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Dyslexia erp

Sagi Jaffe-Dax, Eva Kimel, Merav Ahissar
Studies of performance of individuals with dyslexia on perceptual tasks suggest that their implicit inference of sound statistics is impaired. Previously, using two-tone frequency discrimination, we found that the effect of previous trials' frequencies on judgments of individuals with dyslexia decayed faster than the effect on controls' judgments, and that the adaptation (decrease of neural response to repeated stimuli) of their ERP responses to tones was shorter (Jaffe-Dax et al., 2017). Here, we show the cortical distribution of this abnormal dynamics of adaptation using fast acquisition fMRI...
February 28, 2018: ELife
Christian Wachinger, Susanne Volkmer, Katharina Bublath, Jennifer Bruder, Jürgen Bartling, Gerd Schulte-Körne
Developmental dyslexia is a reading disorder that is associated with deficits in phonological processing, where the exact neural basis for those processing deficits remains unclear. In particular, disagreement exists whether degraded phonological representations or an impaired access to the phonological representations causes these deficits. To investigate this question and to trace changes in neurophysiology during the process of reading acquisition, we designed a longitudinal study with event related potentials (ERPs) in children between kindergarten and second grade...
2018: NeuroImage: Clinical
Susanne Volkmer, Gerd Schulte-Körne
Evidence from event-related-potential (ERP) studies has repeatedly shown differences in the perception and processing of auditory stimuli in children with dyslexia compared to control children. The mismatch negativity (MMN) - an ERP component reflecting passive auditory change detection ability - has been found to be reduced, not only in children with a diagnosis of dyslexia, but also in infants and preschool children at risk of developing dyslexia. However, the results are controversial due to the different methods, age of the children and stimuli used...
January 2018: Schizophrenia Research
Sarolta Bakos, Karin Landerl, Jürgen Bartling, Gerd Schulte-Körne, Kristina Moll
The reading and spelling deficits characteristic of developmental dyslexia (dyslexia) have been related to problems in phonological processing and in learning associations between letters and speech-sounds. Even when children with dyslexia have learned the letters and their corresponding speech sounds, letter-speech sound associations might still be less automatized compared to children with age-adequate literacy skills. In order to examine automaticity in letter-speech sound associations and to overcome some of the disadvantages associated with the frequently used visual-auditory oddball paradigm, we developed a novel electrophysiological letter-speech sound interference paradigm...
2017: Frontiers in Human Neuroscience
Nikolaos C Zygouris, Elias Avramidis, Argyris V Karapetsas, George I Stamoulis
Developmental dyslexia is defined as an unexpected specific and persistent failure to acquire efficient reading skills despite conventional instruction, adequate intelligence and sociocultural opportunity. This article reports the outcomes of a study that evaluated the implementation of a 4-month intervention program. The intervention consisted of structured activities aiming at improving (a) the children's phonological awareness, (b) their visual and auditory memory, (c) their visual discrimination ability, and (d) their text comprehension...
March 17, 2017: Applied Neuropsychology. Child
Sagi Jaffe-Dax, Or Frenkel, Merav Ahissar
Dyslexia is a prevalent reading disability whose underlying mechanisms are still disputed. We studied the neural mechanisms underlying dyslexia using a simple frequency-discrimination task. Though participants were asked to compare the two tones in each trial, implicit memory of previous trials affected their responses. We hypothesized that implicit memory decays faster among dyslexics. We tested this by increasing the temporal intervals between consecutive trials, and by measuring the behavioral impact and ERP responses from the auditory cortex...
January 24, 2017: ELife
Iliana I Karipidis, Georgette Pleisch, Martina Röthlisberger, Christoph Hofstetter, Dario Dornbierer, Philipp Stämpfli, Silvia Brem
Learning letter-speech sound correspondences is a major step in reading acquisition and is severely impaired in children with dyslexia. Up to now, it remains largely unknown how quickly neural networks adopt specific functions during audiovisual integration of linguistic information when prereading children learn letter-speech sound correspondences. Here, we simulated the process of learning letter-speech sound correspondences in 20 prereading children (6.13-7.17 years) at varying risk for dyslexia by training artificial letter-speech sound correspondences within a single experimental session...
