Statistical Associations between Vestibular Pathologies and Hypothyroidism: A Retrospective Study.

The association between vestibular pathologies and thyroid hormone disorders has been known for several decades. However, very little information is available on the types of vestibular symptoms that may be affected by altered thyroid hormone levels. The aim of this study was to provide patient data in order to identify statistical associations between vestibular pathologies and thyroid hormone disorders. A retrospective review of the records of 422 patients seen for physiotherapy treatment of vertigo was carried out. Statistical analysis of the data was performed using logistic regression, providing Chi2 and Odds Ratio statistics. Our results show that hypothyroidism statistically significantly increases the expression of certain symptoms, such as vestibular instability and gait disorders, in vestibular pathologies such as Menière's disease or central vertigo. By analyzing patient data, our study provides new evidence of dependence between altered thyroid status and the expression of vestibular pathologies.

Screening for Dyslexia in University Students: a Standardized Procedure Based on Conditional Inference Trees.

OBJECTIVE: The focus of this study is on providing tools to enable researchers and practitioners to screen for dyslexia in adults entering university. The first aim is to validate and provide diagnostic properties for a set of seven tests including a 1-min word reading test, a 2-min pseudoword reading test, a phonemic awareness test, a spelling test, the Alouette reading fluency test, a connected-text reading fluency test, and the self-report Adult Reading History Questionnaire (ARHQ). The second, more general, aim of this study was to devise a standardized and confirmatory procedure for dyslexia screening from a subset of the initial seven tests. We used conditional inference tree analysis, a supervised machine learning approach to identify the most relevant tests, cut-off scores, and optimal order of test administration. METHOD: A combined sample of 60 university students with dyslexia (clinical validation group) and 65 university students without dyslexia (normative group) provided data to determine the diagnostic properties of these tests including sensitivity, specificity, and cut-off scores. RESULTS: Results showed that combinations of four tests (ARHQ, text reading fluency, phonemic awareness, pseudoword reading) and their relative conditional cut-off scores optimize powerful discriminatory screening procedures for dyslexia, with an overall classification accuracy of approximately 90%. CONCLUSIONS: The novel use of the conditional inference tree methodology explored in the present study offered a way of moving toward a more efficient screening battery using only a subset of the seven tests examined. Both clinical and theoretical implications of these findings are discussed.

Phoneme Representation and Articulatory Impairment: Insights from Adults with Comorbid Motor Coordination Disorder and Dyslexia.

Phonemic processing skills are impaired both in children and adults with dyslexia. Since phoneme representation development is based on articulatory gestures, it is likely that these gestures influence oral reading-related skills as assessed through phonemic awareness tasks. In our study, fifty-two young dyslexic adults, with and without motor impairment, and fifty-nine skilled readers performed reading, phonemic awareness, and articulatory tasks. The two dyslexic groups exhibited slower articulatory rates than skilled readers and the comorbid dyslexic group presenting with an additional difficulty in respiratory control (reduced speech proportion and increased pause duration). Two versions of the phoneme awareness task (PAT) with pseudoword strings were administered: a classical version under time pressure and a delayed version in which access to phonemic representations and articulatory programs was facilitated. The two groups with dyslexia were outperformed by the control group in both versions. Although the two groups with dyslexia performed equally well on the classical PAT, the comorbid group performed significantly less efficiently on the delayed PAT, suggesting an additional contribution of articulatory impairment in the task for this group. Overall, our results suggest that impaired phoneme representations in dyslexia may be explained, at least partially, by articulatory deficits affecting access to them.

Social facilitation and bilingual cognitive advantage: Bridging social psychology and psycholinguistics.

