Examining Individual Differences in Singing, Musical and Tone Language Ability in Adolescents and Young Adults with Dyslexia

Abstract

In recent years, evidence has been provided that individuals with dyslexia show alterations in the anatomy and function of the auditory cortex. Dyslexia is considered to be a learning disability that affects the development of music and language capacity. We set out to test adolescents and young adults with dyslexia and controls (N = 52) for their neurophysiological differences by investigating the auditory evoked P1–N1–P2 complex. In addition, we assessed their ability in Mandarin, in singing, their musical talent and their individual differences in elementary auditory skills. A discriminant analysis of magnetencephalography (MEG) revealed that individuals with dyslexia showed prolonged latencies in P1, N1, and P2 responses. A correlational analysis between MEG and behavioral variables revealed that Mandarin syllable tone recognition, singing ability and musical aptitude (AMMA) correlated with P1, N1, and P2 latencies, respectively, while Mandarin pronunciation was only associated with N1 latency. The main findings of this study indicate that the earlier P1, N1, and P2 latencies, the better is the singing, the musical aptitude, and the ability to link Mandarin syllable tones to their corresponding syllables. We suggest that this study provides additional evidence that dyslexia can be understood as an auditory and sensory processing deficit.

Short‐term plasticity of neuro‐auditory processing induced by musical active listening training

“…AEFs were measured by 122 planar gradiometers (Neuromag‐122 whole‐head MEG system 80 ) in response to seven different sampled instrumental sounds (piano, guitar, flute, bass clarinet, trumpet, violin, and percussion) and five artificial simple harmonic complex tones, as used in previous studies. 14 , 21 , 31 , 32 , 36 , 67 , 71 All stimuli had the same length and superimposed onset and offset ramps (duration: 10 ms) to avoid clicks. AEFs were calculated post hoc from the ongoing changes of field distributions recorded over the head surface with a low‐pass filter of 0.00 (DC)−330 Hz and a sampling rate of 1 kHz.…”

“…The described procedure is well‐established and has been used similarly in our earlier studies. 14 , 21 , 31 , 32 , 36 , 67 , 71 In addition, absolute asynchronies |peak latency {right – left}| and absolute amplitude asymmetries |peak amplitude {right – left}| were calculated in order to assess how well the latencies and amplitudes match between hemispheres.…”

“…The intensity was controlled not to exceed 75 dB SPL. The auditory testing battery included the assessment of auditory discrimination abilities (KLAWA test) 71 , 72 and of subjective pitch perception. 32 , 84 …”

“…The intensity was controlled not to exceed 75 dB SPL. The auditory testing battery included the assessment of auditory discrimination abilities (KLAWA test) 71,72 and of subjective pitch perception. 32,84 KLAWA is an in-house computer-based threshold test for children, adolescents, and adults based on an "alternative-forced-choice" procedure.…”

“… 70 The stimulation material is filtered and systematically fluctuates between a higher and lower frequency region, using a so‐called electronic “sound rocker.” 66 The parameters used for the preparation of the stimulation material are adapted according to the individual neuro‐auditory profiles. The latter is measured by the in‐house psychoacoustic testing battery “KLAWA” (“Klangwahrnehmung”) also used in our recent studies, 71 , 72 the “Pitch Perception Preference Test” 32 to quantify subjective pitch perception and auditory thresholds tests. 73 …”