Temporal processing deficits of language-learning impaired children ameliorated by training

The nature of auditory discrimination problems in children with specific language impairment: an MMN study

Many children with specific language impairment (SLI) show impairments in discriminating auditorily presented stimuli. The present study investigates whether these discrimination problems are speech specific or of a general auditory nature. This was studied using a linguistic and nonlinguistic contrast that were matched for acoustic complexity in an active behavioral task and a passive ERP paradigm, known to elicit the mismatch negativity (MMN). In addition, attention skills and a variety of language skills were measured. Participants were 25 five-year-old Dutch children with SLI having receptive as well as productive language problems and 25 control children with typical speech- and language development. At the behavioral level, the SLI group was impaired in discriminating the linguistic contrast as compared to the control group, while both groups were unable to distinguish the non-linguistic contrast. Moreover, the SLI group tended to have impaired attention skills which correlated with performance on most of the language tests. At the neural level, the SLI group, in contrast to the control group, did not show an MMN in response to either the linguistic or nonlinguistic contrast. The MMN data are consistent with an account that relates the symptoms in children with SLI to non-speech processing difficulties.

Cognitive training in schizophrenia: a neuroscience-based approach

Meta-analytic data from over a decade of research in cognitive remediation, when combined with recent findings from basic and clinical neuroscience, have resulted in a new understanding of the critical elements that can contribute to successful cognitive training approaches for schizophrenia. Some of these elements include: the use of computerized repetitive practice methods, high dosing schedules, a focus on sensory processing, and carefully constrained and individually adapted learning trials. In a preliminary randomized controlled trial of cognitive training exercises based on these principles, we demonstrated significant improvements in working memory, verbal learning and memory, and global cognition in patients with schizophrenia. These cognitive improvements were accompanied by neurobiological findings suggestive of learning-induced cortical plasticity. Future directions for research and essential remaining questions are discussed.

Teaching skills to use a computer mouse in preschoolers with developmental disabilities: shaping moving a mouse and eye-hand coordination

We taught seven preschoolers with developmental disabilities to point-and-click with a computer mouse. The computer-based training program consisted of three parts, based on a task analysis of the behavioral prerequisites to point-and-click. Training 1 was designed to shape moving the mouse. Training 2 was designed to build eye-hand coordination by teaching the children to move the on-screen cursor onto specific items on the screen. Training 3 was designed to teach pressing and releasing the mouse button. An instructor provided prompts and blocking to facilitate skill acquisition. A multiple baseline design across participants was used to evaluate the effectiveness of the training program. The results showed that all participants learned to point-and-click after exposure to the training program.

The role of selective attention in the acquisition of English tense and lax vowels by native Spanish listeners: comparison of three training methods

This study investigates the role of two processes, cue enhancement (learning to attend to acoustic cues which characterize a speech contrast for native listeners) and cue inhibition (learning to ignore cues that do not), in the acquisition of the American English tense and lax ([i] vs.[I]) vowels by native Spanish listeners. This contrast is acoustically distinguished by both vowel spectrum and duration. However, while native English listeners rely primarily on spectrum, inexperienced Spanish listeners tend to rely exclusively on duration. Twenty-nine native Spanish listeners, initially reliant on vowel duration, received either enhancement training, inhibition training, or training with a natural cue distribution. Results demonstrated that reliance on spectrum properties increased over baseline for all three groups. However, inhibitory training was more effective relative to enhancement training and both inhibitory and enhancement training were more effective relative to natural distribution training in decreasing listeners' attention to duration. These results suggest that phonetic learning may involve two distinct cognitive processes, cue enhancement and cue inhibition, that function to shift selective attention between separable acoustic dimensions. Moreover, cue-specific training (whether enhancing or inhibitory) appears to be more effective for the acquisition of second language speech contrasts.

