Gregory Collet

Is the auditory evoked P2 response a biomarker of learning

Even though auditory training exercises for humans have been shown to improve certain perceptual skills of individuals with and without hearing loss, there is a lack of knowledge pertaining to which aspects of training are responsible for the perceptual gains, and which aspects of perception are changed. To better define how auditory training impacts brain and behavior, electroencephalography (EEG) and magnetoencephalography (MEG) have been used to determine the time course and coincidence of cortical modulations associated with different types of training. Here we focus on P1-N1-P2 auditory evoked responses (AEP), as there are consistent reports of gains in P2 amplitude following various types of auditory training experiences; including music and speech-sound training. The purpose of this experiment was to determine if the auditory evoked P2 response is a biomarker of learning. To do this, we taught native English speakers to identify a new pre-voiced temporal cue that is not used phonemically in the English language so that coinciding changes in evoked neural activity could be characterized. To differentiate possible effects of repeated stimulus exposure and a button-pushing task from learning itself, we examined modulations in brain activity in a group of participants who learned to identify the pre-voicing contrast and compared it to participants, matched in time, and stimulus exposure, that did not. The main finding was that the amplitude of the P2 auditory evoked response increased across repeated EEG sessions for all groups, regardless of any change in perceptual performance. What’s more, these effects are retained for months. Changes in P2 amplitude were attributed to changes in neural activity associated with the acquisition process and not the learned outcome itself. A further finding was the expression of a late negativity (LN) wave 600–900 ms post-stimulus onset, post-training exclusively for the group that learned to identify the pre-voiced contrast.

N1b and Na subcomponents of the N100 long latency auditory evoked-potential: Neurophysiological correlates of voicing in French-speaking subjects

OBJECTIVE To look for the presence of neurophysiological correlates of language-general voicing boundaries in French by analyzing the morphology of two N100 subcomponents (N1b and T-complex). METHODS /d/ and/t/ syllables with a voice onset time (VOT) value varying evenly from -75 and +75 ms were presented to French-speaking adults as stimuli for scalp-recorded auditory evoked-potentials. Morphologies and peak latencies of N1b and T-complex subcomponents were assessed. RESULTS The Na subcomponent of the T-complex was double-peaked for VOT values below -30 ms and above +30 ms. N1b subcomponent revealed a double-peaked response above +30 ms VOT and a single-peaked response for all other VOT values. Whenever the response was double-peaked, there was a correlation between the VOT value and the N1b or Na supplementary peak latency. CONCLUSIONS The combined morphologies of N1b and Na yield clear neurophysiological correlates of the language-general boundaries. For negative VOT values, the differential behavior of N1b and Na subcomponents suggests that only Na possesses physiological properties indexing the two language-general boundaries. SIGNIFICANCE Rather than being lost, the universal sensitivity of human newborns to language-general boundaries remains present even if in some languages such as French, they do not separate phonological categories.

Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia

We tested the hypothesis that the categorical perception deficit of speech sounds in developmental dyslexia is related to phoneme awareness skills, whereas a visual attention (VA) span deficit constitutes an independent deficit. Phoneme awareness tasks, VA span tasks and categorical perception tasks of phoneme identification and discrimination using a d/t voicing continuum were administered to 63 dyslexic children and 63 control children matched on chronological age. Results showed significant differences in categorical perception between the dyslexic and control children. Significant correlations were found between categorical perception skills, phoneme awareness and reading. Although VA span correlated with reading, no significant correlations were found between either categorical perception or phoneme awareness and VA span. Mediation analyses performed on the whole dyslexic sample suggested that the effect of categorical perception on reading might be mediated by phoneme awareness. This relationship was independent of the participants’ VA span abilities. Two groups of dyslexic children with a single phoneme awareness or a single VA span deficit were then identified. The phonologically impaired group showed lower categorical perception skills than the control group but categorical perception was similar in the VA span impaired dyslexic and control children. The overall findings suggest that the link between categorical perception, phoneme awareness and reading is independent from VA span skills. These findings provide new insights on the heterogeneity of developmental dyslexia. They suggest that phonological processes and VA span independently affect reading acquisition.

Effect of phonological training in French children with SLI: Perspectives on voicing identification, discrimination and categorical perception

The aim of the present study was to investigate the effect of auditory training on voicing perception in French children with specific language impairment (SLI). We used an adaptive discrimination training that was centred across the French phonological boundary (0 ms voice onset time--VOT). One group of nine children with SLI attended eighteen twenty-minute training sessions with feedback, and a control group of nine children with SLI did not receive any training. Identification, discrimination and categorical perception were evaluated before, during and after training as well as one month following the final session. Phonological awareness and vocabulary were also assessed for both groups. The results showed that children with SLI experienced strong difficulties in the identification, discrimination and categorical perception of the voicing continuum prior to training. However, as early as after the first nine training sessions, their performance in the identification and discrimination tasks increased significantly. Moreover, phonological awareness scores improved during training, whereas vocabulary scores remained stable across sessions.

Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?

Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core deficits, and examine how the methods that tap into the phonemic deficit might contribute to the remediation of allophonic perception. Remediation of grapho-phonemic deficiencies with a new computerized phonics training program (GraphoGame) might be able to surpass the limits of classical phonics training programs, particularly with regard to reading fluency. Remediation of visuo-graphemic deficiencies through exposure to enhanced letter spacing is also promising, although children with dyslexia continued to read more slowly than typical readers after this type of training. Remediation of phonemic deficiencies in dyslexia with programs based solely on phonemic awareness has a limited impact on reading. This might be due to the persistence of a covert deficit in phonemic perception. Methods based on slowed speech enhance the perception not only of phonemic features but also of allophonic features, and this is probably why they have not been found to be effective in meta-analyses. Training of phonemic perception with a perceptual fading paradigm, a method that improves precision in identification and discrimination around phonemic boundaries, has yielded promising results. However, studies with children at risk for dyslexia and dyslexic adults have found that even when behavioral data do not reflect allophonic perception, it can nevertheless be present in neural recordings. Further investigations should seek to confirm that the perceptual fading paradigm is beneficial for reading, and that it renders perception truly phonemic.

