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PubMed2003

Neuromagnetic correlates of impaired automatic categorical perception of speech sounds in schizophrenia.

Schizophrenia is associated with dysfunction in language processing. At the earliest stage of language processing, dysfunction of categorical perception of speech sounds in schizophrenia has been demonstrated in a behavioral task. The aim of this study was to assess automatic categorical perception of speech sounds as reflected by event-related changes in magnetic field power in schizophrenia. Using a whole-head magnetoencephalographic recording, the magnetic counterpart of mismatch negativity (MMNm) elicited by a phonetic change was evaluated in 16 right-handed patients with chronic schizophrenia and in 19 age-, sex-, and parental socioeconomic status-matched normal control subjects. Three types of MMNm (MMNm in response to a duration decrement of pure-tone stimuli; a vowel within-category change [duration decrement of Japanese vowel /a/]; vowel across-category change [Japanese vowel /a/ versus /o/]) were recorded. While the schizophrenia group showed an overall reduction in magnetic field power of MMNm, a trend was found toward more distinct abnormalities under the condition of vowel across-category change than under that of duration decrement of a vowel or tone. The patient group did not show abnormal asymmetries of MMNm power under any of the conditions. This study provides physiological evidence for impaired categorical perception of speech sounds in the bilateral auditory cortex in schizophrenia. The language-related dysfunction in schizophrenic patients may be present at the early stage of auditory processing of relatively simple stimuli such as phonemes, and not just at stages involving higher order semantic processes.

Adult↗
PubMed2001

Audio-visual speech perception in schizophrenia: an fMRI study.

Abnormalities in the integration of auditory and visual language inputs could underlie many core psychotic features. Perceptual confusion may arise because of the normal propensity of visual speech perception to evoke auditory percepts. Recent functional neuroimaging studies of normal subjects have demonstrated activation in auditory-linguistic brain areas in response to silent lip-reading. Three functional magnetic resonance imaging experiments were carried out on seven normal volunteers, and 14 schizophrenia patients, half of whom were actively psychotic. The tasks involved listening to auditory speech, silent lip-reading (visual speech), and perception of meaningless lip movements (visual non-speech). Subjects also undertook a behavioural study of audio-visual word identification designed to evoke perceptual fusions. Patients and controls both showed susceptibility to audio-visual fusions on the behavioural task. The patient group as a whole showed less activation relative to controls in superior and inferior posterior temporal areas while performing the silent lip-reading task. Attending to visual non-speech, the patients activated less posterior (occipito-temporal) and more anterior (frontal, insular and striatal) brain areas than controls. This difference was accounted for largely by the psychotic subgroup. Insular and striatal areas were also activated in both subject groups in the auditory speech perception condition, thus demonstrating the bimodal sensitivity of these regions. The results suggest that schizophrenia patients with psychotic symptoms respond to visually ambiguous stimuli (non-speech) by activation of polysensory structures. This could reflect particular processing strategies and may increase susceptibility to certain paranoid and hallucinatory symptoms.

Adult↗
PubMed2000

Lasting auditory attention impairment after persistent middle ear infections: a dichotic listening study.

Dichotic listening performance was studied in children who at an early age had undergone a myringotomy with insertion of ventilating tubes for persistent middle ear infections (otitis media with effusion; OME) and compared with age-equivalent children who had no history of otitis media or hearing problems. The OME group consisted of 19 children with a median age of 9 years; 15 of whom were right-handed, and 14 were boys. The comparison sample comprised 18 children with a median age was 9 years 4 months. Hand preference and sex were matched with the OME group. Both groups were tested with dichotic listening to consonant-vowel syllables and additional forced-attention tasks. The comparison sample showed a weak right-ear advantage, and age-adequate attentional modulations. The children in the OME group showed a strong right-ear advantage, but were not able to modulate the ear advantage during directed-attention tasks. Models for interpreting the result are discussed.

Attention↗
PubMed2004

Specific cognitive deficits are common in children with Duchenne muscular dystrophy.

A neuropsychological assessment was conducted to study cognition, with emphasis on memory, information processing/learning ability, and executive functions in boys with Duchenne muscular dystrophy (DMD). A group of 20 boys with DMD, aged 7 to 14 years (mean age 9 years 5 months, SD 2 years 2 months), was contrasted with 17 normally developing age-matched comparison individuals, using specific neuropsychological tests (Block Span, Digit Span, Story Recall, Rey Auditory Verbal Learning Test, Rey Complex Figure Test, Spatial Learning Test, Verbal Fluency, Trail Making Test, Tower of London, Memory for Faces, and Raven's Coloured Progressive Matrices). The DMD group performed significantly worse on all aspects of memory, learning, and executive functions. There was no significant difference in general intellectual ability between the two groups. Analyses of group differences indicate that problems in short-term memory are the most apparent, suggesting specific cognitive deficits. The differences between the groups were similar for both verbal-auditory and visuospatial tests, thus contradicting the idea that cognitive deficits are related to type of stimulus presented. It is concluded from this study that short-term memory deficits might play a critical role in the cognitive impairment and intellectual development seen in those with DMD.