Changes in fMRI BOLD response to increasing and decreasing task difficulty during auditory perception of temporal order

We have discovered changes in brain activation during difficult and easy milliseconds timing. Structures engaged in difficult and easier auditory temporal-order judgment were identified in 17 young healthy listeners presented with paired-white-noises of different durations. Within each pair, a short (10 ms) and a long (50 ms) noise was separated by a silent gap of 10, 60 or 160 ms, corresponding to three levels of task difficulty, i.e. difficult, moderate and easy conditions, respectively. A block design paradigm was applied. In temporal-order judgment task subjects were required to define the order of noises within each pair, i.e. short-long or long-short. In the control task they only detected the presentation of the stimulus pair. A multiple regression with 'task difficulty' as a regressor ('difficult', 'moderate', 'easy') showed dynamic changes in neural activity. Increasing activations accompanying increased task difficulty were found in both bilateral inferior parietal lobuli and inferior frontal gyri, thus, in classic regions related to attentional and working memory processes. Conversely, decreased task difficulty was accompanied by increasing involvement of more specific timing areas, namely bilateral medial frontal gyri and left cerebellum. These findings strongly suggest engagement of different neural networks in difficult or easier timing and indicate a framework for understanding timing representation in the brain.

Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties

This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level of evidence hierarchy proposed by the American Speech-Language Hearing Association (ASHA) in 2004. We identified 16 studies of two commercially available CBAT programs (13 studies of Fast ForWord (FFW) and three studies of Earobics) and five further outcome studies of other non-speech and simple speech sounds training, available for children with language, learning, and reading difficulties. The results suggest that, apart from the phonological awareness skills, the FFW and Earobics programs seem to have little effect on the language, spelling, and reading skills of children. Non-speech and simple speech sounds training may be effective in improving children's reading skills, but only if it is delivered by an audio-visual method. There is some initial evidence to suggest that CBAT may be of benefit for children with APD. Further research is necessary, however, to substantiate these preliminary findings.

Temporal processing in inferior colliculus and auditory cortex affected by high doses of salicylate

Speech recognition and language learning can be affected by both peripheral and central auditory system impairment. However, whether sensorineural hearing loss would affect central auditory processing is not clear. Recent studies found that salicylate not only affects outer hair cell motility in the cochlea, but also blocks GABAergic neuron activities in central nervous systems. This provides a good animal model to evaluate the role of sensorineural hearing loss and central inhibition in auditory temporal processing. In this study, gap prepulse inhibition (gap-PPI) of the acoustic startle reflex was used to measure effects of salicylate on gap detection acuity. Salicylate administration (250 mg/kg) resulted in a significant reduction in gap-PPI amplitude and an increased gap detection threshold at 50 dB SPL, but not at 60 or 80 dB SPL. To identify the physiological effects of salicylate on central auditory system function, the inferior colliculus (IC) and auditory cortex (AC) responses were measured from conscious rats with chronically implanted electrodes. Salicylate induced a significant increase of the gap-detection threshold in AC-evoked potentials, but not in the IC-evoked potentials. The AC gap-detection threshold shift was diminished measured at an equal sensational level. These results suggest that salicylate-induced temporal processing deficits may be due to peripheral hearing loss, not central disinhibition.

Hearing loss severity: impaired processing of formant transition duration

Normal hearing listeners exploit the formant transition (FT) detection to identify place of articulation for stop consonants. Neuro-imaging studies revealed that short FT induced less cortical activation than long FT. To determine the ability of hearing impaired listeners to distinguish short and long formant transitions (FT) from vowels of the same duration, 84 mild to severe hearing impaired listeners and 5 normal hearing listeners were asked to detect 10 synthesized stimuli with long (200 ms) or short (40 ms) FT among 30 stimuli of the same duration without FT. Hearing impaired listeners were tested with and without hearing aids. The effect of the difficulty of the task (short/long FT) was analysed as a function of the hearing loss with and without hearing aids. Normal hearing listeners were able to detect every FT (short and long). For hearing impaired listeners, the detection of long FT was better than that of short ones irrespective of their degree of hearing loss. The use of hearing aids improved detection of both kinds of FT; however, the detection of long FT remained much better than the detection of the short ones. The length of FT modified the ability of hearing impaired patients to detect FT. Short FT had access to less cortical processing than long FT and cochlea damages enhanced this specific deficit in short FT brain processing. These findings help to understand the limit of deafness rehabilitation in the time domain and should be taken into account in future devices development.

