Jarmo A. Hämäläinen

Basic Auditory Processing Deficits in Dyslexia: Systematic Review of the Behavioral and Event-Related Potential/Field Evidence

A review of research that uses behavioral, electroencephalographic, and/or magnetoencephalographic methods to investigate auditory processing deficits in individuals with dyslexia is presented. Findings show that measures of frequency, rise time, and duration discrimination as well as amplitude modulation and frequency modulation detection were most often impaired in individuals with dyslexia. Less consistent findings were found for intensity and gap perception. Additional factors that mediate auditory processing deficits in individuals with dyslexia and their implications are discussed.

Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia.

The role played by an auditory-processing deficit in dyslexia has been debated for several decades. In a longitudinal study using brain event-related potentials (ERPs) we investigated 1) whether dyslexic children with familial risk background would show atypical pitch processing from birth and 2) how these newborn ERPs later relate to these same childrens pre-reading cognitive skills and literacy outcomes. Auditory ERPs were measured at birth for tones varying in pitch and presented in an oddball paradigm (1100 Hz, 12%, and 1000 Hz, 88%). The brain responses of the typically reading control group children (TRC group, N=25) showed clear differentiation between the frequencies, while those of the group of reading disability with familial risk (RDFR, 8 children) and the group of typical readers with familial risk (TRFR, 14 children) did not differentiate between the tones. The ERPs of the latter two groups differed from those of the TRC group. However, the two risk groups also showed a differential hemispheric ERP pattern. Furthermore, newborn ERPs reflecting passive change detection were associated with phonological skills and letter knowledge prior to school age and with phoneme duration perception, reading speed (RS) and spelling accuracy in the 2nd grade of school. The early obligatory response was associated with more general pre-school language skills, as well as with RS and reading accuracy (RA). Results suggest that a proportion of dyslexic readers with familial risk background are affected by atypical auditory processing. This is already present at birth and also relates to pre-reading phonological processing and speech perception. These early differences in auditory processing could later affect phonological representations and reading development. However, atypical auditory processing is unlikely to suffice as a sole explanation for dyslexia but rather as one risk factor, dependent on the genetic profile of the child.

Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia

Earlier results from the Jyväskylä Longitudinal Study of Dyslexia showed that newborn event-related potentials (ERPs) of children with and without familial risk for dyslexia were associated with receptive language and verbal memory skills between 2.5 and 5 years of age. We further examined whether these ERPs (responses to synthetic consonant-vowel syllables /ba/, /da/, /ga/; presented equiprobably with 3,910—7,285 ms interstimulus intervals) predict later pre-reading skills measured before the onset of school (6.5 years of age). In line with our earlier results, the at-risk children (N = 11) with atypical speech processing in the right hemisphere (a slower shift in polarity from positivity to negativity in responses to /ga/ at 540—630 ms) scored significantly lower in phonological skills, rapid naming, and letter knowledge than the control children (N = 10) without enhanced right hemispheric speech processing. These results further extend our earlier findings of newborn ERPs in predicting poorer language skills. These consistent differences in ERPs to speech sounds may have applications in the future for the early identification of children at risk for developmental language problems. This would facilitate well-directed intervention even before reading problems are typically diagnosed.

Detection of Sound Rise Time by Adults with Dyslexia.

Low sensitivity to amplitude modulated (AM) sounds is reported to be associated with dyslexia. An important aspect of amplitude modulation cycles are the rise and fall times within the sound. In this study, simplified stimuli equivalent to just one cycle were used and sensitivity to varying rise times was explored. Adult participants with dyslexia or compensated dyslexia and a control group performed a detection task with sound pairs of different rise times. Results showed that the participants with dyslexia differed from the control group in rise time detection and a correlation was found between rise time detection and reading and phonological skills. A subgroup of participants with lower sensitivity to rise time detection characterized by low accuracy in syllable-level phonological skills was found within the dyslexic group. Short stimuli containing only one rise time produced associations with phonological skills and reading, even in a language where the perception of rise time contrasts are not crucial for the signaling of phonemic contrast.

Event-related potentials to pitch and rise time change in children with reading disabilities and typically reading children

OBJECTIVE The purpose of the present study was to investigate whether children with reading disabilities (RD) process rise time and pitch changes differently to control children as a function of the interval between two tones. METHODS Children participated in passive oddball event-related potential (ERP) measurements using paired stimuli. Mismatch negativity (MMN), P3a and late discriminative negativity (LDN) responses to rise time and pitch changes were examined. RESULTS Control children produced larger responses than children with RD to pitch change in the P3a component but only when the sounds in the pair were close to each other. Compared to children with RD, MMN was smaller and LDN larger in control children in response to rise time change when the sounds in the pair were further apart. The non-overlap in ERP measures between the groups was 40-50%. CONCLUSIONS Problems in rapid processing of pitch change were reflected in a component associated with attention switching while amplitude envelope processing problems were reflected in components associated with stimulus detection or discrimination. SIGNIFICANCE Children with RD process both rise time and pitch changes differently from control children thus providing evidence for the nature of amplitude envelope processing and rapid auditory processing deficits in dyslexia.

