On the nature of the speech perception deficits in children with autism spectrum disorders.

Previous studies have claimed to show deficits in the perception of speech sounds in autism spectrum disorders (ASD). The aim of the current study was to clarify the nature of such deficits. Children with ASD might only exhibit a lesser amount of precision in the perception of phoneme categories (CPR deficit). However, these children might further present an allophonic mode of speech perception, similar to the one evidenced in dyslexia, characterised by enhanced discrimination of acoustic differences within phoneme categories. Allophonic perception usually gives rise to a categorical perception (CP) deficit, characterised by a weaker coherence between discrimination and identification of speech sounds. The perceptual performance of ASD children was compared to that of control children of the same chronological age. Identification and discrimination data were collected for continua of natural vowels, synthetic vowels, and synthetic consonants. Results confirmed that children with ASD exhibit a CPR deficit for the three stimulus continua. These children further exhibited a trend toward allophonic perception that was, however, not accompanied by the usual CP deficit. These findings confirm that the commonly found CPR deficit is also present in ASD. Whether children with ASD also present allophonic perception requires further investigations.

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.

Neural evidence of allophonic perception in children at risk for dyslexia.

Learning to read is a complex process that develops normally in the majority of children and requires the mapping of graphemes to their corresponding phonemes. Problems with the mapping process nevertheless occur in about 5% of the population and are typically attributed to poor phonological representations, which are--in turn--attributed to underlying speech processing difficulties. We examined auditory discrimination of speech sounds in 6-year-old beginning readers with a familial risk of dyslexia (n=31) and no such risk (n=30) using the mismatch negativity (MMN). MMNs were recorded for stimuli belonging to either the same phoneme category (acoustic variants of /bə/) or different phoneme categories (/bə/ vs. /də/). Stimuli from different phoneme categories elicited MMNs in both the control and at-risk children, but the MMN amplitude was clearly lower in the at-risk children. In contrast, the stimuli from the same phoneme category elicited an MMN in only the children at risk for dyslexia. These results show children at risk for dyslexia to be sensitive to acoustic properties that are irrelevant in their language. Our findings thus suggest a possible cause of dyslexia in that they show 6-year-old beginning readers with at least one parent diagnosed with dyslexia to have a neural sensitivity to speech contrasts that are irrelevant in the ambient language. This sensitivity clearly hampers the development of stable phonological representations and thus leads to significant reading impairment later in life.

Allophonic mode of speech perception in Dutch children at risk for dyslexia: a longitudinal study.

There is ample evidence that individuals with dyslexia have a phonological deficit. A growing body of research also suggests that individuals with dyslexia have problems with categorical perception, as evidenced by weaker discrimination of between-category differences and better discrimination of within-category differences compared to average readers. Whether the categorical perception problems of individuals with dyslexia are a result of their reading problems or a cause has yet to be determined. Whether the observed perception deficit relates to a more general auditory deficit or is specific to speech also has yet to be determined. To shed more light on these issues, the categorical perception abilities of children at risk for dyslexia and chronological age controls were investigated before and after the onset of formal reading instruction in a longitudinal study. Both identification and discrimination data were collected using identical paradigms for speech and non-speech stimuli. Results showed the children at risk for dyslexia to shift from an allophonic mode of perception in kindergarten to a phonemic mode of perception in first grade, while the control group showed a phonemic mode already in kindergarten. The children at risk for dyslexia thus showed an allophonic perception deficit in kindergarten, which was later suppressed by phonemic perception as a result of formal reading instruction in first grade; allophonic perception in kindergarten can thus be treated as a clinical marker for the possibility of later reading problems.

Left premotor cortex and allophonic speech perception in dyslexia: a PET study.

Disorders of categorical perception has been put forward as a new account of phonological deficit in dyslexia (Serniclaes, W., Sprenger-Charolles, L., Carre, R. and Demonet, J.F., 2001. Perceptual discrimination of speech sounds in developmental dyslexia. J. Speech Lang. Hear. Res. 44, 384-399.) so that dyslexic subjects tend to discriminate phoneme instances within a given phonemic category rather than between categories, possibly witnessing the persistence of phonemic boundaries of 'allophones' that may be relevant to other languages although not to one's mother tongue (Serniclaes, W., Van Heghe, S., Mousty, P., Carre, R. and Sprenger-Charolles, L., 2004. Allophonic mode of speech perception in dyslexia. J. Exp. Child Psychol. 87, 336-361.). The brain correlates of within- and between-category discrimination were explored using a /ba/-/da/ phonetic continuum and H(2)(15)O PET in 14 dyslexic and 16 control adult readers; subjects discriminated a set of stimuli pairs, first in a 'naïve' (acoustic) condition and, after debriefing about the stimuli identity, in a speech (phonemic) condition (Dufor, O., Serniclaes, W., Sprenger-Charolles, L. and Demonet, J.F., 2007. Top-down processes during auditory phoneme categorization in dyslexia: a PET study. NeuroImage 34, 1692-1707.). While discrimination of 'between' pairs improved in all subjects following debriefing, 'within' stimuli yielded variable performance; some subjects kept discriminating them, while best categorizers judged them identical. Correlation analyses between acoustic-to-speech changes in brain activity and in 'within'-pair discrimination, and between control and dyslexic groups, revealed a criss-crossed correlation pattern in the left BA6 so that the higher the activity the better the categorization in control subjects whereas the higher the activity the more increased 'within' discrimination in dyslexic subjects. Therefore, in average readers, enhanced activity in the left BA6 likely contributes to optimizing phoneme categorization via refined speech motor coding. In dyslexic subjects showing sensitivity to 'within'-category cues, activity enhancement in this region might suggest the persistence of motor coding for allophonic representations of speech.

