Biology subjects

Kujala, T.

Publications and source records attributed to Kujala, T..

3 recordsLinked to original sources

bioRxiv2023

Neural phoneme discrimination in variable speech in newborns; associations with dyslexia risk and later language skills

A crucial skill in infant language acquisition is learning of the native language phonemes. This requires the ability to group complex sounds into distinct auditory categories based on their shared features. Problems in phonetic learning have been suggested to underlie language learning difficulties in dyslexia, a developmental reading-skill deficit. We investigated auditory abilities important for language acquisition in newborns with or without a familial risk for dyslexia with electrophysiological mismatch responses (MMRs). We presented vowel changes in a sequence of acoustically varying vowels, requiring grouping of the stimuli to two phoneme categories. The vowel changes elicited an MMR which was significantly diminished in infants whose parents had the most severe dyslexia in our sample. Phoneme-MMR amplitude and its hemispheric lateralization were associated with language test outcomes assessed at 28 months, an age at which it becomes possible to behaviourally test children and several standardized tests are available. In addition, statistically significant MMRs to violations of a complex sound-order rule were only found in infants without dyslexia risk, but these results are very preliminary due to small sample size. The results demonstrate the relevance of the newborn infants readiness for phonetic learning for their emerging language skills. Phoneme extraction difficulties in infants at familial risk may contribute to the phonological deficits observed in dyslexia. Research highlightsO_LIWe recorded mismatch responses (MMRs) to vowel changes in a variable speech stream C_LIO_LINewborns extracted relevant phonetic information from the stream, evidenced by MMRs C_LIO_LIHigh dyslexia risk infants had diminished MMRs to vowel changes C_LIO_LIMMR amplitudes and hemispheric lateralization correlated with later language skills C_LIO_LIPoor phoneme extraction may compromise phonological and language development C_LI

neuroscience↗

bioRxiv2020

Brain structures associated with reading and their abnormalities in dyslexia: a wholebrainanalysis

Developmental dyslexia (DD) is a highly prevalent neurodevelopmental disorder, which often has a devastating influence on the individuals academic achievement and career. Research on the neural origins of DD has continued for half a century, yielding, however, inconsistent results. The current study was set out to determine abnormalities of grey and white matter volumes in adults with DD and to shed light on neural architectures associated with reading and related skills. To this end, we conducted a whole-brain voxel based morphometry following current recommendations on analysis approaches, coupled with rigorous neuropsychological testing, to characterize the associations between neuroanatomy and skills vital for reading in DD. We found decreased volumes of grey matter in DD, comprising a left-hemispheric network including superior temporal and inferior frontal gyri, insula, the limbic system, and basal ganglia, and white matter, including the right middle temporal gyrus and hippocampus, as well as the right precuneus. These results are both consistent with the most robust previous findings on cortical abnormalities in DD and yield novel insight to the role of subcortical structures in DD, scarcely studied so far. Crucially, areas with decreased grey matter in DD overlapped with brain areas associated with technical reading skills. This supports the conclusion that the grey matter regions that we identified to have a low volume in DD are associated with the core areas vital for reading.

neuroscience↗

bioRxiv2019

Atypical brain-to-brain synchronization during listening to continuous natural speech in dyslexia

Listening to speech elicits brain activity time-locked to the speech sounds. This so-called neural entrainment to speech was found to be atypical in dyslexia, a reading impairment associated with neural speech processing deficits. We hypothesized that the brain responses of dyslexic vs. normal readers to real-life speech would be different, and thus the strength of inter-subject correlation (ISC) would differ from that of typical readers and be reflected in reading-related measures.\n\nWe recorded magnetoencephalograms (MEG) of 23 dyslexic and 21 typically-reading adults during listening to [~]10 min of natural Finnish speech consisting of excerpts from radio news, a podcast, a self-recorded audiobook chapter and small talk. The amplitude envelopes of band-pass-filtered MEG source signals were correlated between subjects in a cortically-constrained source space in six frequency bands. The resulting ISCs of dyslexic and typical readers were compared with a permutation-based t-test. Neuropsychological measures of phonological processing, technical reading, and working memory were correlated with the ISCs utilizing the Mantel test.\n\nDuring listening to speech, ISCs were reduced in dyslexic compared to typical readers in delta (0.5-4 Hz), alpha (8-12 Hz), low gamma (25-45 Hz) and high gamma (55-90 Hz) frequency bands. In the beta (12-25 Hz) band, dyslexics had mainly enhanced ISC to speech compared to controls. Furthermore, we found that ISCs across both groups were associated with phonological processing, technical reading, and working memory.\n\nThe atypical ISC to natural speech in dyslexics supports the temporal sampling deficit theory of dyslexia. It also suggests over-synchronization to phoneme-rate information in speech, which could indicate more effort-demanding sampling of phonemes from speech in dyslexia. These irregularities in parsing speech are likely some of the complex neural factors contributing to dyslexia. The associations between neural coupling and reading-related skills further support this notion.\n\nResearch HighlightsO_LIMEG inter-subject correlation (ISC) of dyslexics was atypical while listening to speech.\nC_LIO_LIDepending on the frequency band, dyslexics had stronger or weaker ISC than controls.\nC_LIO_LIReading-related measures correlated with the strength of ISC.\nC_LI

neuroscience↗