The “temporal processing deficit” hypothesis in dyslexia: New experimental evidence

Martino, Sonia De; Espesser, Robert; Rey, Véronique; Habib, Michel

doi:10.1016/s0278-2626(01)80044-0

Cited by 53 publications

(31 citation statements)

References 6 publications

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“…Using an auditory TOJ task, Tallal (1980) initially showed that a group of dyslexic children (8-12 year olds) were significantly less accurate than a control group when inter-stimulus intervals (ISIs) were short (8-305 ms) but did not differ from the controls when ISIs were long (428 ms). Others replicated these results (de Martino, Espesser, Rey, & Habib, 2001;Farmer & Klein, 1993;Reed, 1989;Rey, de Martino, Espesser, & Habib, 2002). Brannan and Williams (1988) reported similar group differences on visual TOJ tasks in 8-12 year olds.…”

Section: Introduction Lmentioning

confidence: 75%

Visual and auditory temporal processing and early reading development

Hood

Conlon

2004

Dyslexia

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This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgement (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word identification (accuracy) and reading rate (fluency) in early Grade 1 (mean age 5.94 years), even after the effects of age, environment, memory, attention, nonverbal ability, and speech/language problems were accounted for. There were no significant differences in the overall variance accounted for in reading between TOJ measures taken before or after reading had emerged. Both Preschool and Grade 1 measures of auditory TOJ accounted for significant independent variance in reading. However, only visual TOJ performance measured at Grade 1 accounted for unique variance in reading rate. This was discussed in terms of developmental changes in the role of visual temporal processing as reading develops. Reliability of the temporal measures from Preschool to Grade 1 was moderate. The results showed that measures of visual and auditory temporal processing obtained close to school-entry would be a useful addition to predicting risk of early reading difficulties.

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Section: Introduction Lmentioning

confidence: 75%

Visual and auditory temporal processing and early reading development

Hood

Conlon

2004

Dyslexia

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“…Some studies have demonstrated that the deficits are independent of ISI and stimulus duration (9,12,27,(38)(39)(40)(41)(42). Others, however, showed deficits exclusively for brief ISIs and stimulus durations, thus supporting the temporal-specificity hypothesis (3,23,(43)(44)(45)(46). A second line of studies examined the temporal-specific question by evaluating categorical perception of speech sounds, and compared performance on steady-state phonemes (i.e., vowels) versus temporal phonemes (i.e., stop consonants).…”

mentioning

confidence: 99%

Adults with dyslexia are impaired in categorizing speech and nonspeech sounds on the basis of temporal cues

Vandermosten

Boets

Luts

et al. 2010

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

120

113

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Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified representations of speech sounds. One hypothesis states that this phonological deficit results from a more fundamental deficit in auditory processing. Despite substantial research effort, the specific nature of these auditory problems remains debated. A first controversy concerns the speech specificity of the auditory processing problems: Can they be reduced to more basic auditory processing, or are they specific to the perception of speech sounds? A second topic of debate concerns the extent to which the auditory problems are specific to the processing of rapidly changing temporal information or whether they encompass a broader range of complex spectrotemporal processing. By applying a balanced design with stimuli that were adequately controlled for acoustic complexity, we show that adults with dyslexia are specifically impaired at categorizing speech and nonspeech sounds that differ in terms of rapidly changing acoustic cues (i.e., temporal cues), but that they perform adequately when categorizing steady-state speech and nonspeech sounds. Thus, we show that individuals with dyslexia have an auditory temporal processing deficit that is not speech-specific.auditory processing | categorical perception | speech perception S peech contains a number of acoustic cues that are used to discriminate speech sounds belonging to different phonetic categories. For example, the acoustic cue that is critical for differentiating /bA/ versus /dA/, a stop consonant followed by a vowel, lies within the first 100 ms of the sounds, during which time the frequency of the second formant changes rapidly (i.e., a temporal cue). In contrast, the acoustic difference between two vowels such as /u/ versus /y/ lies in the frequency of the second formant, which stays relatively stable over time. Hence, an accurate perception of steady-state (i.e., nontemporal) spectral cues is essential for identification of these vowels. There is ample evidence that individuals with dyslexia exhibit problems in the representation of speech sounds (1), and that these may be rooted in a more fundamental auditory processing deficit (2). Originally, it was claimed that individuals with dyslexia have a deficit in processing auditory cues that are "temporal" in nature (i.e., rapidly changing), thereby causing problems in the accurate processing of rapid acoustic changes in speech (such as in stop consonants) (3). This speech perception problem was thought to consequently cause a cascade of effects, starting with the disruption of the normal development of the phonological system, eventually resulting in problems learning to read and spell. However, despite substantial research efforts, the literature is not concordant with respect to the specific nature of these auditory problems. In particular, it is unclear (i...

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“…Accordingly, the number of trials administered around critical threshold regions have typically been small (De Weirdt, 1988;Reed, 1989;Heiervang, Stevenson, & Hugdahl, 2002). An associated problem has been ceiling effects in control groups (Reed, 1989;De Martino, Espesser, Rey, & Habib, 2001). Studdert-Kennedy and Mody (1995), see also Studdert-Kennedy (2002), have focused particularly on tasky The same-different judgement or repetition task uses the same frequency-differing stimuli as the TOJ task, however rather than making a judgement about stimulus order, the listener hears a pair of tones and must decide whether they are the same or different (e.g.…”

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confidence: 99%

Auditory processing skills and phonological representation in Dyslexic children

et al. 2004

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It is now well-established that there is a causal connection between children's phonological skills and their acquisition of reading and spelling. Here we study low-level auditory processes that may underpin the development of phonological representations in children. Dyslexic and control children were given a battery of phonological tasks, reading and spelling tasks and auditory processing tasks. Potential relations between deficits in dyslexic performance in the auditory processing tasks and phonological awareness were explored. It was found that individual differences in auditory tasks requiring amplitude envelope rise time processing explained significant variance in phonological processing. It is argued that developmentally, amplitude envelope cues may be primary in establishing well-specified phonological representations, as these cues should yield important rhythmic and syllable-level information about speech.

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The “temporal processing deficit” hypothesis in dyslexia: New experimental evidence

Cited by 53 publications

References 6 publications

Visual and auditory temporal processing and early reading development

Visual and auditory temporal processing and early reading development

Adults with dyslexia are impaired in categorizing speech and nonspeech sounds on the basis of temporal cues

Auditory processing skills and phonological representation in Dyslexic children

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