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Moncrieff D, Schmithorst V. Behavioral and Cortical Activation Changes in Children Following Auditory Training for Dichotic Deficits. Brain Sci 2024; 14:183. [PMID: 38391757 PMCID: PMC10887284 DOI: 10.3390/brainsci14020183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/13/2024] [Accepted: 02/14/2024] [Indexed: 02/24/2024] Open
Abstract
We report changes following auditory rehabilitation for interaural asymmetry (ARIA) training in behavioral test performance and cortical activation in children identified with dichotic listening deficits. In a one group pretest-posttest design, measures of dichotic listening, speech perception in noise, and frequency pattern identification were assessed before and 3 to 4.5 months after completing an auditory training protocol designed to improve binaural processing of verbal material. Functional MRI scans were also acquired before and after treatment while participants passively listened in silence or to diotic or dichotic digits. Significant improvements occurred after ARIA training for dichotic listening and speech-in-noise tests. Post-ARIA, fMRI activation increased during diotic tasks in anterior cingulate and medial prefrontal regions and during dichotic tasks, decreased in the left precentral gyrus, right-hemisphere pars triangularis, and right dorsolateral and ventral prefrontal cortices, regions known to be engaged in phonologic processing and working memory. The results suggest that children with dichotic deficits may benefit from the ARIA program because of reorganization of cortical capacity required for listening and a reduced need for higher-order, top-down processing skills when listening to dichotic presentations.
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Affiliation(s)
- Deborah Moncrieff
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN 38152, USA
- Institute for Intelligent Systems, University of Memphis, Memphis, TN 38152, USA
| | - Vanessa Schmithorst
- Department of Radiology, Children's Hospital of Pittsburgh, Pittsburgh, PA 15213, USA
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Helland T, Morken F, Helland WA. Disentangling dyslexia from typical L2-learning in emergent literacy. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:347-368. [PMID: 37766650 DOI: 10.1002/dys.1753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 09/07/2023] [Accepted: 09/12/2023] [Indexed: 09/29/2023]
Abstract
The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1-Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2-children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1-Con, one comparable to L1-Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. Within the cognitive domain, a variety of low scores can indicate dyslexia, while high scores can be compensatory.
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Affiliation(s)
- Turid Helland
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Frøydis Morken
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Wenche A Helland
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
- Department of Research and Innovation, Helse Fonna Health Authority, Norway Helse Fonna HF, Haugesund, Norway
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Studer-Luethi B, Boesch V, Lusti S, Meier B. Fostering cognitive performance in older adults with a process- and a strategy-based cognitive training. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2023; 30:837-859. [PMID: 35912438 DOI: 10.1080/13825585.2022.2105298] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Abstract
The present study investigates the impact of process-based and strategy-based cognitive training to boost performance in healthy older adults. Three groups trained with either a dichotic listening training (process-based training, n = 25), an implementation intention strategy training (strategy-based training, n = 23), or served as a non-contact control group (n = 30). Our results demonstrated that training participants improved their performance in the trained tasks (process-based training: d = 3.01, strategy-based training: d = 2.6). For untrained tasks, the process-based training group showed significant working memory (d = .58) as well as episodic memory task improvement (d = 1.19) compared to the strategy-based training and to the non-contact control group (all d < .03). In contrast, in the strategy-based training group there was a tendency towards some performance gain in a fluid intelligence test (d = .92). These results indicate that cognitive training can be tailored to improve specific cognitive abilities.
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Affiliation(s)
| | - Valérie Boesch
- Institute for Psychology, University of Bern, Bern, Switzerland
| | | | - Beat Meier
- Institute for Psychology, University of Bern, Bern, Switzerland
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Reynard P, Joly CA, Damien M, Le Normand MT, Veuillet E, Thai-Van H. Age-Related Dichotic Listening Skills in Impaired and Non-Impaired Readers: A Comparative Study. J Clin Med 2023; 12:jcm12020666. [PMID: 36675595 PMCID: PMC9865678 DOI: 10.3390/jcm12020666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 01/10/2023] [Accepted: 01/11/2023] [Indexed: 01/18/2023] Open
Abstract
Dichotic listening is the high-level auditory process which enables the perception of different verbal stimuli delivered simultaneously to the right and left ears (binaural integration), as well as the perception of a verbal stimulus presented to one ear while ignoring a different stimulus in the other ear (binaural separation). Deficits in central auditory processing have been reported in children with learning disabilities. The present study aimed to compare dichotic listening performances in right-handed impaired readers (IR) and non-impaired readers (non-IR) according to age. For this, a cross-sectional study was conducted in 120 IR (56 males and 64 females) divided into five age groups and 120 non-IR (63 male and 57 female) matched on chronological age (8 to 9 years; 9 to 10 years; 10 to 12 years; 12 to 18 years; adult). They were tested for binaural integration and binaural separation, allowing for the calculation of dichotic aptitude (DA), ear prevalence (EP), and attentional shift index (ASI). A series of ANOVAs showed an effect of age and of the reading group for all the dichotic-related measures, except for EP. Binaural separation scores were lower in IR who also showed more intrusive responses compared to non-IR. These intrusive responses, which were more frequent on the right ear for IR, decreased with age in both groups. Overall, these results suggest that dichotic listening scores improve with age as the central auditory pathways mature. However, whatever the age, performances are lower in IR than in non-IR. This might be explained by an incomplete maturation of the auditory pathways in IR; an early start for long-term follow-up and auditory training is suggested.