Temporal modulation of spike-timing-dependent plasticity

Spike-timing-dependent plasticity (STDP) has attracted considerable experimental and theoretical attention over the last decade. In the most basic formulation, STDP provides a fundamental unit – a spike pair – for quantifying the induction of long-term changes in synaptic strength. However, many factors, both pre- and postsynaptic, can affect synaptic transmission and integration, especially when multiple spikes are considered. Here we review the experimental evidence for multiple types of nonlinear temporal interactions in STDP, focusing on the contributions of individual spike pairs, overall spike rate, and precise spike timing for modification of cortical and hippocampal excitatory synapses. We discuss the underlying processes that determine the specific learning rules at different synapses, such as postsynaptic excitability and short-term depression. Finally, we describe the success of efforts toward building predictive, quantitative models of how complex and natural spike trains induce long-term synaptic modifications.

IMITATE: An intensive computer-based treatment for aphasia based on action observation and imitation

BACKGROUND: Neurophysiological evidence from primates has demonstrated the presence of mirror neurons, with visual and motor properties, that discharge both when an action is performed and during observation of the same action. A similar system for observation-execution matching may also exist in humans. We postulate that behavioral stimulation of this parietal-frontal system may play an important role in motor learning for speech and thereby aid language recovery after stroke. AIMS: The purpose of this article is to describe the development of IMITATE, a computer-assisted system for aphasia therapy based on action observation and imitation. We also describe briefly the randomized controlled clinical trial that is currently underway to evaluate its efficacy and mechanism of action. METHODS AND PROCEDURES: IMITATE therapy consists of silent observation of audio-visually presented words and phrases spoken aloud by six different speakers, followed by a period during which the participant orally repeats the stimuli. We describe the rationale for the therapeutic features, stimulus selection, and delineation of treatment levels. The clinical trial is a randomized single blind controlled trial in which participants receive two pre-treatment baseline assessments, six weeks apart, followed by either IMITATE or a control therapy. Both treatments are provided intensively (90 minutes per day). Treatment is followed by a post-treatment assessment, and a six-week follow-up assessment. OUTCOMES #ENTITYSTARTX00026; RESULTS: Thus far, five participants have completed IMITATE. We expect the results of the randomized controlled trial to be available by late 2010. CONCLUSIONS: IMITATE is a novel computer-assisted treatment for aphasia that is supported by theoretical rationales and previous human and primate data from neurobiology. The treatment is feasible, and preliminary behavioral data are emerging. However, the results will not be known until the clinical trial data are available to evaluate fully the efficacy of IMITATE and to inform theoretically about the mechanism of action and the role of a human mirror system in aphasia treatment.

A preliminary evaluation of Fast ForWord-Language as an adjuvant treatment in language intervention

PURPOSE

Fast ForWord-Language (FFW-L) is designed to enhance children's processing of auditory-verbal signals and, thus, their ability to learn language. As a preliminary evaluation of this claim, we examined the effects of a 5-week course of FFW-L as an adjuvant treatment with a subsequent 5-week conventional narrative-based language intervention (NBLI) that targeted narrative comprehension and production and grammatical output.

METHOD

Twenty-three children 6-8 years of age with language impairments were assigned randomly to 1 of 3 intervention sequences: (a) FFW-L/NBLI, (b) NBLI/FFW-L, or (c) wait/NBLI. We predicted that after both treatment periods, the FFW-L/NBLI group would show greater gains on measures of narrative ability, conversational grammar, and nonword repetition than the other groups.

RESULTS

After the first 5-week study period, the intervention groups, taken together (i.e., FFW-L/NBLI and NBLI/FFW-L), significantly outperformed the no-treatment wait/NBLI group on 2 narrative measures. At the final test period, all 3 groups displayed significant time-related effects on measures of narrative ability, but there were no statistically significant between-groups effects of intervention sequence.

CONCLUSIONS

This preliminary study provides no evidence to support the claim that FFW-L enhances children's response to a conventional language intervention.

