scholarly journals Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

2021 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Word Reading ◽  
Multisensory Processing ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
Control Group ◽  
Typically Developing ◽  
Significant Group ◽  
Reading Abilities ◽  
Integration Effect

Conquering grapheme-phoneme correspondence is necessary for developing fluent reading in alphabetic orthographies. In neuroimaging research, this ability is associated with brain activation differences between the audiovisual congruent against incongruent conditions, especially in the left superior temporal cortex. Studies have also shown such a neural audiovisual integration effect is reduced in individuals with dyslexia. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. Of note, semantic information is deeply involved in Chinese character processing. In this study, we applied a functional magnetic resonance imaging audiovisual integration paradigm to investigate the possible dysfunctions in processing character-sound pairs and pinyin-sound pairs in Chinese dyslexic children compared with typically developing readers. Unexpectedly, no region displayed significant group difference in the audiovisual integration effect in either the character or pinyin experiment. However, the results revealed atypical correlations between neurofunctional features accompanying audiovisual integration with reading abilities in Chinese children with dyslexia. Specifically, while the audiovisual integration effect in the left inferior cortex in processing character-sound pairs correlated with silent reading comprehension proficiency in both dyslexia and control group, it was associated with morphological awareness in the control group but with rapid naming in dyslexics. As for pinyin-sound associations processing, while the stronger activation in the congruent than incongruent conditions in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral word reading in the control group, an opposite pattern was found in children with dyslexia. On the one hand, this pattern suggests Chinese dyslexic children have yet to develop an efficient grapho-semantic processing system as typically developing children do. On the other hand, it indicates dysfunctional recruitment of the regions that process pinyin-sound pairs in dyslexia, which may impede character learning.

Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial

2015 ◽  
Vol 26 (01) ◽  
pp. 019-029 ◽  
Author(s):  
Cristina B. Murphy ◽  
Andressa K. Peres ◽  
Elaine C. Zachi ◽  
Dora F. Ventura ◽  
Luciana Pagan-Neves ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Speech Sound ◽  
Auditory Training ◽  
Control Group ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Top Down ◽  
Significant Group ◽  
Attention Skills ◽  
Sensory Training

Background: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 ± 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 ± 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 ± 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 ± 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 × 2 × 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p ≤ 0.05. Results: There was a group × period × training interaction for GIN [F (1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group × period interaction [F (1.35) = 5.52, p = 0.025] and a training × period interaction for visual reaction time [F (1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group × training × period interaction [F (1.35) = 4.27, p = 0.046] for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F (3,38) = 4.261, p = 0.011] and visual response time [F (3.38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.

scholarly journals Indirect Effects of Task-switching on Reading Comprehension via Decoding Skills among Adolescents with Autism

2021 ◽  
Author(s):  
Teresa Ober ◽  
Bruce D. Homer ◽  
Jan L. Plass
Keyword(s):  
Reading Comprehension ◽  
Task Switching ◽  
Indirect Effect ◽  
Indirect Effects ◽  
Word Reading ◽  
Autism Spectrum ◽  
Control Group ◽  
Reading Abilities ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Purpose: We examined whether variation in task-switching indirectly predicted variation in reading comprehension by way of variation in decoding, and furthermore, whether this effect differed among adolescents with ASD compared to an age-matched control group. Methods: We examined whether the association between task-switching and reading comprehension was mediated by decoding among a sample of autistic adolescents with autism spectrum disorder (ASD; N = 45, Mage = 14.9 years) and an age-matched comparison group (N = 43, Mage = 14.3 years). Analyses were conducted using path models to test for direct effects of decoding and task switching on reading comprehension, as well as indirect effects of task-switching on reading comprehension by way of decodingResults: Though the indirect effect did not significantly differ between the ASD and comparison groups, the indirect effect of task-switching on reading comprehension via decoding was only significant among adolescents with ASD. This suggest that task-switching plays a particularly prominent role in decoding and reading comprehension among adolescents with ASD.Conclusion: Though further work is necessary to replicate this effect, the findings may have implications for interventions that may target improvements in word reading abilities as a means for improving reading comprehension outcomes among youth with ASD.

scholarly journals Neurofunctional mechanisms underlying audiovisual integration of characters and pinyin in Chinese children

2020 ◽  
Author(s):  
Zhichao Xia ◽  
Ting Yang ◽  
Xin Cui ◽  
Fumiko Hoeft ◽  
Hong Liu ◽  
...  
Keyword(s):  
Congruency Effect ◽  
Inferior Frontal Gyrus ◽  
Temporal Cortex ◽  
Audiovisual Integration ◽  
Chinese Children ◽  
List Type ◽  
Coding System ◽  
Close Link ◽  
Orthographic Depth ◽  
Semantic Access