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Affiliation(s)
- Pierre Reynard
- Institut de l’Audition, Institut Pasteur, INSERM U1120, 75012 Paris, France
- Faculty of Medicine, University Claude Bernard Lyon 1, 69100 Villeurbanne, France
- Service d’Audiologie et d’Explorations Oto-Neurologiques, Hôpital Edouard Herriot, Hospices Civils de Lyon, 69003 Lyon, France
- Correspondence: (P.R.); (H.T.-V.)
| | - Charles-Alexandre Joly
- Institut de l’Audition, Institut Pasteur, INSERM U1120, 75012 Paris, France
- Service d’Audiologie et d’Explorations Oto-Neurologiques, Hôpital Edouard Herriot, Hospices Civils de Lyon, 69003 Lyon, France
| | - Maxime Damien
- Faculty of Medicine, University Claude Bernard Lyon 1, 69100 Villeurbanne, France
- Service d’Audiologie et d’Explorations Oto-Neurologiques, Hôpital Edouard Herriot, Hospices Civils de Lyon, 69003 Lyon, France
| | - Marie-Thérèse Le Normand
- Institut de l’Audition, Institut Pasteur, INSERM U1120, 75012 Paris, France
- Laboratoire de Psychopathologie et Processus de Santé, Université de Paris Cité, 92100 Boulogne-Billancourt, France
| | - Evelyne Veuillet
- Institut de l’Audition, Institut Pasteur, INSERM U1120, 75012 Paris, France
- Faculty of Medicine, University Claude Bernard Lyon 1, 69100 Villeurbanne, France
- Service d’Audiologie et d’Explorations Oto-Neurologiques, Hôpital Edouard Herriot, Hospices Civils de Lyon, 69003 Lyon, France
| | - Hung Thai-Van
- Institut de l’Audition, Institut Pasteur, INSERM U1120, 75012 Paris, France
- Faculty of Medicine, University Claude Bernard Lyon 1, 69100 Villeurbanne, France
- Service d’Audiologie et d’Explorations Oto-Neurologiques, Hôpital Edouard Herriot, Hospices Civils de Lyon, 69003 Lyon, France
- Correspondence: (P.R.); (H.T.-V.)
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Akçay B, İnanç G, Elvan A, Selmani M, Çakiroğlu MA, Akçali Ö, Satoğlu İS, Oniz A, Şimşek İE, Ozgoren M. Investigation of the perceptual and cognitive asymmetry in the auditory system in patients with adolescent idiopathic scoliosis. SOUTH AFRICAN JOURNAL OF PHYSIOTHERAPY 2021; 77:1583. [PMID: 34722944 PMCID: PMC8546268 DOI: 10.4102/sajp.v77i2.1583] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Accepted: 06/28/2021] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Studies have shown that perceptual and cognitive asymmetries are present in the auditory system in patients with adolescent idiopathic scoliosis (AIS). The Dichotic Listening (DL) paradigm was formerly performed in non-forced (NF) conditions only, and no study has examined the conditions of attention to one ear. OBJECTIVE To investigate the perceptual and cognitive asymmetry in the auditory system in patients with AIS as well as the asymmetry changes according to the curvature characteristics of patients with AIS. METHOD The DL paradigm was performed on 38 patients with AIS and 10 healthy individuals in all conditions (NF, Forced Right [FR], Forced Left [FL]). RESULTS In the NF and FL conditions, the mean number of correct responses for the left ear was significantly lower in patients with AIS than in healthy individuals (p < 0.05). The correct responses for the right ear in the NF condition, right and left ear in the FR condition, and right ear in the FL condition did not show a significant difference between the groups (p > 0.05). Also, there was no difference between patients with AIS with both functional 3-curve and 4-curve (p > 0.05). CONCLUSION Our study indicates perceptual and cognitive asymmetry or lateralisation in the auditory system in patients with AIS. The asymmetry might be caused by the inability to direct their attention to the left ear, which is not affected by their curvature type. Further studies are needed to investigate perceptual and cognitive asymmetry behaviour models in the auditory system in patients with AIS. CLINICAL IMPLICATIONS Determination of perceptual and cognitive asymmetry in the auditory system may offer a new perspective on conservative treatment protocols for AIS patients. Besides, the DL paradigm can be easily used in patients with AIS as a non-invasive evaluation method in clinics.