Effect of presentation level on diagnosis of dead regions using the threshold equalizing noise test

The effect of the level of threshold equalizing noise (TEN) on the diagnosis of dead regions (DRs) was investigated. Participants comprised 23 adults with sensorineural hearing impairment. Masked thresholds were measured monaurally with TEN at 60, 70, 80, and 90 dB HL/ERBN. Absolute and masked thresholds (with TEN at 80 dB HL/ERBN) were retested. The diagnosis was unaffected by TEN level at any frequency for eight of the 13 participants who met the criteria for a DR. For four of the latter, increasing the TEN level changed the diagnosis from DR to no DR, mainly at 1.5 kHz, corresponding to the edge frequency, fe, of the DR. For one participant with a low-frequency DR, increasing the TEN level changed the diagnosis from no DR to DR, only at 1 kHz. The changes with level were too large to be explained in terms of test repeatability. Overall, the results of the TEN test are usually not affected by TEN level, except for test frequencies close to fe when absolute thresholds are near-normal for frequencies adjacent to fe.

Is There a Relationship Between Speech Identification in Noise and Categorical Perception in Children With Dyslexia

PURPOSE Children with dyslexia have been suggested to experience deficits in both categorical perception (CP) and speech identification in noise (SIN) perception. However, results regarding both abilities are inconsistent, and the relationship between them is still unclear. Therefore, this study aimed to investigate the relationship between CP and the psychometric function of SIN perception. METHOD Sixteen children with dyslexia, 16 chronological-age controls, and 16 reading-level controls were evaluated in CP of a voicing continuum and in consonant identification in both stationary and fluctuating noises. RESULTS There was a small but significant impairment in speech identification performance of children with dyslexia in stationary noise compared with chronological age-matched controls (but not reading level-matched controls). However, their performance increased in a fluctuating background, hence suggesting normal masking and unmasking effects and preserved sensory processing of speech information. Regarding CP, location of the phoneme boundary differed in the children with dyslexia compared with both control groups. However, scrutinizing individual profiles failed to reveal consistently poor performance in SIN and CP tasks. In addition, there was no significant correlation between CP, SIN perception, and reading scores in the group with dyslexia. CONCLUSIONS The relationship between the SIN deficit and CP, and how they potentially affect reading in children with dyslexia, remains unclear. However, these results are inconsistent with the notion that children with dyslexia suffer from a low-level temporal processing deficit and rather suggest a role of nonsensory (e.g., attentional) factors in their speech perception difficulties.

Sleep May Not Benefit Learning New Phonological Categories

It is known that sleep participates in memory consolidation processes. However, results obtained in the auditory domain are inconsistent. Here we aimed at investigating the role of post-training sleep in auditory training and learning new phonological categories, a fundamental process in speech processing. Adult French-speakers were trained to identify two synthetic speech variants of the syllable /d∂/ during two 1-h training sessions. The 12-h interval between the two sessions either did (8 p.m. to 8 a.m. ± 1 h) or did not (8 a.m. to 8 p.m. ± 1 h) included a sleep period. In both groups, identification performance dramatically improved over the first training session, to slightly decrease over the 12-h offline interval, although remaining above chance levels. Still, reaction times (RT) were slowed down after sleep suggesting higher attention devoted to the learned, novel phonological contrast. Notwithstanding, our results essentially suggest that post-training sleep does not benefit more than wakefulness to the consolidation or stabilization of new phonological categories.

Evidence for a dual versus single origin of the MMNs evoked by cued versus cueless deviants

OBJECTIVE This study was designed to separately test the effect of the cued/cueless nature of deviant stimuli and that of temporal distance between sound and deviance onsets on the mismatch negativity (MMN) as well as to look for discrepancies between behavioural discrimination performances and MMN amplitude when deviants are cueless. METHODS Ten healthy adults passively listened to stimuli that were contrasted by the presence or absence of a frequency sweep starting early or late within the sound. Discrimination performances were collected after the electrophysiological sessions. RESULTS MMNs were much larger for cued than for cueless deviants. The temporal distance between sound and deviance onsets affected MMNs evoked by both cued and cueless deviants, even to the point of abolishing the MMN when cueless deviance occurred late in the stimulus. Behavioural data were at ceiling levels for all conditions, contrasting with the absence of MMN evoked by cueless deviants with late onset. CONCLUSIONS Two mechanisms contribute to the MMN evoked by cued deviants: the memory comparison process and the adaptation/fresh-afferent one. Within the temporal window of integration, the delay at which each component disappears is different. SIGNIFICANCE Comparing waveforms evoked by cued versus cueless deviants provides a fairly simple way of isolating the MMN memory-based component.

Les entraînements auditifs: des modifications comportementales aux modifications neurophysiologiques

The aim of this article is to overview the literature on auditory training procedures used in a linguistic context. After a brief historical introduction, we will focus on the notions of learning and critical periods. Then, we will describe in details the different types of auditory trainings, which will lead us to define and discuss the notion of cortical and sub-cortical plasticity.