Developmental aphasia: impaired rate of non-verbal processing as a function of sensory modality

Tallal, Paula; Piercy, Malcolm

doi:10.1016/0028-3932(73)90025-0

Cited by 449 publications

(243 citation statements)

References 10 publications

Supporting

Mentioning

221

Contrasting

Unclassified

Order By: Relevance

“…The differences observed by Tallal and Piercy (1973b) were not significant, however. Again, developmentally dyslexic readers have been shown to have difficulties similar to those of participants with SLI, both as children (Brannan & Williams, 1988;May et al, 1988) and as young adults (Kinsbourne et al, 1991).…”

contrasting

confidence: 57%

“…Also, functions such as postural stability or muscle tone (e.g., Fawcett & Nicolson, 1999) and motor output (e.g., Moore, Brown, Markee, Theberge, & Zvi, 1995;Wolff, Michel, Ovrut, & Drake, 1990) appear to be affected in dyslexia. Several earlier studies have also indicated the pansensory nature of temporal acuity impairment of sequences in SLI (Tallal & Piercy, 1973b;Tallal et al, 1981) and dyslexia (Kinsbourne et al, 1991;Laasonen et al, 2000).…”

Section: Pansensory Temporal Impairment In Dyslexiamentioning

confidence: 86%

“…In the visual modality, results with SLI children (Tallal & Piercy, 1973b;Tallal et al, 1981) suggest that at least younger children, 5-6 years old, have difficulties in assessing the order structure of nonverbal visual stimuli. The differences observed by Tallal and Piercy (1973b) were not significant, however.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Temporal order and processing acuity of visual, auditory, and tactile perception in developmentally dyslexic young adults

Laasonen

Virsu

2001

Cognitive, Affective, & Behavioral Neuroscience

View full text Add to dashboard Cite

contrasting

confidence: 57%

Section: Pansensory Temporal Impairment In Dyslexiamentioning

confidence: 86%

See 1 more Smart Citation

Temporal order and processing acuity of visual, auditory, and tactile perception in developmentally dyslexic young adults

Laasonen

Virsu

2001

Cognitive, Affective, & Behavioral Neuroscience

View full text Add to dashboard Cite

“…During the last two or three decades, Tallal and her co-workers have claimed that the phonological deficit found in dyslexics and dysphasics can be explained as a result of auditive anomalies (Tallal & Piercy, 1973, 1974Tallal et al, 1996). For example, Tallal (1984) claims that the phonological deficit is a symptom of an underlying deficit in auditory temporal processing.…”

Section: Symptomsmentioning

confidence: 99%

The notion of ‘phonology’ in dyslexia research: cognitivism—and beyond

Uppstad

Tønnessen

2007

Dyslexia

View full text Add to dashboard Cite

Phonology has been a central concept in the scientific study of dyslexia over the past decades. Despite its central position, however, it is a concept with no precise definition or status. The present article investigates the notion of 'phonology' in the tradition of cognitive psychology. An attempt is made to characterize the basic assumptions of the phonological approach to dyslexia and to evaluate these assumptions on the basis of commonly accepted standards of empirical science. First, the core assumptions of phonological awareness are outlined and discussed. Second, the position of Paula Tallal is presented and discussed in order to shed light on an attempt to stretch the cognitive-psychological notion of 'phonology' towards auditory and perceptual aspects. Both the core assumptions and Tallal's position are rejected as unfortunate, albeit for different reasons. Third, the outcome of this discussion is a search for what is referred to as a 'vulnerable theory' within this field. The present article claims that phonological descriptions must be based on observable linguistic behaviour, so that hypotheses can be falsified by data. Consequently, definitions of 'dyslexia' must be based on symptoms; causal aspects should not be included. In fact, we claim that causal aspects, such as 'phonological deficit', both exclude other causal hypotheses and lead to circular reasoning. If we are to use terms such as 'phonology' and 'phoneme' in dyslexia research, we must have more precise operationalizations of them.

show abstract

“…Assessment studies have mainly used behavioural tasks in investigating auditory and phonemic discrimination abilities in clinical populations (e.g., Tallal and Piercy, 1973). Most commonly, participants listen to pairs of sounds or words and are instructed to indicate by means of a verbal or motor response whether the sounds or words are the same or different.…”

Section: Introductionmentioning

confidence: 99%

Towards neurophysiological assessment of phonemic discrimination: Context effects of the mismatch negativity

Davids

Brink

Turennout

et al. 2009

Clinical Neurophysiology

View full text Add to dashboard Cite

a b s t r a c tObjective: This study focusses on the optimal paradigm for simultaneous assessment of auditory and phonemic discrimination in clinical populations. We investigated (a) whether pitch and phonemic deviants presented together in one sequence are able to elicit mismatch negativities (MMNs) in healthy adults and (b) whether MMN elicited by a change in pitch is modulated by the presence of the phonemic deviants. Methods: Standard stimuli [i] were intermixed with small, medium or large pitch deviants or with pitch deviants of the same magnitude together with small and large phonemic deviants, [y] and [u], respectively. Results: When pitch and phonemic deviants were presented together, only the large pitch and phonemic contrasts elicited significant MMNs. When only pitch deviants were presented, the medium and large pitch contrasts elicited significant MMNs. The MMNs, in response to the medium and large pitch contrasts, were of similar magnitude across the two contexts. Conclusions: Pitch and phonemic deviants can be tested together provided the pitch contrast is relatively large. Significance: A combined neurophysiological test of phonemic and pitch discrimination, as measured by the MMN, is a time-effective tool that may provide valuable information about the underlying cause of poorly specified phonemic representations in clinical populations.Crown

show abstract

Developmental aphasia: impaired rate of non-verbal processing as a function of sensory modality

Cited by 449 publications

References 10 publications

Temporal order and processing acuity of visual, auditory, and tactile perception in developmentally dyslexic young adults

Temporal order and processing acuity of visual, auditory, and tactile perception in developmentally dyslexic young adults

The notion of ‘phonology’ in dyslexia research: cognitivism—and beyond

Towards neurophysiological assessment of phonemic discrimination: Context effects of the mismatch negativity

Contact Info

Product

Resources

About