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Affiliation(s)
- Burçin Akçay
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Bandırma Onyedi Eylül University, Balıkesir, Turkey
| | - Gonca İnanç
- Faculty of Health Sciences, Near East University, Mersin, Turkey
| | - Ata Elvan
- Department of Prosthesis-Orthosis, School of Physical Therapy and Rehabilitation, Dokuz Eylül University, Izmir, Turkey
| | | | - Mehmet A. Çakiroğlu
- Department of Therapy and Rehabilitation, İzmir Kavram Vocational School, Izmir, Turkey
| | - Ömer Akçali
- Department of Orthopaedics and Traumatology, School of Medicine, Dokuz Eylül University, Izmir, Turkey
| | - İsmail S. Satoğlu
- Department of Orthopaedics and Traumatology, Özel Sağlık Hastanesi, İzmir, Turkey
| | - Adile Oniz
- Faculty of Health Sciences, Near East University, Mersin, Turkey
| | - İbrahim E. Şimşek
- Department of Prosthesis-Orthosis, School of Physical Therapy and Rehabilitation, Dokuz Eylül University, Izmir, Turkey
| | - Murat Ozgoren
- Department of Biophysics, Faculty of Medicine, Near East University, Mersin, Turkey
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Is Training with the N-Back Task More Effective Than with Other Tasks? N-Back vs. Dichotic Listening vs. Simple Listening. JOURNAL OF COGNITIVE ENHANCEMENT 2020. [DOI: 10.1007/s41465-020-00202-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
AbstractCognitive training most commonly uses computerized tasks that stimulate simultaneous cognitive processing in two modalities, such as a dual n-back task with visual and auditive stimuli, or on two receptive channels, such as a listening task with dichotically presented stimuli. The present study was designed to compare a dual n-back task and a dichotic listening (DL) task with an active control condition (a simple listening task) and a no-training control condition for their impact on cognitive performance, daily life memory, and mindfulness. One hundred thirty healthy adults aged 18–55 years were randomly assigned to one of the four conditions. The training consisted of twenty 15-min sessions spread across 4 weeks. The results indicated some improvement on episodic memory tasks and a trend for enhanced performance in an untrained working memory (WM) span task following cognitive training relative to the no-training control group. However, the only differential training effects were found for the DL training in increasing choice reaction performance and a trend for self-reported mindfulness. Transfer to measures of fluid intelligence and memory in daily life did not emerge. Additionally, we found links between self-efficacy and n-back training performance and between emotion regulation and training motivation. Our results contribute to the field of WM training by demonstrating that our listening tasks are comparable in effect to a dual n-back task in slightly improving memory. The possibility of improving attentional control and mindfulness through dichotic listening training is promising and deserves further consideration.
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Paying attention to speech: The role of working memory capacity and professional experience. Atten Percept Psychophys 2020; 82:3594-3605. [PMID: 32676806 DOI: 10.3758/s13414-020-02091-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Managing attention in multispeaker environments is a challenging feat that is critical for human performance. However, why some people are better than others in allocating attention appropriately remains highly unknown. Here, we investigated the contribution of two factors-working memory capacity (WMC) and professional experience-to performance on two different types of attention task: selective attention to one speaker and distributed attention among multiple concurrent speakers. We compared performance across three groups: individuals with low (n = 20) and high (n = 25) WMC, and aircraft pilots (n = 24), whose profession poses extremely high demands for both selective and distributed attention to speech. Results suggests that selective attention is highly effective, with good performance maintained under increasingly adverse conditions, whereas performance decreases substantially with the requirement to distribute attention among a larger number of speakers. Importantly, both types of attention benefit from higher WMC, suggesting reliance on some common capacity-limited resources. However, only selective attention was further improved in the pilots, pointing to its flexible and trainable nature, whereas distributed attention seems to suffer from more fixed and severe processing bottlenecks.
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Westerhausen R, Samuelsen F. An optimal dichotic-listening paradigm for the assessment of hemispheric dominance for speech processing. PLoS One 2020; 15:e0234665. [PMID: 32544204 PMCID: PMC7297371 DOI: 10.1371/journal.pone.0234665] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Accepted: 05/30/2020] [Indexed: 11/25/2022] Open
Abstract
Dichotic-listening paradigms are widely accepted as non-invasive tests of hemispheric dominance for language processing and represent a standard diagnostic tool for the assessment of developmental auditory and language disorders. Despite its popularity in research and clinical settings, dichotic paradigms show comparatively low reliability, significantly threatening the validity of conclusions drawn from the results. Thus, the aim of the present work was to design and evaluate a novel, highly reliable dichotic-listening paradigm for the assessment of hemispheric differences. Based on an extensive literature review, the paradigm was optimized to account for the main experimental variables which are known to systematically bias task performance or affect random error variance. The main design principle was to minimize the relevance of higher cognitive functions on task performance in order to obtain stimulus-driven laterality estimates. To this end, the key design features of the paradigm were the use of stop-consonant vowel (CV) syllables as stimulus material, a single stimulus pair per trial presentation mode, and a free recall (single) response instruction. Evaluating a verbal and manual response-format version of the paradigm in a sample of N = 50 healthy participants, we yielded test-retest intra-class correlations of rICC = .91 and .93 for the two response format versions. These excellent reliability estimates suggest that the optimal paradigm may offer an effective and efficient alternative to currently used paradigms both in research and diagnostic.
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Affiliation(s)
- René Westerhausen
- Department of Psychology, University of Oslo, Oslo, Norway
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Fredrik Samuelsen
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
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