AbstractEfficient integration of grapheme and phoneme is crucial for reading development in alphabetic languages, and superior temporal cortex (STC) has been demonstrated to be the most critical region for this process. To determine whether a similar neural mechanism underlies such processing in non-alphabetic languages, and to explore its relationship with reading, we conducted a functional magnetic resonance imaging study in typically developing Chinese children. Highly frequent pictographic characters and pinyin, a transparent alphabetic coding system that assists individuals to learn the pronunciation of new characters were investigated. In support of the orthographic depth hypothesis developed in alphabetic languages, reverse congruency effect (i.e., higher activation in incongruent condition compared to congruent condition) was identified in the left inferior frontal gyrus (IFG) and bilateral STC for character (deep orthography) conditions. Furthermore, correlation analysis revealed that the congruency contrast in the left IFG was associated with proficiency in reading comprehension and morphological awareness, suggesting reading-related semantic access during the implicit integration of multisensory information regarding characters. For pinyin (shallow orthography) conditions, while no regions showed a significant congruency effect at the group level in either direction, the congruency contrast in the left superior temporal gyrus was positively correlated with oral reading performance. This observation is consistent with findings in transparent scripts on reading disorders. Taken together, these results support and generalize the orthographic depth hypothesis to a logographic language, highlight the role of the left IFG in character-syllable integration, and underscore the role pinyin could play in developing fluent reading in Chinese children.HighlightsThe left IFG and bilateral STC are involved in audiovisual integration of characters.The congruency contrast in the left IFG in response to characters corresponds to semantic access.The congruency contrast in the left STG in response to pinyin is correlated with print-to-sound mapping.These findings support the orthographic depth hypothesis in a nonalphabetic language.The results imply a close link between pinyin and Chinese reading acquisition.

scholarly journals Functional Analysis of Brain Imaging Suggests Changes in the Availability of mGluR5 and Altered Connectivity in the Cerebral Cortex of Long-Term Abstaining Males with Alcohol Dependence: A Preliminary Study

Life ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 506
Author(s):  
Yo-Han Joo ◽  
Jeong-Hee Kim ◽  
Hang-Keun Kim ◽  
Young-Don Son ◽  
Paul Cumming ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Alcohol Dependence ◽  
Pet Imaging ◽  
Metabotropic Glutamate Receptor ◽  
Temporal Cortex ◽  
Binding Potential ◽  
Control Group ◽  
Reference Tissue ◽  
Significant Group

Direct in vivo evidence of altered metabotropic glutamate receptor-5 (mGluR5) availability in alcohol-related disorders is lacking. We performed [11C]ABP688 positron emission tomography (PET) and resting-state functional magnetic resonance imaging (rs-fMRI) in prolonged abstinent subjects with alcohol dependence to examine alterations of mGluR5 availability, and to investigate their functional significance relating to neural systems-level changes. Twelve prolonged abstinent male subjects with alcohol dependence (median abstinence duration: six months) and ten healthy male controls underwent [11C]ABP688 PET imaging and 3-Tesla MRI. For mGluR5 availability, binding potential (BPND) was calculated using the simplified reference tissue model with cerebellar gray matter as the reference region. The initial region-of-interest (ROI)-based analysis yielded no significant group differences in mGluR5 availability. The voxel-based analysis revealed significantly lower [11C]ABP688 BPND in the middle temporal and inferior parietal cortices, and higher BPND in the superior temporal cortex in the alcohol dependence group compared with controls. Functional connectivity analysis of the rs-fMRI data employed seed regions identified from the quantitative [11C]ABP688 PET analysis, which revealed significantly altered functional connectivity from the inferior parietal cortex seed to the occipital pole and dorsal visual cortex in the alcohol dependence group compared with the control group. To our knowledge, this is the first report on the combined analysis of mGluR5 PET imaging and rs-fMRI in subjects with alcohol dependence. These preliminary results suggest the possibility of region-specific alterations of mGluR5 availability in vivo and related functional connectivity perturbations in prolonged abstinent subjects.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DIPADU MIND MAP TERHADAP KREATIVITAS DALAM MEMECAHAN MASALAH PADA KONSEP PENCEMARAN LINGKUNGAN

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Novi Tri Susanti ◽  
Anna Fitri Hindriana ◽  
Haruji Satianugraha
Keyword(s):  
Problem Solving ◽  
Environmental Pollution ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Integration Effect ◽  
Map Integration

