.…”

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confidence: 99%

Deficits in speech perception predict language learning impairment

Ziegler

Pech-Georgel

George

et al. 2005

Proc. Natl. Acad. Sci. U.S.A.

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147

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Specific language impairment (SLI) is one of the most common childhood disorders, affecting 7% of children. These children experience difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, and normal opportunities to learn language. The causes of SLI are still hotly debated, ranging from nonlinguistic deficits in auditory perception to high-level deficits in grammar. Here, we show that children with SLI have poorer-than-normal consonant identification when measured in ecologically valid conditions of stationary or fluctuating masking noise. The deficits persisted even in comparison with a younger group of normally developing children who were matched for language skills. This finding points to a fundamental deficit. Information transmission of all phonetic features (voicing, place, and manner) was impaired, although the deficits were strongest for voicing (e.g., difference between͞b͞and͞p͞). Children with SLI experienced perfectly normal ''release from masking'' (better identification in fluctuating than in stationary noise), which indicates a central deficit in feature extraction rather than deficits in low-level, temporal, and spectral auditory capacities. We further showed that speech identification in noise predicted language impairment to a great extent within the group of children with SLI and across all participants. Previous research might have underestimated this important link, possibly because speech perception has typically been investigated in optimal listening conditions using non-speech material. The present study suggests that children with SLI learn language deviantly because they inefficiently extract and manipulate speech features, in particular, voicing. This result offers new directions for the fast diagnosis and remediation of SLI.phonetic deficit ͉ auditory deficit ͉ speech intelligibility ͉ masking noise ͉ specific language impairment M any children experience unexpected difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, normal opportunities to learn language, and in the absence of any obvious neurological problems (for review, see ref. 1). This disorder is typically called specific language impairment (SLI). In the past years, research on SLI has experienced a growth of interest partially because it has become clear that more children than initially thought show language learning difficulties. Indeed, recent epidemiological studies estimate the incidence of SLI to be Ϸ7.4% in a population of monolingual English-speaking kindergarten children (2). Children with SLI exhibit deficits in several aspects of language, including phonology, morphology, and syntax (1, 3). One of the hallmarks of SLI is a deficit in the use of function morphemes (e.g., the, a, and is) and other grammatical morphology (e.g., plural -s, past tense -ed). Children with SLI also are at high risk for subsequent literacy problems (4).The causes of SLI are still hotly debated. Current theories of SLI fall into two categ...

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Deficits in beat perception and dyslexia: evidence from French

Cited by 114 publications

References 23 publications

Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study

From temporal processing to developmental language disorders: mind the gap

Deficits in speech perception predict language learning impairment

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