Renée Béland

The Mental Representation of Semitic Words

This article is concerned with external evidence bearing on the nature of the units stored in the mental lexicons of speakers of Semitic languages. On the basis of aphasic metathesis errors we collected in a single case study, we suggest that roots can be accessed as independent morphological units. We review documented language games and slips of the tongue that lead to the same conclusion. We also discuss evidence for the morphemic status of templates from aphasic errors, language games, and slips of the tongue. We conclude that the available external evidence is best accounted for within a morpheme-based theory of morphology that forms words by combining roots and templates.

Mother and Stranger: An Electrophysiological Study of Voice Processing in Newborns

In the mature adult brain, there are voice selective regions that are especially tuned to familiar voices. Yet, little is known about how the infants brain treats such information. Here, we investigated, using electrophysiology and source analyses, how newborns process their mothers voice compared with that of a stranger. Results suggest that, shortly after birth, newborns distinctly process their mothers voice at an early preattentional level and at a later presumably cognitive level. Activation sources revealed that exposure to the maternal voice elicited early language-relevant processing, whereas the strangers voice elicited more voice-specific responses. A central probably motor response was also observed at a later time, which may reflect an innate auditory-articulatory loop. The singularity of left-dominant brain activation pattern together with its ensuing sustained greater central activation in response to the mothers voice may provide the first neurophysiologic index of the preferential mothers role in language acquisition.

Non-invasive pre-surgical investigation of a 10 year-old epileptic boy using simultaneous EEG–NIRS

Near-infrared spectroscopy (NIRS) is a novel imaging technique of potential value in the pre-surgical investigation of patients with refractory epilepsy. We recorded simultaneously electrophysiology (EEG; Compumedics, USA) and near-infrared spectroscopy (NIRS; ISS, USA) to examine the localization of the ictal onset zone and assess language lateralization in a young epileptic boy (L.H., 10 years) as part of his pre-surgical evaluation. L.H. underwent a prolonged EEG-NIRS recording while electro-clinical and electrical seizures were recorded. Results were compared to those obtained with other pre-surgical techniques (SPECT, FDG-PET, EEG-fMRI and EEG-MEG) and showed good concordance for ictal onset zone localization. A second NIRS session without EEG was carried out in order to investigate language lateralization. For this purpose, the patient performed a categorical verbal-fluency task during NIRS recordings. Results showed left-hemisphere dominance for language function in this young boy. This case report illustrates that multi-channel EEG-NIRS has the potential to contribute favourably to pre-surgical investigation in young patients.

A novel tool for evaluating children's musical abilities across age and culture.

The present study introduces a novel tool for assessing musical abilities in children: The Montreal Battery of Evaluation of Musical Abilities (MBEMA). The battery, which comprises tests of memory, scale, contour, interval, and rhythm, was administered to 245 children in Montreal and 91 in Beijing (Experiment 1), and an abbreviated version was administered to an additional 85 children in Montreal (in less than 20 min; Experiment 2). All children were 6–8 years of age. Their performance indicated that both versions of the MBEMA are sensitive to individual differences and to musical training. The sensitivity of the tests extends to Mandarin-speaking children despite the fact that they show enhanced performance relative to French-speaking children. Because this Chinese advantage is not limited to musical pitch but extends to rhythm and memory, it is unlikely that it results from early exposure to a tonal language. In both cultures and versions of the tests, amount of musical practice predicts performance. Thus, the MBEMA can serve as an objective, short and up-to-date test of musical abilities in a variety of situations, from the identification of children with musical difficulties to the assessment of the effects of musical training in typically developing children of different cultures.

Impact of childhood epilepsy on reading and phonological processing abilities

Although children with epilepsy tend to exhibit more reading difficulties than their classmates, no systematic studies have investigated the relationship between these difficulties and epilepsy. As functional neuroimaging studies have implicated both temporal and frontal lobes in the phonological aspect of reading [K.R. Pugh, B.A. Shaywitz, S.E. Shaywitz, et al. Brain 1996;119:1221-38], seizure activity originating in either region could interfere with phonological processing, whereas generalized seizures would not disturb this function as much. To explore this hypothesis, we compared the metaphonological skills of school-aged children with either temporal lobe epilepsy (TLE), frontal lobe epilepsy (FLE), or generalized absence seizures (ABS) with those of healthy controls. While the reading ability of all epileptic children was close to 2 years behind expectations, children with TLE did not differ from the controls on phonological tasks. In contrast, children with FLE exhibited significant deficits, whereas children with ABS showed difficulties restricted to phonemic segmentation. The results suggest that FLE and, to a lesser extent, generalized seizures may interfere with phonological processing, whereas TLE may affect other aspects of reading.

Interaction between verbal and gestural language in progressive aphasia: A longitudinal case study ☆

The objective of this longitudinal study is to investigate the on-line interaction between praxis and linguistic abilities in a progressive aphasia case. During 3 years of evolution, procedural discourse of a progressive aphasic patient was videotaped five times, allowing us to analyze the progression of both language and gestural production as well as the interaction between these two. We anticipated that, in the absence of apraxia, the patient would compensate for her speech deficit by producing progressively more and more meaningful gestures. Our compensatory hypothesis was confirmed but the compensation was not as efficient as one would expect given the absence of apraxia. With the progression of the speech deficit, the patient could not replace some verbs by pantomimes that were otherwise accompanying her discourse in the preceding testing sessions. We suggest that such a compensatory ability may constitute one important characteristic of the progressive aphasia syndrome.