Adolescent↗
PubMed1995

Is central hyperacusis a symptom of 5-hydroxytryptamine (5-HT) dysfunction?

The subjective symptom of hyperacusis is described. The terms 'hyperacusis' and 'phonophobia' are considered to be synonymous as there is no recognized distinction between these two descriptions. Peripheral auditory pathologies with associated hearing sensitivity are reviewed and the likely mechanisms underlying the hyperacusis are listed. The neurological conditions, which have been reported to occur with hyperacusis, are reviewed. A separate aetiology of central hyperacusis is therefore proposed, with a symptom profile distinct from the peripheral hyperacusis. A common factor to neurological conditions with hyperacusis, is disturbance of 5-HT (5-hydroxytryptamine) or serotonin function. The research literature on the role of 5-HT in sensory modulation (specifically auditory startle) in animals is presented. It is proposed that 5-HT dysfunction is a probable cause of increased auditory sensitivity manifested as central hyperacusis or phonophobia.

Acoustic Stimulation↗
PubMed2006

The attenuation of auditory neglect by implicit cues.

This study examined implicit semantic and rhyming cues on perception of auditory stimuli among nonaphasic participants who suffered a lesion of the right cerebral hemisphere and auditory neglect of sound perceived by the left ear. Because language represents an elaborate processing of auditory stimuli and the language centers were intact among these patients, it was hypothesized that interactive verbal stimuli presented in a dichotic manner would attenuate neglect. The selected participants were administered an experimental dichotic listening test composed of six types of word pairs: unrelated words, synonyms, antonyms, categorically related words, compound words, and rhyming words. Presentation of word pairs that were semantically related resulted in a dramatic reduction of auditory neglect. Dichotic presentations of rhyming words exacerbated auditory neglect. These findings suggest that the perception of auditory information is strongly affected by the specific content conveyed by the auditory system. Language centers will process a degraded stimulus that contains salient language content. A degraded auditory stimulus is neglected if it is devoid of content that activates the language centers or other cognitive systems. In general, these findings suggest that auditory neglect involves a complex interaction of intact and impaired cerebral processing centers with content that is selectively processed by these centers.

Acoustic Stimulation↗
PubMed1996

Reduced top-down influence in auditory perceptual organization in schizophrenia.

Perceptual organization of auditory information is influenced by both the physical characteristics and the categorization of irrelevant information. This study sought to determine the degree to which schizophrenia patients could utilize acoustic properties and contextual cues (top-down factors) to segregate relevant from irrelevant material in an auditory stream. On a modification of I. Neath, A. M. Surprenant, and R. G. Crowder's (1993) auditory suffix task, both schizophrenia and control participants demonstrated better recall of relevant information when irrelevant information had different physical characteristics, compared with when both arose from the same source. In contrast, schizophrenia patients were unaffected by a contextual manipulation that allowed controls to reduce the interfering effect of an irrelevant stimulus. These data suggest that a reduced ability to utilize contextual information plays a role in the perceptual organization dysfunction in schizophrenia.

Adult↗
PubMed1997

Impaired auditory recognition of fear and anger following bilateral amygdala lesions.

The amygdalar complex is a medial temporal lobe structure in the brain which is widely considered to be involved in the neural substrates of emotion. Selective bilateral damage to the human amygdala is rare, offering a unique insight into its functions. There is impairment of social perception after amygdala damage, with defective recognition of facial expressions of emotion. Among the basic emotions, the processing of fear and anger has been shown to be disrupted by amygdala damage. Although it remains puzzling why this not found in all cases, the importance of the amygdala in negative emotion, and especially fear, has been confirmed by conditioning, memory and positron emission tomography (PET) experiments. Central to our understanding of these findings is the question of whether the amygdala is involved specifically in the perception of visual signals of emotion emanating from the face, or more widely in the perception of emotion in all sensory modalities. We report here a further investigation of one of these rare cases, a woman (D.R.) who has impaired perception of the intonation patterns that are essential to the perception of vocal affect, despite normal hearing. As is the case for recognition of facial expressions, it is recognition of fear and anger that is most severely affected in the auditory domain. This shows that the amygdala's role in the recognition of certain emotions is not confined to vision, which is consistent with its being involved in the appraisal of danger and the emotion of fear.