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.

Discrimination of speech sounds by children with dyslexia: comparisons with chronological age and reading level controls.

Previous studies have shown that children suffering from developmental dyslexia have a deficit in categorical perception of speech sounds. The aim of the current study was to better understand the nature of this categorical perception deficit. In this study, categorical perception skills of children with dyslexia were compared with those of chronological age and reading level controls. Children identified and discriminated /do-to/ syllables along a voice onset time (VOT) continuum. Results showed that children with dyslexia discriminated among phonemically contrastive pairs less accurately than did chronological age and reading level controls and also showed higher sensitivity in the discrimination of allophonic contrasts. These results suggest that children with dyslexia perceive speech with allophonic units rather than phonemic units. The origin of allophonic perception in the course of perceptual development and its implication for reading acquisition are discussed.

Top-down processes during auditory phoneme categorization in dyslexia: a PET study.

While persistence of subtle phonological deficits in dyslexic adults is well documented, deficit of categorical perception of phonemes has received little attention so far. We studied learning of phoneme categorization during an activation H(2)O(15) PET experiment in 14 dyslexic adults and 16 normal readers with similar age, handedness and performance IQ. Dyslexic subjects exhibited typical, marked impairments in reading and phoneme awareness tasks. During the PET experiment, subjects performed a discrimination task involving sine wave analogues of speech first presented as pairs of electronic sounds and, after debriefing, as syllables /ba/ and /da/. Discrimination performance and brain activation were compared between the acoustic mode and the speech mode of the task which involved physically identical stimuli; signal changes in the speech mode relative to the acoustic mode revealed the neural counterparts of phonological top-down processes that are engaged after debriefing. Although dyslexic subjects showed good abilities to learn discriminating speech sounds, their performance remained lower than those of normal readers on the discrimination task over the whole experiment. Activation observed in the speech mode in normal readers showed a strongly left-lateralized pattern involving the superior temporal, inferior parietal and inferior lateral frontal cortex. Frontal and parietal subparts of these left-sided regions were significantly more activated in the control group than in the dyslexic group. Activations in the right frontal cortex were larger in the dyslexic group than in the control group for both speech and acoustic modes relative to rest. Dyslexic subjects showed an unexpected large deactivation in the medial occipital cortex for the acoustic mode that may reflect increased effortful attention to auditory stimuli.

Perceptual discrimination of speech sounds in developmental dyslexia.

Experiments previously reported in the literature suggest that people with dyslexia have a deficit in categorical perception. However, it is still unclear whether the deficit is specific to the perception of speech sounds or whether it more generally affects auditory function. In order to investigate the relationship between categorical perception and dyslexia, as well as the nature of this categorization deficit, speech specific or not, the discrimination responses of children who have dyslexia and those of average readers to sinewave analogues of speech sounds were compared. These analogues were presented in two different conditions, either as nonspeech whistles or as speech sounds. Results showed that children with dyslexia are less categorical than average readers in the speech condition, mainly because they are better at discriminating acoustic differences between stimuli belonging to the same category. In the nonspeech condition, discrimination was also better for children with dyslexia, but differences in categorical perception were less clear-cut. Further, the location of the categorical boundary on the stimulus continuum differed between speech and nonspeech conditions. As a whole, this study shows that categorical deficit in children with dyslexia results primarily from an increased perceptibility of within-category differences and that it has a speech-specific component. These findings may have profound implications for learning and re-education.

On subtypes of developmental dyslexia: evidence from processing time and accuracy scores.