Motivation and intelligence drive auditory perceptual learning

BACKGROUND

Although feedback on performance is generally thought to promote perceptual learning, the role and necessity of feedback remain unclear. We investigated the effect of providing varying amounts of positive feedback while listeners attempted to discriminate between three identical tones on learning frequency discrimination.

METHODOLOGY/PRINCIPAL FINDINGS

Using this novel procedure, the feedback was meaningless and random in relation to the listeners' responses, but the amount of feedback provided (or lack thereof) affected learning. We found that a group of listeners who received positive feedback on 10% of the trials improved their performance on the task (learned), while other groups provided either with excess (90%) or with no feedback did not learn. Superimposed on these group data, however, individual listeners showed other systematic changes of performance. In particular, those with lower non-verbal IQ who trained in the no feedback condition performed more poorly after training.

CONCLUSIONS/SIGNIFICANCE

This pattern of results cannot be accounted for by learning models that ascribe an external teacher role to feedback. We suggest, instead, that feedback is used to monitor performance on the task in relation to its perceived difficulty, and that listeners who learn without the benefit of feedback are adept at self-monitoring of performance, a trait that also supports better performance on non-verbal IQ tests. These results show that 'perceptual' learning is strongly influenced by top-down processes of motivation and intelligence.

Stimulus rate and subcortical auditory processing of speech

Many sounds in the environment, including speech, are temporally dynamic. The auditory brainstem is exquisitely sensitive to temporal features of the incoming acoustic stream, and by varying the speed of presentation of these auditory signals it is possible to investigate the precision with which temporal cues are represented at a subcortical level. Therefore, to determine the effects of stimulation rate on the auditory brainstem response (ABR), we recorded evoked responses to both a click and a consonant-vowel speech syllable (/da/) presented at three rates (15.4, 10.9 and 6.9 Hz). We hypothesized that stimulus rate affects the onset to speech-evoked responses to a greater extent than click-evoked responses and that subcomponents of the speech- ABR are distinctively affected. While the click response was invariant with changes in stimulus rate, timing of the onset response to /da/ varied systematically, increasing in peak latency as presentation rate increased. Contrasts between the click- and speech-evoked onset responses likely reflect acoustic differences, where the speech stimulus onset is more gradual, has more delineated spectral information, and is more susceptible to backward masking by the subsequent formant transition. The frequency-following response (FFR) was also rate dependent, with response magnitude of the higher frequencies (>400 Hz), but not the frequencies corresponding to the fundamental frequency, diminishing with increasing rate. The selective impact of rate on high-frequency components of the FFR implicates the involvement of distinct underlying neural mechanisms for high- versus low-frequency components of the response. Furthermore, the different rate sensitivities of the speech-evoked onset response and subcomponents of the FFR support the involvement of different neural streams for these two responses. Taken together, these differential effects of rate on the ABR components likely reflect distinct aspects of auditory function such that varying rate of presentation of complex stimuli may be expected to elicit unique patterns of abnormality, depending on the clinical population.

The contribution of processing impairments to SLI: insights from attention-deficit/hyperactivity disorder

Slowed speed of processing and impaired rapid temporal processing (RTP) have been proposed to underlie specific language impairment (SLI), but it is not clear that these dysfunctions are unique to SLI. We considered the contribution of attention-deficit/hyperactivity disorder (ADHD), which frequently co-occurs with language impairments, to performances on processing tasks. School-aged children who had SLI without concurrent ADHD (n=14), ADHD without concurrent SLI (n=14), and typical development (TD, n=28) performed two nonverbal speeded tasks and one auditory RTP task. RTP impairments were found in many children with SLI and ADHD, and some children with TD. Children with ADHD demonstrated slower processing speed than children with SLI or TD. Overall, findings questioned the uniqueness of these processing dysfunctions to language impairments and the validity of the behavioural paradigms traditionally used to estimate processing dysfunctions. Accounts of SLI should be further scrutinized by considering the influence of other disorders.

LEARNING OUTCOMES

Readers will (1) become familiar with areas of overlap between SLI and ADHD, (2) understand some of the confounds associated with behavioural measures of processing speed in children, and (3) recognize the value in testing models of language disorders by including participants with other types of disorders.

