Neural Patterns in Linguistic Cortices Discriminate the Content of Verbal Working Memory.

An influential theoretical account of working memory (WM) considers that WM is based on direct activation of long-term memory knowledge. While there is empirical support for this position in the visual WM domain, direct evidence is scarce in the verbal WM domain. This question is critical for models of verbal WM, as the question of whether short-term maintenance of verbal information relies on direct activation within the long-term linguistic knowledge base or not is still debated. In this study, we examined the extent to which short-term maintenance of lexico-semantic knowledge relies on neural activation patterns in linguistic cortices, and this by using a fast encoding running span task for word and nonword stimuli minimizing strategic encoding mechanisms. Multivariate analyses showed specific neural patterns for the encoding and maintenance of word versus nonword stimuli. These patterns were not detectable anymore when participants were instructed to stop maintaining the memoranda. The patterns involved specific regions within the dorsal and ventral pathways, which are considered to support phonological and semantic processing to various degrees. This study provides novel evidence for a role of linguistic cortices in the representation of long-term memory linguistic knowledge during WM processing.

[Auditory closure according to central auditory processing and psycholinguistic skills in adolescents.] / El cierre auditivo según el procesamiento auditivo central y las habilidades psicolingüísticas en adolescentes.

Introduction: The process of auditory closure is defined as the ability to complete distorted or missing parts of the acoustic signal and recognize the message in its entirety, is executed daily and should be intact in adolescents. Objectives: To determine the possible alteration of auditory closure according to central auditory processing tests and the psycholinguistic skills in adolescents and; to analyze the relation between the academic performance with central auditory processing tests and psycholinguistic abilities. Methods: A descriptive and transversal study was carried out. 235 adolescents were assessed with normal hearing and without added pathologies. Central auditory processing (CAP) tests from Neustadt et al. and the Illinois Psycholinguistic Aptitude Test (IPAT) to assess psycholinguistic skills (HP). Results: No association was found (p> 0.05) between the specific tests that evaluate the auditory closure (monosyllables with noise and filtered speech of CAP and auditory integration of HP). Regarding academic performance, a statistically significant association was observed (p> 0.05) with three of four psycholinguistic abilities: auditory association, sequential memory and grammatical integration. In turn, there was a significant association between academic performance and one of the four CAP tests: SSW. Conclusion: This research presents an approach on the interrelation between audiological and linguistic tests to detect early alterations in auditory closure in order to arrive at an integral look that contributes to the therapeutics of the problem in adolescents.

Introducción: El proceso de cierre auditivo es definido como la habilidad para completar partes distorsionadas o ausentes de la señal acústica y reconocer el mensaje en su totalidad, se ejecuta a diario y debería estar íntegro en los adolescentes. Objetivos: determinar la posible alteración del cierre auditivo según las pruebas de procesamiento auditivo central y las habilidades psicolingüísticas en los adolescentes y; analizar la relación entre el rendimiento académico con las pruebas de procesamiento auditivo central y con las habilidades psicolingüísticas. Métodos: Se realizó un estudio descriptivo y transversal. Se evaluaron 235 adolescentes con audición normal y sin patologías agregadas. Se aplicaron pruebas de procesamiento auditivo central (PAC) de Neustadt y cols. y el Test Illinois de Aptitudes Psicolingüísticas (ITPA) para evaluar las habilidades psicolingüísticas (HP). Resultados: No se encontró asociación (p>0,05) entre las pruebas específicas que evalúan al cierre auditivo (monosílabos con ruido y habla filtrada de PAC e integración auditiva de HP). Respecto al rendimiento académico se observa asociación estadísticamente significativa (p<0,05) con tres de cuatro habilidades psicolingüísticas: asociación auditiva, memoria secuencial e integración gramatical. A su vez, se observó asociación significativa entre el rendimiento académico y una de las cuatro pruebas de PAC: SSW. Conclusión: Esta investigación presenta una aproximación sobre la interrelación entre pruebas audiológicas y lingüísticas para detectar tempranamente alteraciones en el cierre auditivo a fin de arribar a una mirada integral que aporte a la terapéutica de la problemática en los adolescentes.