Amygdala↗
PubMed2002

Brains out of tune.

Explore the source record for details and available documents.

Auditory Perceptual Disorders↗
PubMed2006

Knowledge of visual attributes in the right hemisphere.

Neurobiological theories of knowledge processing are biased toward the language-dominant (usually the left) hemisphere. Does the right hemisphere critically contribute to knowledge processing? J.A. is a left-hemisphere language-dominant individual who suffered a lesion confined to the right mid- and anterior fusiform gyrus. Although her language abilities are intact, she showed a partial loss of knowledge of the visual attributes of biological and nonbiological entities. This was observed regardless of the task performed: object discrimination, oral feature generation, forced-choice naming-to-definition or free-hand drawing. Functional-associative and nonvisual sensory attributes were spared. The same region that was lesioned in J.A. was activated in a functional magnetic resonance imaging study in 27 volunteers who retrieved semantic associations between concepts, but only if the concepts were represented as pictures and not as words. Therefore, right fusiform gyrus critically contributes to the conscious recollection of visual attributes of familiar entities.

Aged↗
PubMed2001

Perceptual discrimination of speech sounds in developmental dyslexia.

Experiments previously reported in the literature suggest that people with dyslexia have a deficit in categorical perception. However, it is still unclear whether the deficit is specific to the perception of speech sounds or whether it more generally affects auditory function. In order to investigate the relationship between categorical perception and dyslexia, as well as the nature of this categorization deficit, speech specific or not, the discrimination responses of children who have dyslexia and those of average readers to sinewave analogues of speech sounds were compared. These analogues were presented in two different conditions, either as nonspeech whistles or as speech sounds. Results showed that children with dyslexia are less categorical than average readers in the speech condition, mainly because they are better at discriminating acoustic differences between stimuli belonging to the same category. In the nonspeech condition, discrimination was also better for children with dyslexia, but differences in categorical perception were less clear-cut. Further, the location of the categorical boundary on the stimulus continuum differed between speech and nonspeech conditions. As a whole, this study shows that categorical deficit in children with dyslexia results primarily from an increased perceptibility of within-category differences and that it has a speech-specific component. These findings may have profound implications for learning and re-education.

Adolescent↗
PubMed2001

Effect of duration of pitch-shifted feedback on vocal responses in patients with Parkinson's disease.

Study of the pitch-shift reflex is useful for the investigation of how auditory feedback is used in the control of voice fundamental frequency. The present study was an attempt to learn if the basal ganglia are involved in central mechanisms of the pitch-shift reflex by comparing measures of the reflex in a group of Parkinson's disease patients with those measures in a group of control participants. The effect of varying duration of the pitch-shift stimulus (PSS) on the voice fundamental frequency (F0) response in 10 Parkinson's disease (PD) patients and 10 age-matched unaffected participants was investigated. Participants were instructed to vocalize into a microphone while their voice was fed back to them over headphones. This feedback of the vocal signal was shifed in pitch either up or down, with the duration of this shift systematically manipulated at 100 ms, 500 ms, and 1000 ms. Although the participants were on medication, making interpretation of the results problematic with regard to basal ganglia function, it was reasoned that positive effects could nevertheless suggest basal ganglia involvement in this reflex and motivate further research. Results indicated that both groups responded to increased stimulus duration of the pitch-shift stimulus with increases in reflex peak time, magnitude, and end times. However, PD patients had significantly longer peak times and end times than control participants for stimulus durations of 100 ms. These results suggest that basal ganglia dysfunction may affect mechanisms relating to the execution and termination of the pitch-shift reflex for brief stimulus durations. The results also support hypotheses of impaired sensory integration of auditory feedback in PD patients.

Aged↗
PubMed2005

An across-frequency processing deficit in listeners with hearing impairment is supported by acoustic correlation.

It has been recently suggested that listeners having a sensorineural hearing impairment (HI) may possess a deficit in their ability to integrate speech information across different frequencies. When presented with a task that required across-frequency integration of speech patterns, listeners with HI performed more poorly than their normal-hearing (NH) counterparts (E. W. Healy & S. P. Bacon, 2002; C. W. Turner, S.-L. Chi, & S. Flock, 1999). E. W. Healy and S. P. Bacon (2002) also showed that performance of the listeners with HI fell more steeply when increasing amounts of temporal asynchrony were introduced to the pair of widely separated patterns. In the current study, the correlations between the fluctuating envelopes of the acoustic stimuli were calculated, both when the patterns were aligned and at various between-band asynchronies. It was found that the rate at which acoustic correlation fell as a function of asynchrony closely matched the rate at which intelligibility fell for the NH listeners. However, the intelligibility scores produced by the listeners with HI fell more steeply than the acoustic analysis would suggest. Thus, these data provide additional support for the hypothesis that individuals having sensorineural HI may have a deficit in their ability to integrate speech information present at different frequencies.

