Unstable Representation of Sound: A Biological Marker of Dyslexia

Hornickel, Jane; Kraus, Nina

doi:10.1523/jneurosci.4205-12.2013

Cited by 277 publications

(269 citation statements)

References 43 publications

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“…The consistency of neural responses to sound tracks with language skills, suggesting that stable perceptual encoding is vital for the acquisition and maintenance of phonological categories (73). Response consistency peaks in childhood (∼8-11 y of age), declining steadily until young adulthood (24,25); we show that this adolescent decline is mitigated by in-school music lessons.…”

Section: Discussionmentioning

confidence: 63%

“…Subcortical response consistency peaks in childhood, waning into young adulthood (24), coinciding with a period when learning a second language becomes more difficult than earlier in life (72). Response consistency tracks with language skills (73) and is enhanced in musicians (59,70). Accordingly, we predicted that music training in adolescence prolongs this period of heightened auditory stability.…”

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confidence: 93%

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Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

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

131

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Fundamental changes in brain structure and function during adolescence are well-characterized, but the extent to which experience modulates adolescent neurodevelopment is not. Musical experience provides an ideal case for examining this question because the influence of music training begun early in life is wellknown. We investigated the effects of in-school music training, previously shown to enhance auditory skills, versus another inschool training program that did not focus on development of auditory skills (active control). We tested adolescents on neural responses to sound and language skills before they entered high school (pretraining) and again 3 y later. Here, we show that inschool music training begun in high school prolongs the stability of subcortical sound processing and accelerates maturation of cortical auditory responses. Although phonological processing improved in both the music training and active control groups, the enhancement was greater in adolescents who underwent music training. Thus, music training initiated as late as adolescence can enhance neural processing of sound and confer benefits for language skills. These results establish the potential for experience-driven brain plasticity during adolescence and demonstrate that in-school programs can engender these changes. music | training | auditory B y age six, the brain has reached 90% of its adult size (1).However, the years between childhood and young adulthood are marked by a host of subtler neural developments. Myelination and synaptic pruning (2-5) lead to a decrease in gray matter and an increase in white matter (6-13). Resting-state oscillations decline (14-16), and passive evoked responses to sound change in complex ways. Cortically, the P1, which is a positive deflection at around 50 ms generated within lateral Heschl's gyrus (17), declines whereas the N1, a negative deflection at around 100 ms generated within primary and secondary auditory cortices (18)(19)(20), increases (21-23). Subcortically, the trial-by-trial consistency of the response declines (24,25). An open question is how experience interacts with this developmental plasticity during adolescence. Is the transition from the plasticity of childhood to the stability of adulthood malleable by experience? And if so, what types of enrichment have the greatest impact on the development of the neural mechanisms contributing to auditory and language skills?Music training is an enrichment program commonly available to high school students, and its neural and behavioral consequences are well-understood (for a review, see ref. 26). Studies comparing nonmusicians with musicians who began training early in life have revealed a "signature" set of enhancements associated with musical experience (27,28). Relative to nonmusician peers, musicians tend to show enhanced speech-innoise perception (29-34), verbal memory (30-33, 35-38), phonological skills (39-45), and reading (46-50), although not without exception (51, 52). Music training has also been linked to enhancements in the enco...

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Section: Discussionmentioning

confidence: 63%

mentioning

confidence: 93%

Music training alters the course of adolescent auditory development

Tierney

Krizman

Kraus

2015

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

131

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“…The paradigm also could be useful for examining the frequency-specificity of variations in speech ABR characteristics that have been observed in certain clinical populations (Anderson et al 2010b(Anderson et al , 2012Hornickel et al 2009Hornickel et al , 2013Song et al 2011). Such information could help to elucidate the underlying mechanisms that link the speech ABR to indexes of speech-in-noise perception and speech-and language-related deficits in these populations.…”