Phonological dyslexics (Ph-DYS) are characterized by a phonological deficit, while surface dyslexics (S-DYS) are characterized by an orthographic deficit. Four issues were addressed in this study. First, we determined the proportion of Ph-DYS and S-DYS in a population of French dyslexics by applying Castles and Coltheart's (1993) regression method to two previously unused diagnostic measures: pseudo-word and irregular-word processing time. Thirty-one dyslexics were matched to 19 average readers of the same age (10 years, CA controls) and to 19 younger children of the same reading level (8 years, RL controls). Compared to CA controls, there were more Ph-DYS than S-DYS. Compared to RL controls, there were still a high number of Ph-DYS; however, the S-DYS profile almost disappeared. Next, we examined the reliability of these subtypes across different measures of phonological and orthographic skills. Compared to RL controls, both groups of dyslexics were found to be impaired only in phonological skills, either in processing time (Ph-DYS) or in accuracy (S-DYS). Then we assessed the moment at which the two dissociated profiles emerged in the course of cognitive development. In order to do so, we examined earlier longitudinal data, collected when the children were 7 and 8 years old, and found that only the S-DYS's orthographic deficit increased with development. Last, we looked at whether the Ph-DYS and S-DYS profiles were associated with other specific cognitive deficits. Specific deficits in phonemic awareness and in phonological short-term memory were found for both Ph-DYS and S-DYS. These data suggest that developmental dyslexia could be largely accounted for by an underlying phonological impairment.

Pathogenesis of subcortical visuo-spatial neglect. A HMPAO SPECT study.

The pathophysiology of neuropsychological disorders due to right deep-seated hemispheric lesions remains a debated point. We undertook this study to check the hypothesis according to which remote cortical dysfunction could be responsible for the occurrence of neglect. Twenty-eight patients presenting with a right-sided subcortical stroke were studied. A neuropsychological battery of tests suitable for assessment of possible visuo-spatial neglect was performed as well as HMPAO SPECT. Neglect was observed in 15 cases out of 28. The lesion's site (at CT and/or MRI) did not allow discrimination between patients without neglect and patients with neglect. The latter however could be distinguished from the former by the presence of a remote decrease in cortical blood flow in the right temporo-parietal region. By suggesting that cortical involvement is necessary for the occurrence of neglect, the results were interpreted according to a network approach in which subcortical neglect is attributed to a cortical deprivation from afferent input in the posterior part of the brain.

Objective evaluation of vowel identification with the Digisonic cochlear implant.

Perceptual assessment of speech recognition performance with cochlear implants is confronted with problems raised by patients' availability and specificity. These problems can be avoided by using objective evaluation methods based on automatic classification of speech sounds. In the present report, different tuning strategies for the Digisonic cochlear implant were evaluated by discriminant analysis. The results presented here concern the correct classification of vowels. A set of 600 vocalic items, corresponding to 10 vowel categories and produced by 20 French speakers, were processed by the Digisonic DX10 with two different strategies. In the linear strategy, center frequencies of the 15 Digisonic channels were almost equally spaced in acoustic units (Hz). In the mel strategy, center frequencies were almost equally spaced in psychoacoustic units. For each strategy, energy levels of the frequency channels were quantified for each vocalic item and processed by statistical discriminant analysis for classification into 10 vowel categories. Results mainly show that the percent correct classification (PCC) is larger for the mel strategy and that the improvement is due to a higher concentration of frequency channels below 4 kHz. Implications of these results for the tuning of cochlear implants are discussed.

[Ignorance and misconceptions in the use of contraceptive methods]. / Ignorances et préjugés dans l'utilisation de méthodes contraceptives.

Good knowledge of the available contraceptive methods ensures better acceptability, continuity and satisfaction, and lower failure rates of these methods. This paper describes an inquiry on the contraceptive knowledge in 114 women attending three Brussels family planning clinics. Misconceptions, beliefs in false rumors, and considerable insufficiencies in knowledge were detected. In order to increase patient's ability to correctly use birth control methods, so as to lower unwanted pregnancy rate, efforts should be made by health practitioners as well as by mass media and teaching institutions.

Consequences of auditory deprivation in animals and humans.

An electron microscopic study of the cerebral cortex of mutant deaf mice (Deol's dn gene) has shown differences in synaptic organisation between these mice and normally hearing ones. In the auditory cortex of the deaf mice, there are fewer synapses and these are larger than in the normally hearing, whereas there is no difference between these two categories in the visual cortex. These results are the reverse of those observed by other authors in the occipital cortex of rats raised in an enriched or impoverished environment. In humans, the functional consequences of early hearing loss have been investigated on moderately to severely deaf (60-80 db mean loss) youngsters, who have been tested for their capacity of categorical perception, auditory discrimination, and production of significant contrasts between stop consonants. Categorical perception was absent in all but one subject. Auditory discrimination was poor for both the voiced-voiceless contrast and the place of articulation contrast. In the production experiments, the subjects had greater difficulty in producing the voiced-voiceless than the place of articulation contrasts. The possible relevance of these animal and human studies to cochlear implantation is discussed.