Auditory Perceptual Disorders↗
PubMed2006

Effect of memory support and elicited production on fast mapping of new words by adolescents with Down syndrome.

PURPOSE: The purpose of this study was to determine whether memory support and elicited production differentially benefited fast mapping of new vocabulary (comprehension, production accuracy, and speed) in adolescents with Down syndrome (DS) compared with typically developing (TD) children matched for syntax comprehension. The study also examined predictors of individual difference within groups. METHOD: The ability of 19 adolescents with DS to fast map new noun vocabulary was compared with 18 TD children matched for syntax comprehension. The effects of memory support (5 examiner repetitions of the novel word vs. 1) and elicited production (2 repetitions by child vs. none) were evaluated in a repeated-measures design with counterbalancing of tasks. RESULTS: For novel word comprehension, low memory support impaired the TD but not DS participants. DS participants were slower to respond correctly in all conditions but benefited more from memory support than TD participants in speed of response. For novel word production, high memory support benefited all participants in the no-elicited-production condition. Elicited production improved performance equally in the 2 memory conditions. Standard comprehension measures predicted fast-mapped comprehension: vocabulary in the case of the DS group, syntax in the case of the TD group. Auditory short-term memory measures predicted fast-mapped production in the TD group but not the DS group. Hearing and grammatical morpheme comprehension predicted novel word production in the DS group. CONCLUSIONS: DS participants' speed of comprehension of fast-mapped words was differentially increased compared with the TD syntax-comprehension-matched group, by memory support. Elicited production improved production fast-mapping for all participants, and memory support improved it in the absence of elicited production. Comprehension predicted individual differences in fast-mapped comprehension in DS; in addition, hearing predicted production.

Adolescent↗
PubMed1983

Auditory processing and language impairment in children: stimulus considerations for intervention.

Two experiments were undertaken to examine the performance of language-impaired children on auditory identification and sequencing tasks which employed different stimuli. The purpose of Experiment I was to determine if introduction of linguistic stimuli (words) into tasks using nonlinguistic stimuli (complex tones) would change subjects' performance. Experiment II was designed to measure differences in response when words and tones were presented separately. Responses to utterances of increasing length (up to four words) were also measured. Results indicated that some children performed significantly better when words were used as stimuli. No child responded better when tones were used as stimuli and there were no significant differences between utterances of different length. Based on these results and on the related literature, considerations for choice of stimuli for intervention with language-impaired children are discussed.

Auditory Perception↗
PubMed1983

Stuttering: a review of research findings and theories circa 1982.

The research literature on stuttering is extensive, spanning etiology, natural history, phenomenology, and treatment. In this review, existing empirical knowledge is distilled by attending only to replicated findings. These are designated as "facts." Facts concerning the natural history of idiopathic stuttering highlight early childhood onset, probability of recovery, and importance of a positive family history of stuttering. Corroborated evidence on stutterer-nonstutterer differences concerns intelligence distribution, speech development, central auditory function, and sensory-motor response. Predictable changes in stuttering frequency, and even total elimination of stuttering, occur under a remarkable variety of conditions. Review of therapies revealed two that satisfied the most stringent criteria for good treatment. Various theoretical positions are examined for their fit with the established facts. A model of stuttering as a genetically determined reduction in central capacity for efficient sensory-motor integration is preferred, provided acquisition of secondary symptoms is attributed to instrumental learning.

Adult↗
PubMed1984

Auditory processing tests for children: normative and clinical results on the SSW test.

Staggered Spondaic Word (SSW) test results were studied in 93 normally achieving children and 97 children referred to a learning disabilities clinic. All subjects were 8-11 years of age. The SSW test was found to differentiate between the normally achieving children and those experiencing classroom learning difficulties. Further, it was found that the performance of the normally achieving group was generally better than current test norms would imply. This finding suggests the use of stricter criteria in determining when a child is at risk for central auditory processing difficulties. Results for children with classroom learning difficulties show a progression toward better performance with age, except for the Left-Competing condition. This makes it unclear whether one can or cannot expect some resolution of auditory processing difficulties by age 11.

Age Factors↗