Neuroanatomical structures and segregated circuits

Segregated neural circuits that effect particular domain-specific behaviors can be differentiated from neuroanatomical structures implicated in many different aspects of behavior. The basal ganglionic components of circuits regulating nonlinguistic motor behavior, speech, and syntax all function in a similar manner. Hence, it is unlikely that special properties and evolutionary mechanisms are associated with the neural bases of human language.

How to grow a human

I enlarge on the theme that the brain mechanisms required for languageand other aspects of the human mind evolved through selective changes in the regulatory genes governing growth. Extension of the period of postnatal growth increases the role of the environment in structuring the brain, and spatiotemporal programming (heterochrony) ofgrowth might explain hierarchical representation, hemispheric specialization, and perhaps sex differences.

Genes, specificity, and the lexical/functional distinction in language acquisition

Contrary to Müller's claims, and in support of modular theories, genetic factors play a substantial and significant role in language. The finding that some children with specific language impairment (SLI) have nonlinguistic impairments may reflect improper diagnosis of SLI or impairments that are secondary to linguistic impairments. Thus, such findings do not argue against the modularity thesis. The lexical/functional distinction appears to be innate and specifically linguistic and could be instantiated in either symbolic or connectionist systems.

Autonomy of syntactic processing and the role of Broca's area

Both autonomy and local specificity are compatible with observed interconnectivity at the cell level when considering two different levels: cell assemblies and brain systems. Early syntactic structuring processes in particular are likely to representan autonomous module in the language/brain system.

Neurobiological approaches to language: Falsehoods and fallacies

The conclusion that language is not really innate or modular is based on several fallacies. I show that the target article confuses communicative skills with linguistic abilities, and that its discussion of brain/language relations is replete with factual errors. I also criticize its attempt to contrast biological and linguistic principles. Finally, I argue that no case is made for the “alternative” approach proposed here.

Is human language just another neurobiological specialization?

One can disagree with Müller that it is neurobiologically questionable to suppose that human language is innate, specialized, and species-specific, yet agree that the precise brain mechanisms controlling language in any individual will be influenced by epigenesis and genetic variability, and that the interplay between inherited and acquired aspects of linguistic capacity deserves to be investigated.

Evolutionary principles and the emergence of syntax

The belief that syntax is an innate, autonomous, species-specific module is highly questionable. Syntax demonstrates the mosaic nature of evolutionary change, in that it made use of (and led to the enhancement of) numerous preexisting neurocognitive features. It is best understood as an emergent characteristic of the explosion of semantic complexity that occurred during hominid evolution.

Neurobiology and linguistics are not yet unifiable

Neurobiological models of language need a level of analysis that can account for the typical range of language phenomena. Because linguistically motivated models have been successful in explaining numerous language properties, it is premature to dismiss them as biologically irrelevant. Models attempting to unify neurobiology and linguistics need to be sensitive to both sources of evidence.

An innate language faculty needs neither modularity nor localization

Müller misconstrues autonomy to mean strict locality of brain function, something quite different from the functional autonomy that linguists claim. Similarly, he misperceives the interaction of learned and innate components hypothesized in current generative models. Evidence from sign languages, Creole languages, and neurological studies of rare forms of aphasia also argues against his conclusions.

Sign language and the brain: Apes, apraxia, and aphasia

The study of signed languages has inspired scientific' speculation regarding foundations of human language. Relationships between the acquisition of sign language in apes and man are discounted on logical grounds. Evidence from the differential hreakdown of sign language and manual pantomime places limits on the degree of overlap between language and nonlanguage motor systems. Evidence from functional magnetic resonance imaging reveals neural areas of convergence and divergence underlying signed and spoken languages.

Innateness, autonomy, universality? Neurobiological approaches to language

The concepts of the innateness, universality, species-specificity, and autonomy of the human language capacity have had an extreme impact on the psycholinguistic debate for over thirty years. These concepts are evaluated from several neurobiological perspectives, with an emphasis on the emergence of language and its decay due to brain lesion and progressive brain disease.

