Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception

Tallal, Paula; Piercy, Malcolm

doi:10.1016/0028-3932(74)90030-x

Cited by 492 publications

(242 citation statements)

References 4 publications

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“…This deficit might be related to difficulties processing rapid acoustic signals and suggests that a similar deficit could impair the processing of speech and nonspeech signals containing rapidly changing acoustic features (Tallal and Piercy, 1974;Tallal et al, 1993). The present study tends to support this assertion by indicating a shared neural substrate that is critically involved in processing temporal information in both speech and nonspeech signals.…”

Section: Resultssupporting

confidence: 63%

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Joanisse

Gati

2003

NeuroImage

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Speech perception involves recovering the phonetic form of speech from a dynamic auditory signal containing both time-varying and steady-state cues. We examined the roles of inferior frontal and superior temporal cortex in processing these aspects of auditory speech and nonspeech signals. Event-related functional magnetic resonance imaging was used to record activation in superior temporal gyrus (STG) and inferior frontal gyrus (IFG) while participants discriminated pairs of either speech syllables or nonspeech tones. Speech stimuli differed in either the consonant or the vowel portion of the syllable, whereas the nonspeech signals consisted of sinewave tones differing along either a dynamic or a spectral dimension. Analyses failed to identify regions of activation that clearly contrasted the speech and nonspeech conditions. However, we did identify regions in the posterior portion of left and right STG and left IFG yielding greater activation for both speech and nonspeech conditions that involved rapid temporal discrimination, compared to speech and nonspeech conditions involving spectral discrimination. The results suggest that, when semantic and lexical factors are adequately ruled out, there is significant overlap in the brain regions involved in processing the rapid temporal characteristics of both speech and nonspeech signals.

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Section: Resultssupporting

confidence: 63%

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Joanisse

Gati

2003

NeuroImage

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“…Across laboratories, research investigating basic auditory processing in individuals with specific language impairment (SLI) or dyslexia suggests that impaired perception and discrimination of auditory stimuli involving two or more rapidly presented transient elements hinders the development of normal language and reading abilities (Tallal and Piercy, 1974;Godfrey et al, 1981;Werker and Tees, 1987;Snowling et al, 1986;Stark and Heinz, 1996;McAnally and Stein, 1997). Further, several studies have suggested that efficient rapid auditory processing (RAP) ability is important for later language skill; performance on RAP tasks in infancy have been shown to relate to later language performance, both in normally developing infants and in those with a family history of language impairment (Benasich and Tallal, 2002;Molfese and Molfese, 1997;Trehub and Henderson, 1996).…”

Section: Behavioural Studiesmentioning

confidence: 99%

Development of structure and function in the infant brain: Implications for cognition, language and social behaviour

Paterson

Heim

Friedman

et al. 2006

Neuroscience & Biobehavioral Reviews

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Recent advances in cognitive neuroscience have allowed us to begin investigating the development of both structure and function in the infant brain. However, despite the rapid evolution of technology, surprisingly few studies have examined the intersection between brain and behaviour over the first years of life. Even fewer have done so in the context of a particular research question. This paper aims to provide an overview of four domains that have been studied using techniques amenable to elucidating the brain/behaviour interface: language, face processing, object permanence, and joint attention, with particular emphasis on studies focusing on early development. The importance of the unique role of development and the interplay between structure and function is stressed throughout. It is hoped that this review will serve as a catalyst for further thinking about the substantial gaps in our understanding of the relationship between brain and behaviour across development. Further, our aim is to provide ideas about candidate brain areas that are likely to be implicated in particular behaviours or cognitive domains.

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“…Nonlinguistic deficits in either perception or memory are thought to be responsible for language disorder (10)(11)(12). The most prominent theory of this kind, also called the fast temporal-processing deficit hypothesis, maintains that SLI is a consequence of a deficit in processing brief and͞or rapidly changing auditory information and͞or in remembering the temporal order of auditory information (13)(14)(15)(16). For example, Tallal and Piercy (13) found that some children with SLI have difficulty reporting the order of pairs of high-and low-frequency sounds when these sounds are brief in duration and presented rapidly.…”

mentioning

confidence: 99%

Deficits in speech perception predict language learning impairment

Ziegler

Pech-Georgel

George

et al. 2005

Proc. Natl. Acad. Sci. U.S.A.

181

147

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Specific language impairment (SLI) is one of the most common childhood disorders, affecting 7% of children. These children experience difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, and normal opportunities to learn language. The causes of SLI are still hotly debated, ranging from nonlinguistic deficits in auditory perception to high-level deficits in grammar. Here, we show that children with SLI have poorer-than-normal consonant identification when measured in ecologically valid conditions of stationary or fluctuating masking noise. The deficits persisted even in comparison with a younger group of normally developing children who were matched for language skills. This finding points to a fundamental deficit. Information transmission of all phonetic features (voicing, place, and manner) was impaired, although the deficits were strongest for voicing (e.g., difference between͞b͞and͞p͞). Children with SLI experienced perfectly normal ''release from masking'' (better identification in fluctuating than in stationary noise), which indicates a central deficit in feature extraction rather than deficits in low-level, temporal, and spectral auditory capacities. We further showed that speech identification in noise predicted language impairment to a great extent within the group of children with SLI and across all participants. Previous research might have underestimated this important link, possibly because speech perception has typically been investigated in optimal listening conditions using non-speech material. The present study suggests that children with SLI learn language deviantly because they inefficiently extract and manipulate speech features, in particular, voicing. This result offers new directions for the fast diagnosis and remediation of SLI.phonetic deficit ͉ auditory deficit ͉ speech intelligibility ͉ masking noise ͉ specific language impairment M any children experience unexpected difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, normal opportunities to learn language, and in the absence of any obvious neurological problems (for review, see ref. 1). This disorder is typically called specific language impairment (SLI). In the past years, research on SLI has experienced a growth of interest partially because it has become clear that more children than initially thought show language learning difficulties. Indeed, recent epidemiological studies estimate the incidence of SLI to be Ϸ7.4% in a population of monolingual English-speaking kindergarten children (2). Children with SLI exhibit deficits in several aspects of language, including phonology, morphology, and syntax (1, 3). One of the hallmarks of SLI is a deficit in the use of function morphemes (e.g., the, a, and is) and other grammatical morphology (e.g., plural -s, past tense -ed). Children with SLI also are at high risk for subsequent literacy problems (4).The causes of SLI are still hotly debated. Current theories of SLI fall into two categ...

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Developmental aphasia: Rate of auditory processing and selective impairment of consonant perception

Cited by 492 publications

References 4 publications

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Overlapping neural regions for processing rapid temporal cues in speech and nonspeech signals☆

Development of structure and function in the infant brain: Implications for cognition, language and social behaviour

Deficits in speech perception predict language learning impairment

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