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Jiang Z, An X, Liu S, Yin E, Yan Y, Ming D. Beyond alpha band: prestimulus local oscillation and interregional synchrony of the beta band shape the temporal perception of the audiovisual beep-flash stimulus. J Neural Eng 2024; 21:036035. [PMID: 37419108 DOI: 10.1088/1741-2552/ace551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Accepted: 07/07/2023] [Indexed: 07/09/2023]
Abstract
Objective.Multisensory integration is more likely to occur if the multimodal inputs are within a narrow temporal window called temporal binding window (TBW). Prestimulus local neural oscillations and interregional synchrony within sensory areas can modulate cross-modal integration. Previous work has examined the role of ongoing neural oscillations in audiovisual temporal integration, but there is no unified conclusion. This study aimed to explore whether local ongoing neural oscillations and interregional audiovisual synchrony modulate audiovisual temporal integration.Approach.The human participants performed a simultaneity judgment (SJ) task with the beep-flash stimuli while recording electroencephalography. We focused on two stimulus onset asynchrony (SOA) conditions where subjects report ∼50% proportion of synchronous responses in auditory- and visual-leading SOA (A50V and V50A).Main results.We found that the alpha band power is larger in synchronous response in the central-right posterior and posterior sensors in A50V and V50A conditions, respectively. The results suggested that the alpha band power reflects neuronal excitability in the auditory or visual cortex, which can modulate audiovisual temporal perception depending on the leading sense. Additionally, the SJs were modulated by the opposite phases of alpha (5-10 Hz) and low beta (14-20 Hz) bands in the A50V condition while the low beta band (14-18 Hz) in the V50A condition. One cycle of alpha or two cycles of beta oscillations matched an auditory-leading TBW of ∼86 ms, while two cycles of beta oscillations matched a visual-leading TBW of ∼105 ms. This result indicated the opposite phases in the alpha and beta bands reflect opposite cortical excitability, which modulated the audiovisual SJs. Finally, we found stronger high beta (21-28 Hz) audiovisual phase synchronization for synchronous response in the A50V condition. The phase synchrony of the beta band might be related to maintaining information flow between visual and auditory regions in a top-down manner.Significance.These results clarified whether and how the prestimulus brain state, including local neural oscillations and functional connectivity between brain regions, affects audiovisual temporal integration.
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Affiliation(s)
- Zeliang Jiang
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
| | - Xingwei An
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
| | - Shuang Liu
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
| | - Erwei Yin
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
- Defense Innovation Institute, Academy of Military Sciences (AMS), 100071 Beijing, People's Republic of China
- Tianjin Artificial Intelligence Innovation Center (TAIIC), 300457 Tianjin, People's Republic of China
| | - Ye Yan
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
- Defense Innovation Institute, Academy of Military Sciences (AMS), 100071 Beijing, People's Republic of China
- Tianjin Artificial Intelligence Innovation Center (TAIIC), 300457 Tianjin, People's Republic of China
| | - Dong Ming
- Academy of Medical Engineering and Translational Medicine, Tianjin University, 300072 Tianjin, People's Republic of China
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Zhou H, Jiang M. The effect of attention shifting on Chinese children's word reading in primary school. PSICOLOGIA-REFLEXAO E CRITICA 2024; 37:7. [PMID: 38411796 PMCID: PMC10899120 DOI: 10.1186/s41155-024-00290-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 02/05/2024] [Indexed: 02/28/2024] Open
Abstract
BACKGROUND This study explored the effects of attention shifting on Chinese children's word reading. OBJECTIVE The sample consisted of 87 fourth-grade children from Shaoxing City, China. METHODS The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. RESULTS The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. SHORT CONCLUSION These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.
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Affiliation(s)
- Hui Zhou
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing City, People's Republic of China.
- Department of Psychology, School of Teacher Education, Shaoxing University, Shaoxing City, People's Republic of China.