This study aim to determine the effect of Problem Based Learning (PBL) models in mind map integration to creativity of problem solving in the environmental pollution concept of graders X. The method used is a Quasi-experimental design form Nonequivalent Control Group Design (pretest- posttest). The study population is all the students of graders X academic year 2017/2018 as many as 9 classes with the number of 360 students. The sample used was 80 students from two classes as an experimental class and a control class. Sampling was done by Cluster Random Sampling technique. Instruments used include test descriptions, questionnaires and teacher observation sheets. The results of the analysis of the test descriptions creativity in problem solving obtained results of hypothesis testing (t test) i.e. 20.5 t count > t table of 2.66 means that Ho refused and Hi accepted, it means PBL learning models in Mind Map integration effect on creativity in problems solving. This is indicated by an increase in the average score on each indicator of creativity in problem solving in which students are able to grow various ideas, enrich ideas, add or detail the details of an idea and determine the truth to solve the problems. From the analysis of questionnaire data showed an interest in learning to use the PBL modela in Mind map integration, students agreed that if the model of PBL in Mind map integration may be easier to learn about the concept of Environmental Pollution. In addition, students also agreed that if the PBL models in Mind map integration effect on creativity in problems solving. The results showed that there was a significant influence between learning using PBL models in Mind map integration those not using the learning models to creativity in problems solving in the concept of environmental pollution of graders X.

scholarly journals Greater Power but Not Strength Gains Using Flywheel Versus Equivolumed Traditional Strength Training in Junior Basketball Players

2021 ◽  
Vol 18 (3) ◽  
pp. 1181
Author(s):  
Marko D. M. Stojanović ◽  
Mladen Mikić ◽  
Patrik Drid ◽  
Julio Calleja-González ◽  
Nebojša Maksimović ◽  
...  
Keyword(s):  
Strength Training ◽  
Training Group ◽  
T Test ◽  
Control Group ◽  
Basketball Players ◽  
Significant Group ◽  
Sprint Time ◽  
Change Of Direction ◽  
Time Interaction ◽  
And Control

The main aim of the present study was to compare the effects of flywheel strength training and traditional strength training on fitness attributes. Thirty-six well trained junior basketball players (n = 36; 17.58 ± 0.50 years) were recruited and randomly allocated into: Flywheel group (FST; n = 12), traditional strength training group (TST; n = 12) and control group (CON; n = 12). All groups attended 5 basketball practices and one official match a week during the study period. Experimental groups additionally participated in the eight-week, 1–2 d/w equivolume intervention conducted using a flywheel device (inertia = 0.075 kg·m−2) for FST or free weights (80%1 RM) for TST. Pre-to post changes in lower limb isometric strength (ISOMET), 5 and 20 m sprint time (SPR5m and SPR20m), countermovement jump height (CMJ) and change of direction ability (t-test) were assessed with analyses of variance (3 × 2 ANOVA). Significant group-by-time interaction was found for ISOMET (F = 6.40; p = 0.000), CMJ (F = 7.45; p = 0.001), SPR5m (F = 7.45; p = 0.010) and T test (F = 10.46; p = 0.000). The results showed a significantly higher improvement in CMJ (p = 0.006; 11.7% vs. 6.8%), SPR5m (p = 0.001; 10.3% vs. 5.9%) and t-test (p = 0.045; 2.4% vs. 1.5%) for FST compared to the TST group. Simultaneously, th FST group had higher improvement in ISOMET (p = 0.014; 18.7% vs. 2.9%), CMJ (p = 0.000; 11.7% vs. 0.3%), SPR5m (p = 0.000; 10.3% vs. 3.4%) and t-test (p = 0.000; 2.4% vs. 0.6%) compared to the CON group. Players from the TST group showed better results in CMJ (p = 0.006; 6.8% vs. 0.3%) and t-test (p = 0.018; 1.5% vs. 0.6%) compared to players from the CON group. No significant group-by-time interaction was found for sprint 20 m (F = 2.52; p = 0.088). Eight weeks of flywheel training (1–2 sessions per week) performed at maximum concentric intensity induces superior improvements in CMJ, 5 m sprint time and change of direction ability than equivolumed traditional weight training in well trained junior basketball players. Accordingly, coaches and trainers could be advised to use flywheel training for developing power related performance attributes in young basketball players.

How negative mood hinders belief updating in depression: results from two experimental studies

2021 ◽  
pp. 1-14
Author(s):  
Tobias Kube ◽  
Lukas Kirchner ◽  
Thomas Gärtner ◽  
Julia Anna Glombiewski
Keyword(s):  
Performance Feedback ◽  
Negative Mood ◽  
Experimental Studies ◽  
Positive Mood ◽  
Control Group ◽  
Belief Updating ◽  
Significant Group ◽  
Negative Beliefs ◽  
Clinically Depressed ◽  
Happy Mood