This study examined the role of social context in the expression of the bilingual cognitive advantage in 145 bilingual university students. All participants mastered Arabic as their native language (L1), but half were highly proficient in French (high L2 group), whereas half were less proficient (low L2 group). A color-word Stroop test with incongruent, congruent and neutral stimuli was administered in single language blocks (Arabic or French words) or in a mixed block (Arabic and French words), either under social presence, or alone. Stroop interference was analyzed to assess the cost of resolving conflict in incongruent trials and was compared across groups and experimental conditions. If bilingualism comes with a cognitive advantage, a reduction of interference in high (vs. low) L2 proficient subjects is to be expected. Analysis revealed that interference was significantly reduced in high L2 group, but only under the single language condition. Furthermore, whereas social context and sex had no main effects, analysis revealed a significant 4-factor interaction between L2 proficiency, linguistic context, social context, and sex. Social presence further reduced interference (social facilitation) in high L2 proficient females, but not in males. Overall, the results suggest that mastering a second language comes with cognitive advantages which adapt dynamically to social and linguistic contexts in a sex-dependent manner. We argue that advancing bilingualism research requires more attention to the social environment.

The Helico Maze Detects Early Impairment of Reference Memory at Three Months of Age in the 5XFAD Mouse Model of Alzheimer's Disease.

BACKGROUND: The 5XFAD model of Alzheimer's disease (AD) bearing five familial mutations of Alzheimer's disease on human APP and PSEN1 transgenes shows deposits of amyloid-ß peptide (Aß) as early as 2 months, while deficits in long-term memory can be detected at 4 months using the highly sensitive olfactory-dependent tests that we previously reported. OBJECTIVE: Given that detecting early dysfunctions in AD prior to overt pathology is of major interest in the field, we sought to detect memory deficits at earlier stages of the disease in 3-month-old male 5XFAD mice. METHODS: To this end, we used the Helico Maze, a behavioral task that was recently developed and patented. This device allows deeper analysis of learning and subcategories of hippocampal-dependent long-term memory using olfactory cues. RESULTS: Eight male 5XFAD and 6 male wild-type (WT: C57Bl6 background) mice of 3 months of age were tested in the Helico Maze. The results demonstrated, for the first time, a starting deficit of pure reference long-term memory. Interestingly, memory impairment was clearly correlated with Aß deposits in the hippocampus. While we also found significant differences in astrogliosis between 5XFAD and WT mice, this was not correlated with memory abilities. CONCLUSION: Our results underline the efficiency of this new olfactory-dependent behavioral task, which is easy to use, with a small cohort of mice. Using the Helico Maze may open new avenues to validate the efficacy of treatments that target early events related to the amyloid-dependent pathway of the disease and AD progression.

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia.

Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.

L-Thyroxine Improves Vestibular Compensation in a Rat Model of Acute Peripheral Vestibulopathy: Cellular and Behavioral Aspects.

Unilateral vestibular lesions induce a vestibular syndrome, which recovers over time due to vestibular compensation. The therapeutic effect of L-Thyroxine (L-T4) on vestibular compensation was investigated by behavioral testing and immunohistochemical analysis in a rat model of unilateral vestibular neurectomy (UVN). We demonstrated that a short-term L-T4 treatment reduced the vestibular syndrome and significantly promoted vestibular compensation. Thyroid hormone receptors (TRα and TRß) and type II iodothyronine deiodinase (DIO2) were present in the vestibular nuclei (VN), supporting a local action of L-T4. We confirmed the T4-induced metabolic effects by demonstrating an increase in the number of cytochrome oxidase-labeled neurons in the VN three days after the lesion. L-T4 treatment modulated glial reaction by decreasing both microglia and oligodendrocytes in the deafferented VN three days after UVN and increased cell proliferation. Survival of newly generated cells in the deafferented vestibular nuclei was not affected, but microglial rather than neuronal differentiation was favored by L-T4 treatment.

Unilateral vestibular neurectomy induces a remodeling of somatosensory cortical maps.

