Electrocortical Dynamics in Children with a Language-Learning Impairment Before and After Audiovisual Training.

Detecting and discriminating subtle and rapid sound changes in the speech environment is a fundamental prerequisite of language processing, and deficits in this ability have frequently been observed in individuals with language-learning impairments (LLI). One approach to studying associations between dysfunctional auditory dynamics and LLI, is to implement a training protocol tapping into this potential while quantifying pre- and post-intervention status. Event-related potentials (ERPs) are highly sensitive to the brain correlates of these dynamic changes and are therefore ideally suited for examining hypotheses regarding dysfunctional auditory processes. In this study, ERP measurements to rapid tone sequences (standard and deviant tone pairs) along with behavioral language testing were performed in 6- to 9-year-old LLI children (n = 21) before and after audiovisual training. A non-treatment group of children with typical language development (n = 12) was also assessed twice at a comparable time interval. The results indicated that the LLI group exhibited considerable gains on standardized measures of language. In terms of ERPs, we found evidence of changes in the LLI group specifically at the level of the P2 component, later than 250 ms after the onset of the second stimulus in the deviant tone pair. These changes suggested enhanced discrimination of deviant from standard tone sequences in widespread cortices, in LLI children after training.

Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: changes in neural mass activity after training.

Children with language-learning impairment (LLI) have consistently shown difficulty with tasks requiring precise, rapid auditory processing. Remediation based on neural plasticity assumes that the temporal precision of neural coding can be improved by intensive training protocols. Here, we examined the extent to which early oscillatory responses in auditory cortex change after audio-visual training, using combined source modeling and time-frequency analysis of the human electroencephalogram (EEG). Twenty-one elementary school students diagnosed with LLI underwent the intervention for an average of 32 days. Pre- and post-training assessments included standardized language/literacy tests and EEG recordings in response to fast-rate tone doublets. Twelve children with typical language development were also tested twice, with no intervention given. Behaviorally, improvements on measures of language were observed in the LLI group following completion of training. During the first EEG assessment, we found reduced amplitude and phase-locking of early (45-75 ms) oscillations in the gamma-band range (29-52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. Amplitude reduction for the second tone was no longer evident for the LLI children post-intervention, although these children still exhibited attenuated phase-locking. Our findings suggest that specific aspects of inefficient sensory cortical processing in LLI are ameliorated after training.

Reduced hemispheric asymmetry of the auditory N260m in dyslexia.

Dyslexia seems to be related to a lack of planum temporale (PT) asymmetry that is accompanied by functional differences to control subjects in both left and right hemispheric temporal regions during language tasks. PT asymmetry has been found to correlate with phonological and verbal skills. In accordance, reduced asymmetry of the auditory N100m sources in dyslexic adults and P100m sources in dyslexic children has been reported. These results might also be related to an atypical PT symmetry or the recruitment of other structures than the PT for speech processing in dyslexia. In the present study we tried to replicate and extend previous findings by examining a sample of 64 dyslexic and 22 control children in the MEG. We measured cortical activity during a passive auditory oddball-paradigm and localised ERF sources evoked by the standard stimulus /ba/. Reduced hemispheric asymmetry in the localisation of the auditory N260m was revealed. While control children displayed a typical asymmetrical pattern with more anterior sources in the right hemisphere, this asymmetry was not present for the dyslexic children. Further, a correlation between N260m asymmetry and spelling test performance was found. Our results suggest that localisation of ERF components is indeed an applicative tool for investigating cortical deviances in dyslexia. A lack of source localisation asymmetry in dyslexia appears to be a robust finding across different samples of dyslexic children and adults. It appears that cortical auditory (language) processing is organised differently in dyslexic subjects than in controls. This might be the consequence of a more symmetrical PT organisation, which in turn might be the result of maturational delay.

Timing errors in auditory event-related potentials.

Electronic problems of electroencephalographic (EEG) system may occur in even the best-managed laboratories. Timing error may happen in the coupling of computers from various manufactures, resulting in the misalignment of event markers that signal the onset of stimuli. In one system, an impedance check desynchronized a computer and thus caused misalignment of events in EEG signals. Thus, the aim of this study was to develop a method to identify and correct such timing errors that contaminated 114 raw data of EEG/auditory event-related potentials (ERPs) recorded in one of our longitudinal studies. A two-step procedure was introduced in the correction of timing errors. First, the time delay was roughly estimated by identifying a P150 component in two ERP blocks. Second, a small phase-locked positive wave was identified for fine estimation. Reliability within and among evaluators was examined using ERP data with simulated timing errors. Concordant results were obtained in 104 (91.2%) of the 114 raw EEG/ERP data sets. Our results showed that the method presented here is reliable and can be used for correcting timing errors without introduction of experimenter bias.

Cerebral lateralization in schizophrenia and dyslexia: neuromagnetic responses to auditory stimuli.

Many studies have shown altered hemispheric asymmetry-particularly in perisylvian regions-in schizophrenia patients as well as in individuals with dyslexia. Here we explore the similarity of these findings comparing the localization of the magnetic auditory N100m to the German syllable [ba:] in schizophrenia patients, dyslexic adults, and healthy control subjects. Control subjects showed the typical finding of more anterior sources in the right than in the left perisylvian region. In contrast, both schizophrenia patients and dyslexic subjects displayed a symmetrical N100m source configuration. While in people with dyslexia the alteration appears to originate in the right hemisphere, left-hemispheric deviations might contribute to reduced asymmetry in schizophrenia patients. Our results indicate that an absence of lateralized auditory responses in the temporal lobes may reflect a common deviance present in dyslexia and schizophrenia. The nonspecific finding of reduced cerebral laterality may be accounted for by population-specific differences in the functional organization of perisylvian sites.

Altered hemispheric asymmetry of auditory P100m in dyslexia.

In various studies, deviances of hemispheric laterality in the organization of the perisylvian region in dyslexia have been suggested. Although associated with impaired language functioning, the clinical significance of atypical cerebral lateralization remains unclear. The present study examined interhemispheric source differences of magnetic responses to the German synthetic syllable [ba:] in the auditory cortex of 14 dyslexic children and 12 normally literate controls aged 8-15 years. In all subjects, two main deflections, P100m and N260m, were evident in the responses over each hemisphere. While in the control group the right P100m dipole was located more anterior than the corresponding dipole of the left hemisphere, the dyslexic group displayed a rather symmetrical source configuration between the hemispheres. This symmetry reflected a deviance in the right perisylvian region for the dyslexic subjects' P100m, which was generated approximately 1 cm more posterior than the response in controls. The deviation was also obvious relative to the source location of the later component, N260m, which did not systematically differ between the participant groups. Our results suggest that the altered hemispheric asymmetry reflects an atypical organization of the right hemisphere in children and adolescents with dyslexia.