Magnetic fields evoked by speech sounds in preschool children

Pihko, Elina; Kujala, Teija; Mickos, Annika; Antell, Henrik; Alku, Paavo; Byring, Roger; Korkman, Marit

doi:10.1016/j.clinph.2004.07.005

Cited by 20 publications

(13 citation statements)

References 36 publications

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“…This trend is consistent with previous studies that have also demonstrated the asymmetry of P50m locations in 6- to 9-year-old TD children [30,66]. With regard to P50m, the present study is the first to show the P50m source position in young children with ASD and to demonstrate that both TD and ASD children similarly displayed right-sided P50m anteriority.…”

Section: Discussionsupporting

confidence: 93%

Atypical brain lateralisation in the auditory cortex and language performance in 3- to 7-year-old children with high-functioning autism spectrum disorder: a child-customised magnetoencephalography (MEG) study

et al. 2013

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BackgroundMagnetoencephalography (MEG) is used to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. In young children, however, the simultaneous quantification of the bilateral auditory-evoked response during binaural hearing is difficult using conventional adult-sized MEG systems. Recently, a child-customised MEG device has facilitated the acquisition of bi-hemispheric recordings, even in young children. Using the child-customised MEG device, we previously reported that language-related performance was reflected in the strength of the early component (P50m) of the auditory evoked magnetic field (AEF) in typically developing (TD) young children (2 to 5 years old) [Eur J Neurosci 2012, 35:644–650]. The aim of this study was to investigate how this neurophysiological index in each hemisphere is correlated with language performance in autism spectrum disorder (ASD) and TD children.MethodsWe used magnetoencephalography (MEG) to measure the auditory evoked magnetic field (AEF), which reflects language-related performance. We investigated the P50m that is evoked by voice stimuli (/ne/) bilaterally in 33 young children (3 to 7 years old) with ASD and in 30 young children who were typically developing (TD). The children were matched according to their age (in months) and gender. Most of the children with ASD were high-functioning subjects.ResultsThe results showed that the children with ASD exhibited significantly less leftward lateralisation in their P50m intensity compared with the TD children. Furthermore, the results of a multiple regression analysis indicated that a shorter P50m latency in both hemispheres was specifically correlated with higher language-related performance in the TD children, whereas this latency was not correlated with non-verbal cognitive performance or chronological age. The children with ASD did not show any correlation between P50m latency and language-related performance; instead, increasing chronological age was a significant predictor of shorter P50m latency in the right hemisphere.ConclusionsUsing a child-customised MEG device, we studied the P50m component that was evoked through binaural human voice stimuli in young ASD and TD children to examine differences in auditory cortex function that are associated with language development. Our results suggest that there is atypical brain function in the auditory cortex in young children with ASD, regardless of language development.

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Section: Discussionsupporting

confidence: 93%

Atypical brain lateralisation in the auditory cortex and language performance in 3- to 7-year-old children with high-functioning autism spectrum disorder: a child-customised magnetoencephalography (MEG) study

et al. 2013

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“…This synchronized activity was not related to nonverbal cognitive performance, head circumference, or chronological age. Other recent studies using MEG with preschool-age children have demonstrated changes in auditory cortical-evoked fields after musical training (Fujioka et al, 2006), age-related decreases in the latency of the MMN response of about one millisecond per month (Morr et al, 2002), localization of the temporal lobe systems involved in speech sound discrimination (Pihko et al, 2005), and developmental increases between the ages of 7 and 16 years in the lateralization of activity for verb generation and vowel identification tasks (Ressel et al, 2008). As is apparent from this work and from a growing body of infant studies (Cheour et al, 2004; Imada et al, 2006; Travis et al, 2011), MEG is being applied with particular enthusiasm to address questions about early language development.…”

Section: Functional Brain Developmentmentioning

confidence: 99%

Brain Development During the Preschool Years

2012

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The preschool years represent a time of expansive psychological growth, with the initial expression of many psychological abilities that will continue to be refined into young adulthood. Likewise, brain development during this age is characterized by its “blossoming” nature, showing some of its most dynamic and elaborative anatomical and physiological changes. In this article, we review human brain development during the preschool years, sampling scientific evidence from a variety of sources. First, we cover neurobiological foundations of early postnatal development, explaining some of the primary mechanisms seen at a larger scale within neuroimaging studies. Next, we review evidence from both structural and functional imaging studies, which now accounts for a large portion of our current understanding of typical brain development. Within anatomical imaging, we focus on studies of developing brain morphology and tissue properties, including diffusivity of white matter fiber tracts. We also present new data on changes during the preschool years in cortical area, thickness, and volume. Physiological brain development is then reviewed, touching on influential results from several different functional imaging and recording modalities in the preschool and early school-age years, including positron emission tomography (PET), electroencephalography (EEG) and event-related potentials (ERP), functional magnetic resonance imaging (fMRI), magnetoencephalography (MEG), and near-infrared spectroscopy (NIRS). Here, more space is devoted to explaining some of the key methodological factors that are required for interpretation. We end with a section on multimodal and multidimensional imaging approaches, which we believe will be critical for increasing our understanding of brain development and its relationship to cognitive and behavioral growth in the preschool years and beyond.

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“…In the present experiment the original waveforms were used for dipole fitting (Pihko et al, 2005). In this way the dipole fitting results were more reliable due to more prominent responses.…”

Section: Discussionmentioning

confidence: 92%

“…Half of the children were language impaired (see below) whereas the other half were control children with normal language development. The two groups were chosen from a larger pool of children studied by our group (Pihko et al, 2005(Pihko et al, , 2007 and were carefully matched by age, gender and language background. All testing was carried out in Swedish.…”

Section: Subjectsmentioning

confidence: 99%