Evidence of perceptuomotor homologies and preadaptations for human language in nonhuman primates suggests a gradual emergence of language during hominid evolution. Regarding ontogeny, the innate component of language capacity is likely to be polygenic and shared with other developmental domains. Dissociations between verbal and nonverbal development are probably rooted in the perceptuomotor specializations of neural substrates rather than the autonomy of a grammar module. Aphasiologicaldata often assumed to suggest modular linguistic subsystems can be accounted for in terms of a neurofunctional model incorporating perceptuomotor-based regional specializationsand distributivity of representations. Thus, dissociations between grammatical functors and content words are due to different conditions of acquisition and resulting differences in neural representation. Human brains are characterized by multifactorial interindividual variability, and strict universality of functional organization is biologically unrealistic.

A theoretical alternative is proposed according to which (1) linguistic specialization of brain areas is due to epigenetic and probabilistic maturational events, not to genetic ”hard-wiring,” and (2) linguistic knowledge is neurally represented in distributed cell assemblies whose topography reflects the perceptuomotor modalities involved in the acquisition and use of a given item of knowledge.

Formal auditory training in adult hearing aid users

INTRODUCTION

Individuals with sensorineural hearing loss are often able to regain some lost auditory function with the help of hearing aids. However, hearing aids are not able to overcome auditory distortions such as impaired frequency resolution and speech understanding in noisy environments. The coexistence of peripheral hearing loss and a central auditory deficit may contribute to patient dissatisfaction with amplification, even when audiological tests indicate nearly normal hearing thresholds.

OBJECTIVE

This study was designed to validate the effects of a formal auditory training program in adult hearing aid users with mild to moderate sensorineural hearing loss.

METHODS

FOURTEEN BILATERAL HEARING AID USERS WERE DIVIDED INTO TWO GROUPS: seven who received auditory training and seven who did not. The training program was designed to improve auditory closure, figure-to-ground for verbal and nonverbal sounds and temporal processing (frequency and duration of sounds). Pre- and post-training evaluations included measuring electrophysiological and behavioral auditory processing and administration of the Abbreviated Profile of Hearing Aid Benefit (APHAB) self-report scale.

RESULTS

The post-training evaluation of the experimental group demonstrated a statistically significant reduction in P3 latency, improved performance in some of the behavioral auditory processing tests and higher hearing aid benefit in noisy situations (p-value < 0,05). No changes were noted for the control group (p-value <0,05).

CONCLUSION

The results demonstrated that auditory training in adult hearing aid users can lead to a reduction in P3 latency, improvements in sound localization, memory for nonverbal sounds in sequence, auditory closure, figure-to-ground for verbal sounds and greater benefits in reverberant and noisy environments.

Auditory stream biasing in children with reading impairments

Reading impairments have previously been associated with auditory processing differences. We examined auditory stream biasing, a global aspect of auditory temporal processing. Children with reading impairments, control children and adults heard a 10 s long stream-bias-inducing sound sequence (a repeating 1000 Hz tone) and a test sequence (eight repetitions of two pure tones of 1000 and 1420 Hz in an XYX-XYX... pattern) with a variable delay interval (from 0.09 to 8 s) between the two sequences. Reading-impaired children had a significantly lower proportion of streamed responses than control children and adults. Streamed responses in reading-impaired participants differed according to their musical experience, but musically experienced reading-impaired participants were still significantly different from musically experienced controls. Reading impairments are associated with global differences in auditory integration, and musical experience needs to be considered when investigating auditory processing capabilities.

Working memory and specific language impairment: an update on the relation and perspectives on assessment and treatment

PURPOSE

Children with specific language impairment (SLI) demonstrate significant language impairments despite normal-range hearing and nonverbal IQ. Many of these children also show marked deficits in working memory (WM) abilities. However, the theoretical and clinical characterization of the association between WM and language limitations in SLI is still sparse. Our understanding of this association would benefit greatly from an updated and thorough review of the literature.