Section: Discussionmentioning

confidence: 99%

“…Abnormalities in the speech ABR have been repeatedly correlated with deficits in speech-in noise perception, particularly in aging populations (Anderson et al 2011(Anderson et al , 2012Ruggles et al 2012) and in children, usually with language-related learning problems (Anderson et al 2010b;Hornickel et al 2011;Hornickel and Kraus 2013). A peripheral basis for these abnormalities in terms of hearing sensitivity has generally been ruled out, because the participant groups tested presented clinically normal audiograms.…”

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confidence: 99%

The influence of cochlear spectral processing on the timing and amplitude of the speech-evoked auditory brain stem response

Nuttall

Moore

Barry

et al. 2015

Journal of Neurophysiology

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The influence of cochlear spectral processing on the timing and amplitude of the speech-evoked auditory brain stem response. J Neurophysiol 113: 3683-3691, 2015. First published March 18, 2015 doi:10.1152/jn.00548.2014.-The speech-evoked auditory brain stem response (speech ABR) is widely considered to provide an index of the quality of neural temporal encoding in the central auditory pathway. The aim of the present study was to evaluate the extent to which the speech ABR is shaped by spectral processing in the cochlea. High-pass noise masking was used to record speech ABRs from delimited octave-wide frequency bands between 0.5 and 8 kHz in normal-hearing young adults. The latency of the frequency-delimited responses decreased from the lowest to the highest frequency band by up to 3.6 ms. The observed frequency-latency function was compatible with model predictions based on wave V of the click ABR. The frequency-delimited speech ABR amplitude was largest in the 2-to 4-kHz frequency band and decreased toward both higher and lower frequency bands despite the predominance of low-frequency energy in the speech stimulus. We argue that the frequency dependence of speech ABR latency and amplitude results from the decrease in cochlear filter width with decreasing frequency. The results suggest that the amplitude and latency of the speech ABR may reflect interindividual differences in cochlear, as well as central, processing. The high-pass noise-masking technique provides a useful tool for differentiating between peripheral and central effects on the speech ABR. It can be used for further elucidating the neural basis of the perceptual speech deficits that have been associated with individual differences in speech ABR characteristics. speech-evoked auditory brain stem response; auditory temporal processing; cochlear response time; speech-in-noise; auditory filter

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“…Moreover, since memory traces are formed faster for familiar speech sounds than for other sounds [16] attenuated MMN amplitudes may also reflect the differential mechanisms in the dynamics of short-term memory trace formation for non-speech and speech sounds. Furthermore, recently it has been suggested that weaker stability at the brainstem could lead to deficits in how cortical neurons adapt to sound repetition in children with dyslexia [17]. Thus, further research onto the neural mechanisms underlying attenuated MMN responses in SLI or dyslexia is warranted.…”

Section: Introductionmentioning

confidence: 99%

Auditory short-term memory trace formation for nonspeech and speech in SLI and dyslexia as indexed by the N100 and mismatch negativity electrophysiological responses

Tuomainen¹

2015

NeuroReport

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This study investigates non-speech and speech processing in Specific Language Impairment (SLI) and dyslexia. We used a passive Mismatch Negativity (MMN) task to tap automatic brain responses and an active behavioural task to tap attended discrimination of non-speech and speech sounds. Using the roving standard MMN paradigm, we varied the number of standards ('few' vs 'many') to investigate the effect of sound repetition on N100 and MMN responses. The results revealed that the SLI group needed more repetitions than the dyslexics and controls to create a strong enough sensory trace to elicit MMN. In contrast, in the behavioural task, we observed good discrimination of speech and non-speech in all groups. The findings indicate that auditory processing deficits in SLI and dyslexia can be dissociable and that memory trace formation may be implicated in SLI.

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Unstable Representation of Sound: A Biological Marker of Dyslexia

Cited by 277 publications

References 43 publications

Music training alters the course of adolescent auditory development

Music training alters the course of adolescent auditory development

The influence of cochlear spectral processing on the timing and amplitude of the speech-evoked auditory brain stem response

Auditory short-term memory trace formation for nonspeech and speech in SLI and dyslexia as indexed by the N100 and mismatch negativity electrophysiological responses

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