Page 130 - MEGIN Book Of Abstracts - 2023

EHESS, CNRS, PSL University Paris, France; Laboratoire de Keywords: Auditory processing, Dyslexia, Magnetoen-
Psychologie Cognitive UMR7290, Université Aix-Marseille. 3, cephalography, Neural oscillations, Speech
Marseille, France; Institut du Cerveau et de la Moelle épinière,
Institut National de la Santé et de la Recherche Médicale, Cortex; a journal devoted to the study of the nervous
Sorbonne Université, Paris, France system and behavior (2021), Vol. 137 (33618156) (7
citations)
ABSTRACT Whether phonological deficits in develop-
mental dyslexia are associated with impaired neural
sampling of auditory information is still under debate. Auditory deficits in infants at risk for dyslexia
Previous findings suggested that dyslexic participants during a linguistic sensitive period predict future
showed atypical neural entrainment to slow and/or fast language (2021)
temporal modulations in speech, which might affect
prosodic/syllabic and phonemic processing respective- Mittag, Maria; Larson, Eric; Clarke, Maggie; Taulu, Samu;
ly. However, the large methodological variations across Kuhl, Patricia K
these studies do not allow us to draw clear conclusions
on the nature of the entrainment deficit in dyslexia. Institute for Learning & Brain Sciences, 1715 Columbia Road
Using magnetoencephalography, we measured neural N, Portage Bay Building, Box 357988, University of Wash-
entrainment to nonspeech and speech in both groups. ington, Seattle, WA 98195-7988, USA. Electronic address:
We first aimed to conceptually replicate previous stud- [email protected]; Institute for Learning & Brain Sciences,
ies on auditory entrainment in dyslexia, using the same 1715 Columbia Road N, Portage Bay Building, Box 357988,
measurement methods as in previous studies, and also University of Washington, Seattle, WA 98195-7988, USA;
using new measurement methods (cross-correlation Department of Physics, 1715 Columbia Road N, Portage Bay
analyses) to better characterize the synchronization Building, Box 357988, University of Washington, Seattle, WA
between stimulus and brain response. We failed to ob- 98195-7988, USA; Institute for Learning & Brain Sciences, 1715
serve any of the significant group differences that had Columbia Road N, Portage Bay Building, Box 357988, Univer-
previously been reported in delta, theta and gamma sity of Washington, Seattle, WA 98195-7988, USA. Electronic
frequency bands, whether using speech or nonspeech address: [email protected]
stimuli. However, when analyzing amplitude cross-
correlations between noise stimuli and brain responses, ABSTRACT Developmental dyslexia, a specific difficulty
we found that control participants showed larger in learning to read and spell, has a strong hereditary
responses than dyslexic participants in the delta range component, which makes it possible to examine infants
in the right hemisphere and in the gamma range in the for early predictors of the condition even prior to the
left hemisphere. Overall, our results are weakly consis- emergence of detectable symptoms. Using magneto-
tent with the hypothesis that dyslexic individuals show encephalography (MEG), we found smaller and shorter
an atypical entrainment to temporal modulations. Our neural responses to simple sounds in infants at risk
attempt at replicating previously published results for dyslexia at 6 as compared to 12 months of age, a
highlights the multiple weaknesses of this research pattern that was reversed in age-matched controls.
area, particularly low statistical power due to small The findings indicate atypical auditory processing in
sample size, and the lack of methodological standards at-risk infants across the sensitive period for native-
inducing considerable heterogeneity of measurement language phoneme learning. This pattern was robust
and analysis methods across studies. and localized to the same cortical areas regardless of
the modeling parameters/algorithms used to estimate
the current distribution underlying the measured activ-
ity. Its localization to left temporal and left frontal brain
regions indicates a potential impact of atypical auditory
processing on early language learning and later lan-

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