Introduction: Previous studies have evidenced a different mode of speech perception in dyslexia, characterized by the use of allophonic rather than phonemic units. People with dyslexia perceive phonemic features (such as voicing) less accurately than typical readers, but they perceive allophonic features (i.e., language-independent differences between speech sounds) more accurately.
Method: In this study, we investigated the perception of voicing contrasts in a sample of 204 Spanish children with or without dyslexia. Identification and discrimination data were collected for synthetic sounds varying along three different voice onset time (VOT) continua (ba/pa, de/te, and di/ti). Empirical data will be contrasted with a mathematical model of allophonic perception building up from neural oscillations and auditory temporal processing.
Results: Children with dyslexia exhibited a general deficit in categorical precision; that is, they discriminated among phonemically contrastive pairs (around 0-ms VOT) less accurately than did chronological age controls, irrespective of the stimulus continuum. Children with dyslexia also exhibited a higher sensitivity in the discrimination of allophonic features (around ±30-ms VOT), but only for the stimulus continuum that was based on a nonlexical contrast (ba/pa).
Conclusion: Fitting the neural network model to the data collected for this continuum suggests that allophonic perception is due to a deficit in "subharmonic coupling" between high-frequency oscillations. Relationships with "temporal sampling framework" theory are discussed.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8213943 | PMC |
http://dx.doi.org/10.1002/brb3.2194 | DOI Listing |
Child Care Health Dev
January 2025
Department of Special Education, University of Jeddah, Jeddah, Saudi Arabia.
Background: Learning disabilities, categorized as neurodevelopmental disorders, profoundly impact the cognitive development of young children. These disabilities affect text comprehension, reading, writing and problem-solving abilities. Specific learning disabilities (SLDs), most notably dyslexia and dysgraphia, can significantly hinder students' academic achievement.
View Article and Find Full Text PDFRes Dev Disabil
December 2024
Lyon Neuroscience Research Center, INSERM U1028 CNRS UMR 5292, Université Claude Bernard Lyon1, Trajectoires Team, 85Bd Pinel, Bron Cedex 69676, France. Electronic address:
Objective: Visuo-attentional dyslexia has been associated with impaired simultaneous visual processing of multiple items made of separable features (i.e. symbols).
View Article and Find Full Text PDFAppl Neuropsychol Child
December 2024
Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Purpose: The present study is a systematic review aimed at examining the impact of neurofeedback interventions on the body structure and function, as well as the activity and participation of children with developmental dyslexia, in accordance with the International Classification of Functioning, Disability, and Health-Children and Youth version.
Method: Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, databases including Scopus, Cochrane, Science Direct, PubMed, and Google Scholar were searched using keywords such as "Neurofeedback," "Dyslexia," and related terms based on Mesh terms, without any time restrictions, until January 2024. The inclusion criteria were clinical experimental and randomized controlled trials that investigated the impact of neurofeedback in children with reading and writing disorders, and their full-text articles were available in English or Persian.
Minerva Pediatr (Torino)
December 2024
Department of Education Sciencies, Roma Tre University, Rome, Italy.
Background: Neuroinflammation seems to be involved in ADHD pathogenesis. Recently, in this regard, some evidence suggests the possibility of an autoimmune mechanism related to anti-Purkinje cell antibodies. The aim of this paper is to confirm this evidence searching for a possible specificity for some subtype of ADHD.
View Article and Find Full Text PDFAnn Dyslexia
December 2024
Jiangsu Key Laboratory of Language and Cognitive Neuroscience, Xuzhou, China.
In the realm of logographic writing systems, such as Chinese characters, orthographic transparency fundamentally differs from alphabetic languages, posing unique challenges for individuals with developmental dyslexia (DD). This study employed event-related potentials (ERPs) and a masked priming paradigm to investigate how Chinese children with DD compared to typically developing (TD) children in their utilization of orthographic-phonological mapping rules during the processing of pseudocharacters. The findings revealed noteworthy distinctions between TD and DD children.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!