Abstract Background In two experimental studies, we tested the hypothesis that negative mood would hinder the revision of negative beliefs in response to unexpectedly positive information in depression, whereas positive mood was expected to enhance belief updating. Methods In study 1 (N = 101), we used a subclinical sample to compare the film-based induction of sad v. happy mood with a distraction control group. Subsequently, participants underwent a well-established paradigm to examine intra-individual changes in performance-related expectations after unexpectedly positive performance feedback. In study 2, we applied the belief-updating task from study 1 to an inpatient sample (N = 81) and induced sad v. happy mood via film-clips v. recall of autobiographic events. Results The results of study 1 showed no significant group differences in belief updating; the severity of depressive symptoms was a negative predictor of belief revision, though, and there was a non-significant trend suggesting that the presence of sad mood hindered belief updating in the subgroup of participants with a diagnosed depressive episode. Study 2 revealed that participants updated their expectations significantly less in line with positive feedback when they underwent the induction of negative mood prior to feedback, relative to positive mood. Conclusions By indicating that the presence of negative mood can hinder the revision of negative beliefs in clinically depressed people, our findings suggest that learning from new experiences can be hampered if state negative mood is activated. Thus, interventions relying on learning from novel positive experiences should aim at reducing state negative mood in depression.

Behavioral and electrophysiological indices of inhibitory control in maltreated adolescents and nonmaltreated adolescents

2020 ◽  
pp. 1-10
Author(s):  
Jacqueline Bruce ◽  
Hyoun K. Kim
Keyword(s):  
Inhibitory Control ◽  
Early Adolescence ◽  
Low Income ◽  
Neural Activity ◽  
Child Welfare System ◽  
Event Related Potential ◽  
Typically Developing ◽  
Significant Group ◽  
Significant Group Difference ◽  
Adverse Experiences

Abstract Early adverse experiences are believed to have a profound effect on inhibitory control and the underlying neural regions. In the current study, behavioral and event-related potential (ERP) data were collected during a go/no-go task from adolescents who were involved with the child welfare system due to child maltreatment (n = 129) and low-income, nonmaltreated adolescents (n = 102). The nonmaltreated adolescents were more accurate than the maltreated adolescents on the go/no-go task, particularly on the no-go trials. Paralleling the results with typically developing populations, the nonmaltreated adolescents displayed a more pronounced amplitude of the N2 during the no-go trials than during the go trials. However, the maltreated adolescents demonstrated a more pronounced amplitude of the N2 during the go trials than during the no-go trials. Furthermore, while the groups did not differ during the go trials, the nonmaltreated adolescents displayed a more negative amplitude of the N2 than the maltreated adolescents during no-go trials. In contrast, there was not a significant group difference in amplitude of the P3. Taken together, these results provide evidence that the early adverse experiences encountered by maltreated populations impact inhibitory control and the underlying neural activity in early adolescence.

Feasibility and Preliminary Efficacy of Gait Training Assisted by Multichannel Functional Electrical Stimulation in Early Stroke Rehabilitation: A Pilot Randomized Controlled Trial

2021 ◽  
Vol 35 (2) ◽  
pp. 131-144
Author(s):  
Maijke van Bloemendaal ◽  
Sicco A. Bus ◽  
Frans Nollet ◽  
Alexander C. H. Geurts ◽  
Anita Beelen
Keyword(s):  
Electrical Stimulation ◽  
Functional Electrical Stimulation ◽  
Step Length ◽  
Gait Training ◽  
Control Group ◽  
Significant Group ◽  
Gait Symmetry ◽  
Gait Parameters ◽  
Walking Capacity ◽  
Experimental Group

Background. Many stroke survivors suffer from leg muscle paresis, resulting in asymmetrical gait patterns, negatively affecting balance control and energy cost. Interventions targeting asymmetry early after stroke may enhance recovery of walking. Objective. To determine the feasibility and preliminary efficacy of up to 10 weeks of gait training assisted by multichannel functional electrical stimulation (MFES gait training) applied to the peroneal nerve and knee flexor or extensor muscle on the recovery of gait symmetry and walking capacity in patients starting in the subacute phase after stroke. Methods. Forty inpatient participants (≤31 days after stroke) were randomized to MFES gait training (experimental group) or conventional gait training (control group). Gait training was delivered in 30-minute sessions each workday. Feasibility was determined by adherence (≥75% sessions) and satisfaction with gait training (score ≥7 out of 10). Primary outcome for efficacy was step length symmetry. Secondary outcomes included other spatiotemporal gait parameters and walking capacity (Functional Gait Assessment and 10-Meter Walk Test). Linear mixed models estimated treatment effect postintervention and at 3-month follow-up. Results. Thirty-seven participants completed the study protocol (19 experimental group participants). Feasibility was confirmed by good adherence (90% of the participants) and participant satisfaction (median score 8). Both groups improved on all outcomes over time. No significant group differences in recovery were found for any outcome. Conclusions. MFES gait training is feasible early after stroke, but MFES efficacy for improving step length symmetry, other spatiotemporal gait parameters, or walking capacity could not be demonstrated. Trial Registration. Netherlands Trial Register (NTR4762).

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