Distinct hemispheric specializations for native and non-native languages in one-day-old newborns identified by fNIRS.

This study assessed whether the neonatal brain recruits different neural networks for native and non-native languages at birth. Twenty-seven one-day-old full-term infants underwent functional near-infrared spectroscopy (fNIRS) recording during linguistic and non-linguistic stimulation. Fourteen newborns listened to linguistic stimuli (native and non-native language stories) and 13 newborns were exposed to non-linguistic conditions (native and non-native stimuli played in reverse). Comparisons between left and right hemisphere oxyhemoglobin (HbO2) concentration changes over the temporal areas revealed clear left hemisphere dominance for native language, whereas non-native stimuli were associated with right hemisphere lateralization. In addition, bilateral cerebral activation was found for non-linguistic stimulus processing. Overall, our findings indicate that from the first day after birth, native language and prosodic features are processed in parallel by distinct neural networks.

Singing abilities in children with Specific Language Impairment (SLI).

Specific Language Impairment (SLI) is a heritable neurodevelopmental disorder diagnosed when a child has difficulties learning to produce and/or understand speech for no apparent reason (Bishop et al., 2012). The verbal difficulties of children with SLI have been largely documented, and a growing number of studies suggest that these children may also have difficulties in processing non-verbal complex auditory stimuli (Corriveau et al., 2007; Brandt et al., 2012). In a recent study, we reported that a large proportion of children with SLI present deficits in music perception (Planchou et al., under revision). Little is known, however, about the singing abilities of children with SLI. In order to investigate whether or not the impairments in expressive language extend to the musical domain, we assessed singing abilities in eight children with SLI and 15 children with Typical Language Development (TLD) matched for age and non-verbal intelligence. To this aim, we designed a ludic activity consisting of two singing tasks: a pitch-matching and a melodic reproduction task. In the pitch-matching task, the children were requested to sing single notes. In the melodic reproduction task, children were asked to sing short melodies that were either familiar (FAM-SONG and FAM-TUNE conditions) or unfamiliar (UNFAM-TUNE condition). The analysis showed that children with SLI were impaired in the pitch-matching task, with a mean pitch error of 250 cents (mean pitch error for children with TLD: 154 cents). In the melodic reproduction task, we asked 30 healthy adults to rate the quality of the sung productions of the children on a continuous rating scale. The results revealed that singing of children with SLI received lower mean ratings than the children with TLD. Our findings thus indicate that children with SLI showed impairments in musical production and are discussed in light of a general auditory-motor dysfunction in children with SLI.

Verbal memory and verbal fluency tasks used for language localization and lateralization during magnetoencephalography

OBJECTIVEnThe aim of this study was to develop a presurgical magnetoencephalography (MEG) protocol to localize and lateralize expressive and receptive language function as well as verbal memory in patients with epilepsy. Two simple language tasks and a different analytical procedure were developed.nnnMETHODSnTen healthy participants and 13 epileptic patients completed two language tasks during MEG recording: a verbal memory task and a verbal fluency task. As a first step, principal component analyses (PCA) were performed on source data from the group of healthy participants to identify spatiotemporal factors that were relevant to these paradigms. Averaged source data were used to localize areas activated during each task and a laterality index (LI) was computed on an individual basis for both groups, healthy participants and patients, using sensor data.nnnRESULTSnPCA revealed activation in the left temporal lobe (300 ms) during the verbal memory task, and from the frontal lobe (210 ms) to the temporal lobe (500 ms) during the verbal fluency task in healthy participants. Averaged source data showed activity in the left hemisphere (250-750 ms), in Wernickes area, for all participants. Left hemisphere dominance was demonstrated better using the verbal memory task than the verbal fluency task (F1,19=4.41, p=0.049). Cohens kappa statistic revealed 93% agreement (k=0.67, p=0.002) between LIs obtained from MEG sensor data and fMRI, the IAT, electrical cortical stimulation or handedness with the verbal memory task for all participants. At 74%, agreement results for the verbal fluency task did not reach statistical significance.nnnSIGNIFICANCEnAnalysis procedures yielded interesting findings with both tasks and localized language-related activation. However, based on source localization and laterality indices, the verbal memory task yielded better results in the context of the presurgical evaluation of epileptic patients. The verbal fluency task did not add any further information to the verbal memory task as regards language localization and lateralization for most patients and healthy participants that would facilitate decision making prior to surgery.

Development of reading and metaphonological abilities: A transversal study of French-speaking children aged 5 to 12 years

We investigated the development of phonological awareness and reading abilities in French-speaking children aged 5–12 years. Participants were divided into seven groups (kindergarten to grade 6). Metaphonological tasks included segmentation, blending and inversion at the syllable and the phoneme level, reading of regular and irregular words and nonwords, rhyme production and rhyme recognition. We hypothesised that: (1) children will rely more heavily on phonological awareness in the first years of reading acquisition; (2) development of phonological awareness at the phoneme level will facilitate reading of regular words and nonwords. Results in metaphonological tasks showed a clear developmental progression between kindergarten and 2nd grade. Regular words were easily read in grade 2, nonwords were adequately decoded in grade 3, whereas irregular word reading gradually increased until grade 6 and beyond. These results suggest that the facilitatory effect between phonological awareness and reading appears to be limited to the phoneme unit.