| | - Meiling Jiang
- School of Teacher Education, Shaoxing University, Shaoxing City, People's Republic of China
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Wagner M, Rusiniak M, Higby E, Nourski KV. Sensory processing of native and non-native phonotactic patterns in the alpha and beta frequency bands. Neuropsychologia 2023; 189:108659. [PMID: 37579990 PMCID: PMC10602391 DOI: 10.1016/j.neuropsychologia.2023.108659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 08/03/2023] [Accepted: 08/10/2023] [Indexed: 08/16/2023]
Abstract
The phonotactic patterns of one's native language are established within cortical network processing during development. Sensory processing of native language phonotactic patterns established in memory may be modulated by top-down signals within the alpha and beta frequency bands. To explore sensory processing of phonotactic patterns in the alpha and beta frequency bands, electroencephalograms (EEGs) were recorded from native Polish and native English-speaking adults as they listened to spoken nonwords within same and different nonword pairs. The nonwords contained three phonological sequence onsets that occur in the Polish and English languages (/pət/, /st/, /sət/) and one onset sequence /pt/, which occurs in Polish but not in English onsets. Source localization modeling was used to transform 64-channel EEGs into brain source-level channels. Spectral power values in the low frequencies (2-29 Hz) were analyzed in response to the first nonword in nonword pairs within the context of counterbalanced listening-task conditions, which were presented on separate testing days. For the with-task listening condition, participants performed a behavioral task to the second nonword in the pairs. For the without-task condition participants were only instructed to listen to the stimuli. Thus, in the with-task condition, the first nonword served as a cue for the second nonword, the target stimulus. The results revealed decreased spectral power in the beta frequency band for the with-task condition compared to the without-task condition in response to native language phonotactic patterns. In contrast, the task-related suppression effects in response to the non-native phonotactic pattern /pt/ for the English listeners extended into the alpha frequency band. These effects were localized to source channels in left auditory cortex, the left anterior temporal cortex and the occipital pole. This exploratory study revealed a pattern of results that, if replicated, suggests that native language speech perception is supported by modulations in the alpha and beta frequency bands.
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Affiliation(s)
- Monica Wagner
- St. John's University, 8000 Utopia Parkway, Queens, NY, 11439, USA.
| | | | - Eve Higby
- California State University, East Bay, 25800 Carlos Bee Blvd, Hayward, CA, 94542, USA.
| | - Kirill V Nourski
- The University of Iowa, 200 Hawkins Dr., Iowa City, IA, 52242, USA.
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Harrar-Eskinazi KL, De Cara B, Leloup G, Nothelier J, Caci H, Ziegler JC, Faure S. Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial. BMC Pediatr 2022; 22:741. [PMID: 36578007 PMCID: PMC9795620 DOI: 10.1186/s12887-022-03701-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 10/24/2022] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains. The originality of the current study is to test a remediation approach that trains skills in all three domains using different training methods that are tailored to an individual's cognitive profile as part of a longitudinal intervention study. METHODS This multicenter randomized crossover study will be conducted in three phases and will involve 120 dyslexic children between the ages of 8 and 13 years. The first phase serves as within-subject baseline period that lasts for 2 months. In this phase, all children undergo weekly speech-language therapy sessions without additional training at home (business-as-usual). During the second phase, all dyslexics receive three types of intensive interventions that last 2 month each: Phonological, visual-attentional, and cross-modal. The order of the first two interventions (phonological and visual-attentional) is swapped in two randomly assigned groups of 60 dyslexics each. This allows one to test the efficacy and additivity of each intervention (against baseline) and find out whether the order of delivery matters. During the third phase, the follow-up period, the intensive interventions are stopped, and all dyslexics will be tested after 2 months. Implementation fidelity will be assessed from the user data of the computerized intervention program and an "intention-to-treat" analysis will be performed on the children who quit the trial before the end. DISCUSSION The main objective of this study is to assess whether the three types of intensive intervention (phase 2) improve reading skills compared to baseline (i.e., non-intensive intervention, phase 1). The secondary objectives are to evaluate the effectiveness of each intervention and to test the effects of order of delivery on reading intervention outcomes. Reading comprehension, spelling performance and reading disorder impact of dyslexic readers are assessed immediately before and after the multimodal intervention and 2 months post-intervention. TRIAL REGISTRATION ClinicalTrials.gov , NCT04028310. Registered on July 18, 2019.
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Affiliation(s)
- Karine Louna Harrar-Eskinazi
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France ,grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Bruno De Cara
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
| | - Gilles Leloup
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France ,grid.503163.2Université Côte d’Azur, CoBtek, Nice, France
| | - Julie Nothelier
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Hervé Caci
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Johannes C. Ziegler
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Sylvane Faure
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
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Norton ES, Beach SD, Eddy MD, McWeeny S, Ozernov-Palchik O, Gaab N, Gabrieli JDE. ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners. Front Hum Neurosci 2021; 15:624617. [PMID: 34220468 PMCID: PMC8249724 DOI: 10.3389/fnhum.2021.624617] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Accepted: 04/19/2021] [Indexed: 12/21/2022] Open
Abstract
The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.
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Affiliation(s)
- Elizabeth S. Norton
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Department of Medical Social Sciences, Feinberg School of Medicine, and Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Sara D. Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Marianna D. Eddy
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Sean McWeeny
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Ola Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Harvard Graduate School of Education, Cambridge, MA, United States
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, United States
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital/Harvard Medical School, Boston, MA, United States
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Institute for Medical Engineering and Science, Massachusetts Institute of Technology, Cambridge, MA, United States
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