METHOD

We review the newest developments in these areas from both a theoretical and clinical perspective. Our intent is to provide researchers and practicing clinicians (a) a conceptual framework within which the association between WM and language limitations of children with SLI can be understood and (b) potentially helpful suggestions for assessing and treating the memory-language difficulties of children with SLI.

CONCLUSIONS

In the past 10 years, important new theoretical insights into the range and nature of WM deficits and relation between these limitations and the language difficulties in SLI have occurred. New, robust diagnostic assessment tools and computerized treatment methods designed to enhance children's WM functioning have also been developed. The assessment, diagnosis, and treatment of the language difficulties in SLI should consider the potential influence of WM.

Fetal Magnetoencephalography - Achievements and Challenges in the Study of Prenatal and Early Postnatal Brain Responses: A Review

Fetal magnetoencephalography (fMEG) is the only non-invasive method for investigating evoked brain responses and spontaneous brain activity generated by the fetus in utero. Fetal auditory as well as visual evoked fields have been successfully recorded in basic stimulus-response studies. Moreover, paradigms investigating precursors for cognitive development, such as habituation and mismatch response have been applied successfully with fMEG. These and other studies have shown that the prenatal stage of life could be an important indicator for later cognitive development. This review addresses the achievements of fMEG and constructively discusses its challenges. It concludes with proposals for future studies as well as with designated new applications. Fetal MEG is a promising, and to date it is the only non-invasive approach for the prenatal assessment of precursors for cognitive development. Future fMEG studies might even enable the diagnosis of developmental delays. Furthermore, fMEG could be critical for the implementation and evaluation of fetal intervention programs in at-risk populations.

Konzepte in der LRS-Therapie

Zur Therapie von Kindern mit einer Lese-Rechtschreibstörung stehen zahlreiche Behandlungsverfahren zur Verfügung, die auf ganz unterschiedlichen Konzepten beruhen. Grundsätzlich lassen sich symptomatische von kausalen Therapieansätzen abgrenzen. Zu den symptomatischen Behandlungsmethoden zählen Förderprogramme, mit denen nach lerntheoretisch fundierten Prinzipien Lesen und Schreiben bzw. deren Vorläuferfertigkeiten trainiert werden. Vertreter kausaler Therapiemethoden versprechen tiefgreifende und anhaltende Behandlungserfolge, da die Ursache des Versagens beim Schriftspracherwerb beseitigt werde. Zu den kausalen Methoden zählen Behandlungsangebote, bei denen psychische Grundfunktionen gefördert werden. Dabei wird davon ausgegangen, dass auditive, visuelle, kinästhetische oder motorische Defizite bzw. Schwächen bei der Koordination von Hirnregionen der LRS zugrunde liegen. Andere kausale Behandlungsverfahren gehen von Lernblockaden oder körperlichen bzw. psychischen Grundstörungen aus. Im Beitrag wird ein Überblick über im deutschsprachigen Raum angebotene Therapiekonzepte und darauf beruhende Behandlungsmethoden gegeben. Interventionsstudien zur Effektivität der einzelnen Therapieangebote werden referiert und Charakteristika von Therapieverfahren, die sich als effektiv erwiesen haben, herausgearbeitet. Insgesamt wird deutlich, dass nur für symptomatische, nicht aber für kausale Behandlungsansätze Belege für eine spezifische Wirksamkeit vorliegen.

Rate-of-processing ability in children using cochlear implants and its relevance to speech perception

The aim was to assess the ability of young children using cochlear implants to process a change in place of stimulation under conditions of shortened stimulus duration and shortened interstimulus interval. The study investigated whether or not this ability accounted for a significant amount of the variance in the speech performance of the children additional to the variance accounted for by electrode discrimination ability (measured in a previous study). An adaptation of the play audiometry procedure was used to assess 'rate-of-processing' ability in 17 children aged between 4 and 10 years. Initially the child was required to respond with a game-like motor response when a repeating stimulation on a reference electrode 'changed' to a different electrode in relatively 'slow' conditions. The child was then required to respond to the 'change', when the duration of the stimuli and the time interval between the stimuli were decreased. All but one of the children using cochlear implants scored significantly above chance for all conditions of stimulus duration and interstimulus interval assessed. That is, they were able to discriminate place pitch changes when these changes occurred more rapidly in time. A stepwise regression was computed to determine the relative contributions of a number of variables, including rate-of-processing ability, in accounting for variance in the children's speech perception performance (measured in a previous study). Rate-of-processing ability did not account for any variance additional to that accounted for by electrode discrimination ability, which was found to be the most significant predictor of speech perception performance for this group of children in the previous study.

