Rapid changes in brain activity during learning of grapheme-phoneme associations in adults

Xu, Weiyong; Kolozsvári, Orsolya; Oostenveld, Robert; Hämäläinen, Jarmo A.

doi:10.1016/j.neuroimage.2020.117058

Cited by 21 publications

(20 citation statements)

References 105 publications

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“…The results showed a high degree of plasticity in neural responses to audiovisual syllable congruency, which was related to reading acquisition (as shown by partial correlations with reading performance). This neural adjustment was mainly localized in the left superior temporal cortex, in line with previous findings (Blau et al, 2008(Blau et al, , 2010Karipidis et al, 2017Karipidis et al, , 2018Raji et al, 2010;Xu et al, 2019Xu et al, , 2020. Importantly, this brain area is not exclusively involved in the processing of letter-speech sound correspondences, but also sensitive to less arbitrary audiovisual associations available before reading acquisition (Amedi et al, 2005;Calvert et al, 1998;Calvert, 2001).…”

Section: Discussionsupporting

confidence: 87%

“…We also found no effects in parietal areas, such as the supramarginal and angular gyri, generally thought to be involved in access to phonological representations of text (Booth, Burman, Meyer, Gitelman, Parrish, & Mesulam, 2004;Pugh et al, 2000;Schlaggar & McCandliss, 2007). This might be due to differences in experimental design: audiovisual effects in parietal areas are more often observed in comparisons of unimodal and bimodal linguistic stimuli than in comparisons of matching and mismatching audiovisual conditions (Xu et al, 2018(Xu et al, , 2019(Xu et al, , 2020. These parietal areas may be more involved in audiovisual letter integration than in subsequent feedback to sensory brain areas.…”

Section: Discussioncontrasting

confidence: 66%

“…Neuroimaging studies comparing matching and mismatching letter-sound pairs reported effects in the superior temporal and auditory cortex (Blau, van Atteveldt, Formisano, Goebel, & Blomert, 2008;Blau, Reithler, van Atteveldt, Seitz, Gerretsen, Goebel, & Blomert, 2010;Karipidis et al, 2017Karipidis et al, , 2018van Atteveldt, Formisano, Goebel, & Blomert, 2004;van Atteveldt, Formisano, Blomert, & Goebel, 2007), which were often left-lateralized and appeared within the first 500 ms of stimulus presentation (Herdman, Fujioka, Chau, Ross, Pantev, & Picton, 2006;Karipidis et al, 2017Karipidis et al, , 2018Raji, Uutela, & Hari, 2000;Xu, Kolozsvári, Oostenveld, Leppänen, & Hämäläinen, 2019;Xu, Kolozsvári, Oostenveld, & Hämäläinen, 2020; for even earlier effects see Herdman et al, 2006). Importantly, cross-sectional designs have revealed a relation between these audiovisual effects and reading skills (Blau et al, 2010;Karipidis et al, 2017Karipidis et al, , 2018cfr.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reading-related brain changes in audiovisual processing: cross-sectional and longitudinal MEG evidence

Caffarra

Lizarazu

Molinaro

et al. 2021

Preprint

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The ability to establish associations between visual objects and speech sounds is essential for human reading. Understanding the neural adjustments required for acquisition of these arbitrary audiovisual associations can shed light on fundamental reading mechanisms and help reveal how literacy builds on pre-existing brain circuits. To address these questions, the present longitudinal and cross-sectional MEG studies characterize the temporal and spatial neural correlates of audiovisual syllable congruency in children (4-9 years old, 22 males and 20 females) learning to read. Both studies showed that during the first years of reading instruction children gradually set up audiovisual correspondences between letters and speech sounds, which can be detected within the first 400 ms of a bimodal presentation and recruit the superior portions of the left temporal cortex. These findings suggest that children progressively change the way they treat audiovisual syllables as a function of their reading experience. This reading-specific brain plasticity implies (partial) recruitment of pre-existing brain circuits for audiovisual analysis.

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Section: Discussionsupporting

confidence: 87%

Section: Discussioncontrasting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reading-related brain changes in audiovisual processing: cross-sectional and longitudinal MEG evidence

Caffarra

Lizarazu

Molinaro

et al. 2021

Preprint

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show abstract

“…For example, when adult participants were asked to learn associations between unfamiliar symbols and heard syllables by trial and error, changes in brain responses obtained with MEG originating from the temporo-occipital and frontal cortices were observed after 10 min of training [125]. In a comparable experiment where Georgian characters and Finnish speech sound associations were taught to the participants, we again observed rapid changes in brain activity measured with MEG during the learning situation in the posterior superior temporal sulcus [126]. These observed changes could be considered as parallel markers of learning, along with changes in reaction times and accuracy scores.…”

Section: New Intervention Methods For Preventing and Solving Reading Difficultiessupporting

confidence: 50%

“…We have also started to examine brain processes during the learning of audio-visual associations, with the ultimate goal to understand why some individuals learn the associations faster than others [125,126]. This has begun by examining the feasibility of observing changes in brain measures during training sessions.…”

Section: New Intervention Methods For Preventing and Solving Reading Difficultiesmentioning

confidence: 99%

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

et al. 2021

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This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identification differentiated the family risk group from the control group and predicted reading speed until the age of 14 years. Early oral language skills, phonological processing skills, rapid automatized naming, and letter knowledge differentiated the groups from ages 2.5–3.5 years onwards and predicted dyslexia and reading development, including reading comprehension, until adolescence. The home environment, a child’s interest in reading, and task avoidance were not different in the risk group but were found to be additional predictors of reading development. Based on the JLD findings, preventive and intervention methods utilizing the association learning approach have been developed.

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The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

Valdois

2022

Dyslexia

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The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention‐based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short‐term memory, verbal coding or visual‐to‐verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo‐attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.

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Rapid changes in brain activity during learning of grapheme-phoneme associations in adults

Cited by 21 publications

References 105 publications

Reading-related brain changes in audiovisual processing: cross-sectional and longitudinal MEG evidence

Reading-related brain changes in audiovisual processing: cross-sectional and longitudinal MEG evidence

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

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