Universality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones

Abstract

The behavioral and electrophysiological results demonstrate impaired categorical perception of lexical tones in Chinese children with dyslexia. Our findings support the hypothesis that children affected by dyslexia have a general deficit in categorical perception of speech, which generalizes to nonalphabetic languages at the suprasegmental level.

Processing of Acoustic and Phonological Information of Lexical Tones in Mandarin Chinese Revealed by Mismatch Negativity

“…It is generally agreed that people can automatically process the stimuli without attention at the pre-attentive stage. Recent studies, in contrast to Luo et al (2006), have suggested that acoustic and phonological information may be processed at both attentive and pre-attentive stages in parallel (Xi et al, 2010;Zhang et al, 2012b). In the present study, we differentiated the acoustic and the phonological information with a more fine-grained level, especially with regard to the acoustic interval of the stimulus.…”

“…For example, Zhang et al (2012b) found that Chinese-speaking children who were at risk for dyslexia showed no significant differences between the across-category vs. within-category stimuli, in contrast to both adults and agematched normally developing children. It could be that children with reading disorders may perceive the phonological information in the same way as they do with acoustic information.…”

Aplicabilidade do Mismatch Negativity na população infantil: revisão sistemática de literatura

“…Three articles were written in Brazil (4,12,19) , 3 in the Netherlands (20,23,25) , 3 in the United States (31,32,34) and 3 in France (26,29,30) . Studies have also been found in China (24,27) , Germany (33) , Canada (22) and Israel (37) . There was great variation in the size of the sample, from surveys with only 12 subjects (12) to surveys that included 110 individuals (38) .…”

“…The participants' ages ranged from 2 months (23) to 12 years of age (4,12,19,22,35,37) . Regarding the parameters used to perform the MMN, most of the research used the speech stimulus (4,(20)(21)(22)(23)(24)(25)(26)30,(32)(33)(34)(35)(36) and other studies opted to perform the MMN with tone burst stimulus (12,19,22,(27)(28)(29)31,(37)(38)(39) . Regarding the tone burst stimulus, it was verified that some studies evaluated with frequency variation (12,(27)(28)(29)31,(37)(38)(39) and 1, by duration and frequency (19) .…”

“…Only one article (30) evaluated children without auditory complaints and without communication disorders, neurological or genetic alterations. The other articles included in this study investigated MMN responses in specific samples in the child population: children with reading and writing impairment (12) , attention deficit hyperactivity disorder (ADHD) (19) , language specific disorder (ADL) (4.32) , auditory processing disorders (4.22) , dyslexia, or presenting a risk factor for that (20,(23)(24)(25)(26)28,33), repetitive otitis media(21), autism (29,34) , stuttering (31) , depressed children (35) , premature and low weight children (28,36) , children with cleft lip and / or palate (27,38) , socially isolated children (37) , children with hearing loss (22) , children with aphasia (39) . Considering that a great part of the studies sought to perform evaluation in individuals with peculiar characteristics, 20 of them (4,(19)(20)(21)(22)(23)(24)(25)(26)(27)29,(31)(32)(33)(34)(35)(36)(37)(38)(39) also included, in their method...…”