The effects of Fast ForWord Language on the phonemic awareness and reading skills of school-age children with language impairments and poor reading skills

PURPOSE

To examine the efficacy of Fast ForWord Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills.

METHOD

A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program.

RESULTS

The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills.

CONCLUSION

The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness.

Aging, training, and the brain: a review and future directions

As the population ages, the need for effective methods to maintain or even improve older adults' cognitive performance becomes increasingly pressing. Here we provide a brief review of the major intervention approaches that have been the focus of past research with healthy older adults (strategy training, multi-modal interventions, cardiovascular exercise, and process-based training), and new approaches that incorporate neuroimaging. As outcome measures, neuroimaging data on intervention-related changes in volume, structural integrity; and functional activation can provide important insights into the nature and duration of an intervention's effects. Perhaps even more intriguingly, several recent studies have used neuroimaging data as a guide to identify core cognitive processes that can be trained in one task with effective transfer to other tasks that share the same underlying processes. Although many open questions remain, this research has greatly increased our understanding of how to promote successful aging of cognition and the brain.

Perceptual learning modules in mathematics: enhancing students' pattern recognition, structure extraction, and fluency

Learning in educational settings emphasizes declarative and procedural knowledge. Studies of expertise, however, point to other crucial components of learning, especially improvements produced by experience in the extraction of information: perceptual learning (PL). We suggest that such improvements characterize both simple sensory and complex cognitive, even symbolic, tasks through common processes of discovery and selection. We apply these ideas in the form of perceptual learning modules (PLMs) to mathematics learning. We tested three PLMs, each emphasizing different aspects of complex task performance, in middle and high school mathematics. In the MultiRep PLM, practice in matching function information across multiple representations improved students' abilities to generate correct graphs and equations from word problems. In the Algebraic Transformations PLM, practice in seeing equation structure across transformations (but not solving equations) led to dramatic improvements in the speed of equation solving. In the Linear Measurement PLM, interactive trials involving extraction of information about units and lengths produced successful transfer to novel measurement problems and fraction problem solving. Taken together, these results suggest (a) that PL techniques have the potential to address crucial, neglected dimensions of learning, including discovery and fluent processing of relations; (b) PL effects apply even to complex tasks that involve symbolic processing; and (c) appropriately designed PL technology can produce rapid and enduring advances in learning.

Wie wirksam ist Sprachtherapie?

Es wird ein Überblick über Evaluationsstudien zur Sprachtherapie gegeben. Obwohl die Aussagefähigkeit vieler Therapiestudien durch methodische Mängel begrenzt ist, kann als ausreichend gesichert gelten, dass sich die sprachlichen Fähigkeiten eines Kindes durch eine logopädische Behandlung auf den meisten Sprachebenen zumindest kurzfristig verbessern lassen. Am ausgeprägtesten sind Behandlungserfolge hinsichtlich der Lautbildungsfähigkeit und des aktiven Wortschatzes. Weniger deutlich sind die Effekte in Bezug auf grammatische Fähigkeiten und die sprachliche Kompetenz bei komplexeren Anforderungen, (z. B. beim Erzählen). Ob auch Kinder mit ausgeprägten Sprachverständnisstörungen von einer Therapie profitieren, ist noch ungeklärt.

Computer-based training with ortho-phonological units in dyslexic children: new investigations

This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used. The main findings indicated an improvement in reading scores after short intensive training (10 h) in Experiment 1 and progress in the reading and spelling scores obtained by the dyslexic children (training for 8 h) in Experiment 2. These results are discussed within the frameworks of both the speech-specific deficit theory of dyslexia and the connectionist models of reading development.