Children with a history of epilepsy are almost six times more likely than their unaffected siblings to be referred for speech or language therapy. However, the abnormalities in neural pathway that cause these delays are poorly understood. We recorded evoked fields using whole-head magnetoencephalography during real and non-word visual and auditory rhyme tasks in 15 children with non-localized cryptogenic epilepsy. Basic phonological and orthographic language skills were assessed using Woodcock-Johnson Test of Achievement subtests. Dynamic statistical parameter mapping was used with individual participant magnetic resonance images. Significant cortical activity was visualized on average and performance weighted maps. For the auditory rhyme tasks, bilateral primary and secondary auditory cortices, the superior temporal sulcus, and insular cortex were activated early with later increases in left hemisphere activity. Visual rhyme tasks evoked early bilateral primary and secondary occipital cortical and angular gyri activity followed by later activation of the planum temporale and supramarginal gyri and the left ventral occipitotemporal area. For the auditory rhyme tasks, performance weighted maps demonstrated that early right hemisphere activation was associated with poorer reading skills while later activity was associated with better reading skills; for the left hemisphere, greater early activation of the secondary auditory cortex, including the planum temporale, was related to better reading skills while relatively later activation of these areas was associated with poorer reading skills. For the visual rhyme tasks, greater activity in the bilateral ventral occipitotemporal and insular areas and angular and supramarginal gyri were associated with better performance. These data suggest that spatiotemporal cortical activation patterns are associated with variations in language performance in non-localized cryptogenic epilepsy.
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http://dx.doi.org/10.3389/fnhum.2014.00808 | DOI Listing |
Indian J Psychol Med
June 2024
Dept. of Audiology and Speech-Language Pathology, Kasturba Medical College Mangalore, Manipal Academy of Higher Education, Karnataka, Manipal, 576 104, India.
Background: Phonological awareness has been recognized as a significant predictor of word-decoding skills in alphabetical languages. These languages differ in phonology, orthography, and how they are mapped for word decoding. However, the literature has debated its role in orthographically consistent languages.
View Article and Find Full Text PDFBrain Res
December 2024
Department of Linguistics, University of Konstanz, Germany.
Phonological awareness reflects linguistic knowledge related to the sound system of a language. Individual development of phonological awareness is known to progress from larger to smaller sized units and is promoted by the acquisition of literacy, especially in alphabet-based writing systems that are built around sound-to-symbol correspondences. The present study addressed the nature of phonological awareness in speakers of a logographically scripted language.
View Article and Find Full Text PDFBMC Med
September 2024
Department of Sport, Exercise and Health, University of Basel, Grosse Alle 6, 4052, Basel, Switzerland.
Background: In response to the global scope of forced displacement, international organizations highlight the need of scalable solutions to support individuals' health and integration into host societies. Exposure to high mental and physical stress perceived before, during, and after displacement can impair functional capabilities, essential for adapting to a new environment. This secondary analysis examined the impact of an exercise and sport intervention on cognitive function and pain severity among individuals living in a refugee camp in Greece.
View Article and Find Full Text PDFTrends Neurosci Educ
September 2024
Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence, Via di San Salvi 12, 50135 Florence, Italy. Electronic address:
Introduction: This study focuses on 'learning prerequisites', cognitive and non-cognitive skills crucial for school success, often measured in preschoolers. Executive Functions (EF), like inhibition and cognitive flexibility, are vital among these prerequisites. While EF's role in early literacy and numeracy is acknowledged, some components are often overlooked.
View Article and Find Full Text PDFNeuropsychologia
August 2024
Department of Psychology, the University of Hong Kong, China; State Key Lab of Brain and Cognitive Sciences, the University of Hong Kong, China. Electronic address:
Different tasks have been used in examining the neural functional differences associated with developmental dyslexia (DD), and consequently, different findings have been reported. However, very few studies have systematically compared multiple tasks in understanding what specific task differences each brain region is associated with. In this study, we employed an auditory rhyming task, a visual rhyming task, and a visual spelling task, in order to investigate shared and task-specific neural differences in Chinese children with DD.
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