October 14, 2016: Human Brain Mapping
Hannah M Nash, Debbie Gooch, Charles Hulme, Yatin Mahajan, Genevieve McArthur, Kurt Steinmetzger, Margaret J Snowling
The 'automatic letter-sound integration hypothesis' (Blomert, ) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of chronological-age-matched (CA; N = 17) and reading-age-matched controls (RA; N = 17) aged 7-13 years. Each child took part in two priming experiments in which speech sounds were preceded by congruent visual letters (congruent condition) or Greek letters (baseline)...
July 2017: Developmental Science
Susana Araújo, Luís Faísca, Alexandra Reis, J Frederico Marques, Karl Magnus Petersson
Naming speed deficits are well documented in developmental dyslexia, expressed by slower naming times and more errors in response to familiar items. Here we used event-related potentials (ERPs) to examine at what processing level the deficits in dyslexia emerge during a discrete-naming task. Dyslexic and skilled adult control readers performed a primed object-naming task, in which the relationship between the prime and the target was manipulated along perceptual, semantic and phonological dimensions. A 3×2 design that crossed Relationship Type (Visual, Phonemic Onset, and Semantic) with Relatedness (Related and Unrelated) was used...
October 2016: Neuropsychologia
Soila Kuuluvainen, Alina Leminen, Teija Kujala
Children's obligatory auditory event-related potentials (ERPs) to speech and nonspeech sounds have been shown to associate with reading performance in children at risk or with dyslexia and their controls. However, very little is known of the cognitive processes these responses reflect. To investigate this question, we recorded ERPs to semisynthetic syllables and their acoustically matched nonspeech counterparts in 63 typically developed preschoolers, and assessed their verbal skills with an extensive set of neurocognitive tests...
June 2016: Developmental Cognitive Neuroscience
Manon W Jones, Jan-Rouke Kuipers, Guillaume Thierry
New evidence is accumulating for a deficit in binding visual-orthographic information with the corresponding phonological code in developmental dyslexia. Here, we identify the mechanisms underpinning this deficit using event-related brain potentials (ERPs) in dyslexic and control adult readers performing a letter-matching task. In each trial, a printed letter was presented synchronously with an auditory letter name. Incongruent (mismatched), frequent trials were interleaved with congruent (matched) infrequent target pairs, which participants were asked to report by pressing a button...
2016: Frontiers in Human Neuroscience
Kristina Moll, Sandra Hasko, Katharina Groth, Jürgen Bartling, Gerd Schulte-Körne
OBJECTIVE: The time course during letter-sound processing was investigated in children with developmental dyslexia (DD) and typically developing (TD) children using electroencephalography. METHOD: Thirty-eight children with DD and 25 TD children participated in a visual-auditory oddball paradigm. Event-related potentials (ERPs) elicited by standard and deviant stimuli in an early (100-190 ms) and late (560-750 ms) time window were analysed. RESULTS: In the early time window, ERPs elicited by the deviant stimulus were delayed and less left lateralized over fronto-temporal electrodes for children with DD compared to TD children...
April 2016: Clinical Neurophysiology: Official Journal of the International Federation of Clinical Neurophysiology
Joong-Gu Kang, Seung-Hwan Lee, Eun-Jin Park, Hyun-Sung Leem
OBJECTIVE: Individuals with dyslexia experience reading difficulties, whereas their other cognitive abilities seem normal. The purpose of this study was to investigate the event-related potential (ERP) patterns of children with dyslexia during a target-detection task. METHODS: Seventeen children with dyslexia and 18 children without this disorder participated in this study. We evaluated their writing and reading ability, symptoms of attention-deficit/hyperactivity disorder, and intelligence quotient...
February 29, 2016: Clinical Psychopharmacology and Neuroscience: the Official Scientific Journal of the Korean College of Neuropsychopharmacology
Ellie R H van Setten, Silvia Martinez-Ferreiro, Natasha M Maurits, Ben A M Maassen
Despite their ample reading experience, higher education students with dyslexia still show deficits in reading and reading-related skills. Lateralized print tuning, the early sensitivity to print of the left parietal cortex signalled by the N1 event-related potential (ERP) component, differs between beginning dyslexic readers and controls. For adults, the findings are mixed. The present study aims to investigate whether print tuning, as indexed by the N1 component, differs between 24 students with dyslexia and 15 non-dyslexic controls...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
Allison Jane Matthews, Frances Heritage Martin
To investigate facilitatory and inhibitory processes during selective attention among adults with good (n=17) and poor (n=14) phonological decoding skills, a go/nogo flanker task was completed while EEG was recorded. Participants responded to a middle target letter flanked by compatible or incompatible flankers. The target was surrounded by a small or large circular cue which was presented simultaneously or 500ms prior. Poor decoders showed a greater RT cost for incompatible stimuli preceded by large cues and less RT benefit for compatible stimuli...
December 2015: Brain and Language
Gesa Schaadt, Claudia Männel, Elke van der Meer, Ann Pannekamp, Angela D Friederici
Successful communication in everyday life crucially involves the processing of auditory and visual components of speech. Viewing our interlocutor and processing visual components of speech facilitates speech processing by triggering auditory processing. Auditory phoneme processing, analyzed by event-related brain potentials (ERP), has been shown to be associated with impairments in reading and spelling (i.e. developmental dyslexia), but visual aspects of phoneme processing have not been investigated in individuals with such deficits...
October 21, 2015: Developmental Science
Sagi Jaffe-Dax, Ofri Raviv, Nori Jacoby, Yonatan Loewenstein, Merav Ahissar
UNLABELLED: Dyslexics are diagnosed for their poor reading skills, yet they characteristically also suffer from poor verbal memory and often from poor auditory skills. To date, this combined profile has been accounted for in broad cognitive terms. Here we hypothesize that the perceptual deficits associated with dyslexia can be understood computationally as a deficit in integrating prior information with noisy observations. To test this hypothesis we analyzed the performance of human participants in an auditory discrimination task using a two-parameter computational model...
September 2, 2015: Journal of Neuroscience: the Official Journal of the Society for Neuroscience
Chiara Cantiani, Maria Luisa Lorusso, Paolo Perego, Massimo Molteni, Maria Teresa Guasti
This study aimed to characterize neuropsychological and linguistic skills in children with Developmental Dyslexia (DD) with and without Language Impairment (LI). Behavioral tests of short-term memory, phonemic awareness, and morphosyntactic processing and electrophysiological responses to agreement violations were administered to 32 DD children (16 with additional LI) and 16 controls. Behavioral data revealed quantitative differences among groups: DD+LI children showed the worst performance, followed by DD-only children and controls...
2015: Developmental Neuropsychology
Gojko Žarić, Gorka Fraga González, Jurgen Tijms, Maurits W van der Molen, Leo Blomert, Milene Bonte
A failure to build solid letter-speech sound associations may contribute to reading impairments in developmental dyslexia. Whether this reduced neural integration of letters and speech sounds changes over time within individual children and how this relates to behavioral gains in reading skills remains unknown. In this research, we examined changes in event-related potential (ERP) measures of letter-speech sound integration over a 6-month period during which 9-year-old dyslexic readers (n = 17) followed a training in letter-speech sound coupling next to their regular reading curriculum...
2015: Frontiers in Human Neuroscience
Sarah Laszlo, Elizabeth Sacchi
Individuals with dyslexia often evince reduced activation during reading in left hemisphere (LH) language regions. This can be observed along with increased activation in the right hemisphere (RH), especially in areas associated with object recognition - a pattern referred to as RH compensation. The mechanisms of RH compensation are relatively unclear. We hypothesize that RH compensation occurs when the RH object recognition system is called upon to supplement an underperforming LH visual word form recognition system...
June 2015: Brain and Language
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