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首页> 外文期刊>Proceedings of the National Academy of Sciences of the United States of America >Subcortical differentiation of stop consonants relates to reading and speech-in-noise perception
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Subcortical differentiation of stop consonants relates to reading and speech-in-noise perception

机译：停止辅音的皮层下分化与阅读和语音噪声感知有关

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摘要

Children with reading impairments have deficits in phonological awareness, phonemic categorization, speech-in-noise perception, and psychophysical tasks such as frequency and temporal discrimination. Many of these children also exhibit abnormal encoding of speech stimuli in the auditory brainstem, even though responses to click stimuli are normal. In typically developing children the auditory brainstem response reflects acoustic differences between contrastive stop consonants. The current study investigated whether this sub-cortical differentiation of stop consonants was related to reading ability and speech-in-noise performance. Across a group of children with a wide range of reading ability, the subcortical differentiation of 3 speech stimuli ([ba], [da], [ga]) was found to be correlated with phonological awareness, reading, and speech-in-noise perception, with better performers exhibiting greater differences among responses to the 3 syllables. When subjects were categorized into terciles based on phonological awareness and speech-in-noise performance, the top-performing third in each grouping had greater subcortical differentiation than the bottom third. These results are consistent with the view that the neural processes underlying phonological awareness and speech-in-noise perception depend on reciprocal interactions between cognitive and perceptual processes.
机译：有阅读障碍的儿童在语音意识，音位分类，语音中的语音感知以及诸如频率和时间歧视等心理生理任务方面存在缺陷。尽管对点击刺激的反应是正常的，但其中许多儿童在听觉脑干中也表现出语音刺激的异常编码。在通常发育的儿童中，听觉脑干反应反映出对比止动辅音之间的声学​​差异。目前的研究调查了终止子音的这种皮层下分化是否与阅读能力和言语能力有关。在一群具有广泛阅读能力的儿童中，发现三种语音刺激（[ba]，[da]，[ga]）的皮层下分化与语音意识，阅读和有声语音相关。表现力更好的人表现出对三个音节的不同反应。当根据语音意识和噪声表现将受试者分为三类时，每个组中表现最好的三分之一的皮质下差异要大得多。这些结果与以下观点相一致，即语音意识和噪声言语感知所基于的神经过程取决于认知过程和知觉过程之间的交互作用。

著录项

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  • 作者

    Jane Homickel; Erika Skoe; Trent Nicol; Steven Zecker; Nina Kraus;

  • 作者单位

    Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208;

    Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208;

    Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208;

    Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208;

    Roxelyn and Richard Pepper Department of Communication Sciences, Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208rnDepartments of Neurobiology and Physiology, Northwestern University, Evanston, IL 60208 Departments of Otolaryngology, Northwestern University, Evanston, IL 60208;

  • 收录信息 美国《科学引文索引》(SCI);美国《生物学医学文摘》(MEDLINE);美国《化学文摘》(CA);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    brainstem; dyslexia; electrophysiology; experience-dependent plasticity; learning impairment;

    机译：脑干;阅读障碍电生理学依赖经验的可塑性;学习障碍;

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