Music Training Enhances Rapid Neural Plasticity of N1 and P2 Source Activation for Unattended Sounds

Neurocognitive studies have demonstrated that long-term music training enhances the processing of unattended sounds. It is not clear, however, whether music training also modulates rapid (within tens of minutes) neural plasticity for sound encoding. To study this phenomenon, we examined whether adult musicians display enhanced rapid neural plasticity compared to non-musicians. More specifically, we compared the modulation of P1, N1, and P2 responses to standard sounds between four unattended passive blocks. Among the standard sounds, infrequently presented deviant sounds were presented (the so-called oddball paradigm). In the middle of the experiment (after two blocks), an active task was presented. Source analysis for event-related potentials (ERPs) showed that N1 and P2 source activation was selectively decreased in musicians after 15 min of passive exposure to sounds and that P2 source activation was found to be re-enhanced after the active task in musicians. Additionally, ERP analysis revealed that in both musicians and non-musicians, P2 ERP amplitude was enhanced after 15 min of passive exposure but only at the frontal electrodes. Furthermore, in musicians, the N1 ERP was enhanced after the active discrimination task but only at the parietal electrodes. Musical training modulates the rapid neural plasticity reflected in N1 and P2 source activation for unattended regular standard sounds. Enhanced rapid plasticity of N1 and P2 is likely to reflect faster auditory perceptual learning in musicians.

Infant brain responses associated with reading-related skills before school and at school age

INTRODUCTION In Jyväskylä Longitudinal Study of Dyslexia, we have investigated neurocognitive processes related to phonology and other risk factors of later reading problems. Here we review studies in which we have investigated whether dyslexic children with familial risk background would show atypical auditory/speech processing at birth, at six months and later before school and at school age as measured by brain event-related potentials (ERPs), and how infant ERPs are related to later pre-reading cognitive skills and literacy outcome. PATIENTS AND METHODS One half of the children came from families with at least one dyslexic parent (the at-risk group), while the other half belonged to the control group without any familial background of dyslexia. RESULTS Early ERPs were correlated to kindergarten age phonological processing and letter-naming skills as well as phoneme duration perception, reading and writing skills at school age. The correlations were, in general, more consistent among at-risk children. Those at-risk children who became poor readers also differed from typical readers in the infant ERP measures at the group level. ERPs measured before school and at the 3rd grade also differed between dyslexic and typical readers. Further, speech perception at behavioural level differed between dyslexic and typical readers, but not in all dyslexic readers. CONCLUSIONS These findings suggest persisting developmental differences in the organization of the neural networks sub-serving auditory and speech perception, with cascading effects on later reading related skills, in children with familial background for dyslexia. However, atypical auditory/speech processing is not likely a sufficient reason by itself for dyslexia but rather one endophenotype or risk factor.

N1 and P2 components of auditory event-related potentials in children with and without reading disabilities.

OBJECTIVE The effects of within stimulus presentation rate and rise time on basic auditory processing were investigated in children with reading disabilities and typically reading children. METHODS Children with reading disabilities (RD; N=19) and control children (N=20) were studied using event-related potentials (ERPs). Paired stimuli were used with two different within-pair-intervals (WPI; 10 and 255 ms) and two different rise times (10 and 130 ms). Each stimulus was presented with equal probability and long between-pair inter-stimulus intervals (1-5s). The study focused on N1 and P2 components. RESULTS The P2 responses to the first tone in the pair showed differences between children with RD and control children. Also, children with RD had larger N1 response than control children to stimuli with short WPI and long rise time. CONCLUSIONS These results provide evidence for basic auditory processing abnormalities in children with RD. This processing difference could be related to extraction of stimulus features from sounds or to attentional mechanisms. SIGNIFICANCE Our results show support for behavioral findings that children with RD and control children process rise times differently. More than half of children with RD showed atypical auditory processing.

Both attention and prediction are necessary for adaptive neuronal tuning in sensory processing

The brain as a proactive system processes sensory information under the top-down influence of attention and prediction. However, the relation between attention and prediction remains undetermined given the conflation of these two mechanisms in the literature. To evaluate whether attention and prediction are dependent of each other, and if so, how these two top-down mechanisms may interact in sensory processing, we orthogonally manipulated attention and prediction in a target detection task. Participants were instructed to pay attention to one of two interleaved stimulus streams of predictable/unpredictable tone frequency. We found that attention and prediction interacted on the amplitude of the N1 ERP component. The N1 amplitude in the attended/predictable condition was larger than that in any of the other conditions. Dipole source localization analysis showed that the effect came from the activation in bilateral auditory areas. No significant effect was found in the P2 time window. Our results suggest that attention and prediction are dependent of each other. While attention might determine the overall cortical responsiveness to stimuli when prediction is involved, prediction might provide an anchor for the modulation of the synaptic input strengths which needs to be operated on the basis of attention.

Mismatch Brain Response to Speech Sound Changes in Rats

Understanding speech is based on neural representations of individual speech sounds. In humans, such representations are capable of supporting an automatic and memory-based mechanism for auditory change detection, as reflected by the mismatch negativity (MMN) of event-related potentials. There are also findings of neural representations of speech sounds in animals, but it is not known whether these representations can support the change detection mechanism analogous to that underlying the MMN in humans. To this end, we presented synthesized spoken syllables to urethane-anesthetized rats while local field potentials were epidurally recorded above their primary auditory cortex. In an oddball condition, a deviant stimulus /ga/ or /ba/ (probability 1:12 for each) was rarely and randomly interspersed between frequently presented standard stimulus /da/ (probability 10:12). In an equiprobable condition, 12 syllables, including /da/, /ga/, and /ba/, were presented in a random order (probability 1:12 for each). We found evoked responses of higher amplitude to the deviant /ba/, albeit not to /ga/, relative to the standard /da/ in the oddball condition. Furthermore, the responses to /ba/ were higher in amplitude in the oddball condition than in the equiprobable condition. The findings suggest that anesthetized rat’s brain can form representations of human speech sounds, and that these representations can support the memory-based change detection mechanism analogous to that underlying the MMN in humans. Our findings show a striking parallel in speech processing between humans and rodents and may thus pave the way for feasible animal models of memory-based change detection.