Unilateral Vestibular Neurectomy (UVN) induces a postural syndrome whose compensation over time is underpinned by multimodal sensory substitution processes. However, at a chronic stage of compensation, UVN rats exhibit an enduring postural asymmetry expressed by an increase in the body weight on the ipsilesional paws. Given the anatomo-functional links between the vestibular nuclei and the primary somatosensory cortex (S1), we explored the interplay of vestibular and somatosensory cortical inputs following acute and chronic UVN. We determined whether the enduring imbalance in tactilo-plantar inputs impacts response properties of S1 cortical neurons and organizational features of somatotopic maps. We performed electrophysiological mapping of the hindpaw cutaneous representations in S1, immediately and one month after UVN. In parallel, we assessed the posturo-locomotor imbalance during the compensation process. UVN immediately induces an expansion of the cortical neuron cutaneous receptive fields (RFs) leading to a partial dedifferentiation of somatotopic maps. This effect was demonstrated for the ventral skin surface representations and was greater on the contralesional hindpaw for which the neuronal threshold to skin pressure strongly decreased. The RF enlargement was amplified for the representation of the ipsilesional hindpaw in relation to persistent postural asymmetries, but was transitory for the contralesional one. Our study shows, for the first time, that vestibular inputs exert a modulatory influence on S1 neuron's cutaneous responses. The lesion-induced cortical malleability highlights the influence of vestibular inputs on tactile processing related to postural control.

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach.

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Research on the development of morphological skills in this group is scarce, and no studies exist in French. The present study investigated the involvement of morphological knowledge in the very early stages of reading acquisition (decoding), before reading comprehension can be reliably assessed. We assessed listening comprehension, receptive vocabulary, phoneme awareness, morphological awareness as well as decoding, word reading and non-verbal IQ in 703 French first-graders from low-SES families after 3 months of formal schooling (November). Awareness of derivational morphology was assessed using three oral tasks: Relationship Judgment (e.g., do these words belong to the same family or not? heat-heater … ham-hammer); Lexical Sentence Completion [e.g., Someone who runs is a …? (runner)]; and Non-lexical Sentence Completion [e.g., Someone who lums is a…? (lummer)]. The tasks differ on implicit/explicit demands and also tap different kinds of morphological knowledge. The Judgement task measures the phonological and semantic properties of the morphological relationship and the Sentence Completion tasks measure knowledge of morphological production rules. Data were processed using a graphical modeling approach which offers key information about how skills known to be involved in learning to read are organized in memory. This modeling approach was therefore useful in revealing a potential network which expresses the conditional dependence structure between skills, after which recursive structural equation modeling was applied to test specific hypotheses. Six main conclusions can be drawn from these analyses about low SES reading acquisition: (1) listening comprehension is at the heart of the reading acquisition process; (2) word reading depends directly on phonemic awareness and indirectly on listening comprehension; (3) decoding depends on word reading; (4) Morphological awareness and vocabulary have an indirect influence on word reading via both listening comprehension and phoneme awareness; (5) the components of morphological awareness assessed by our tasks have independent relationships with listening comprehension; and (6) neither phonemic nor morphological awareness influence vocabulary directly. The implications of these results with regard to early reading acquisition among low SES groups are discussed.

Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test.

Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i.e., phonological skills). However, the test's psychometric properties have not previously been available, and it is not standardized for adults. The results showed that, on the Alouette test, dyslexic readers were impaired on measures of accuracy, speed, and efficiency (accuracy/reading time). We also found significant correlations between the Alouette reading efficiency and phonological efficiency scores. Finally, in terms of the Alouette test, speed-accuracy trade-offs were found in both groups, and optimal cutoff scores were determined with receiver operator characteristic curves analysis, yielding excellent discriminatory power, with 83.1% sensitivity and 100% specificity for reading efficiency. Thus, this study supports the Alouette test as a sensitive and specific screening tool for adults with dyslexia.

Phonemic-Morphemic dissociation in university students with dyslexia: an index of reading compensation?

A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities were measured in 20 dyslexic and 20 non-dyslexic university students. The results confirmed the persistence of deficits in phonological but not morphological abilities, thereby revealing a dissociation in the development of these two skills. Moreover, the magnitude of the dissociation correlated with reading level. The outcome supports the claim that university students with dyslexia may compensate for phonological weaknesses by drawing on morphological knowledge in reading.

Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies.

Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed.