Subjective SES is associated with children’s neurophysiological response to auditory oddballs

Abstract Language and reading acquisition are strongly associated with a child’s socioeconomic environment (SES). There are a number of potential explanations for this relationship. We explore one potential explanation—a child’s SES is associated with how children discriminate word-like sounds (i.e., phonological processing), a foundational skill for reading acquisition. Magnetoencephalography data from a sample of 71 children (aged 6 years 11 months—12 years 3 months), during a passive auditory oddball task containing word and non-word deviants, were used to test where (which sensors) and when (at what time) any association may occur. We also investigated associations between cognition, education, and this neurophysiological response. We report differences in the neural processing of word and non-word deviant tones at an early N200 component (likely representing early sensory processing) and a later P300 component (likely representing attentional and/or semantic processing). More interestingly we found Parental Subjective SES (the parents rating of their own relative affluence) was convincingly associated with later responses, but there were no significant associations with equivalised income. This suggests that the socioeconomic environment as rated by their parents, is associated with underlying phonological detection skills. Furthermore, this correlation likely occurs at a later time-point in information processing, associated with semantic and attentional processes. In contrast, household income is not significantly associated with these skills. One possibility is that the subjective assessment of SES is more impactful on neural mechanisms of phonological processing than the less complex and more objective measure of household income.

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Subjective SES is associated with children’s neurophysiological response to auditory oddballs

10.31234/osf.io/pwe3s ◽

2020 ◽

Author(s):

Alexander Leslie Anwyl-Irvine ◽

Edwin S. Dalmaijer ◽

Andrew Quinn ◽

Amy Johnson ◽

Duncan Astle

Keyword(s):

Educational Attainment ◽

Sensory Processing ◽

Phonological Processing ◽

Semantic Processing ◽

Attentional Processes ◽

Socioeconomic Environment ◽

Auditory Oddball ◽

N200 Component ◽

Subjective Ses ◽

Auditory Oddball Task

Phonological skills are important for language and reading acquisition. All three of these skills are associated across the lifespan with a child’s socioeconomic environment (i.e. SES). There are a large number of potential mechanisms that might explain SES associations with these processes. We explore one potential mechanism – that a child’s SES is associated with the discrimination of word-like sounds, i.e. phonological processing. Magnetoencephalography (MEG) data from a sample of 73 children, recorded during a passive auditory oddball task containing with word and non-word deviants, were used to test where and when any association may occur. We also investigate associations between cognition and attainment and this neurophysiological response. We identified evoked differences between word and non-word deviant tones at an early n200 component (likely representing early sensory processing) and later p300 component (likely representing attentional and/or semantic processing). Subjective SES was convincingly associated with later responses, but there were no significant associations with equivalised income. A child’s educational attainment was also significantly associated with the later component. This suggests that both the educational attainment of children, and their socioeconomic environment as rated by their parents, are significantly associated with underlying phonological detection skills, but likely at a later time-point, associated with semantic and attentional processes, rather than earlier sensory processing. Moreover, household income per se is not significantly associated with these skills.

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Improved incidental memory with nicotine after semantic processing, but not after phonological processing

Psychopharmacology ◽

10.1007/s002130000565 ◽

2001 ◽

Vol 153 (2) ◽

pp. 258-263 ◽

Cited By ~ 22

Author(s):

David M. Warburton ◽

Abigail Skinner ◽

Christopher D. Martin

Keyword(s):

Phonological Processing ◽

Semantic Processing ◽

Incidental Memory

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Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

10.31234/osf.io/vjkdf ◽

2019 ◽

Author(s):

Brianna L. Yamasaki ◽

Karla Kay McGregor ◽

James R. Booth

Keyword(s):

Phonological Processing ◽

Semantic Processing ◽

Reading Skills ◽

Word Reading ◽

Superior Temporal Gyrus ◽

Preliminary Evidence ◽

Reading Growth ◽

Best Fitting ◽

And Performance ◽

Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills from 5-to-8 years old. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model, (2) measures of semantic and phonological neural specialization, (3) performance on semantic and phonological behavioral tasks, or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills predict growth in reading. However, results from the exploratory analyses, which included a larger sample, focused exclusively on the phonological predictors, and investigated relative growth in reading, demonstrated strong evidence that variability in phonological processing is predictive of growth in word reading skills. Specifically, the best fitting model included both measures of phonological neural specialization within the posterior superior temporal gyrus and performance on a phonological behavioral task. This work provides important preliminary evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

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Contemporary model of language organization: an overview for neurosurgeons

Journal of Neurosurgery ◽

10.3171/2014.10.jns132647 ◽

2015 ◽

Vol 122 (2) ◽

pp. 250-261 ◽

Cited By ~ 114

Author(s):

Edward F. Chang ◽

Kunal P. Raygor ◽

Mitchel S. Berger

Keyword(s):

Speech Processing ◽

Phonological Processing ◽

Semantic Processing ◽

Functional Organization ◽

Inferior Frontal Gyrus ◽

Superior Temporal Gyrus ◽

Functional Neuroanatomy ◽

Additional Information ◽

Dorsal Pathway ◽

Subcortical Mapping

Classic models of language organization posited that separate motor and sensory language foci existed in the inferior frontal gyrus (Broca's area) and superior temporal gyrus (Wernicke's area), respectively, and that connections between these sites (arcuate fasciculus) allowed for auditory-motor interaction. These theories have predominated for more than a century, but advances in neuroimaging and stimulation mapping have provided a more detailed description of the functional neuroanatomy of language. New insights have shaped modern network-based models of speech processing composed of parallel and interconnected streams involving both cortical and subcortical areas. Recent models emphasize processing in “dorsal” and “ventral” pathways, mediating phonological and semantic processing, respectively. Phonological processing occurs along a dorsal pathway, from the posterosuperior temporal to the inferior frontal cortices. On the other hand, semantic information is carried in a ventral pathway that runs from the temporal pole to the basal occipitotemporal cortex, with anterior connections. Functional MRI has poor positive predictive value in determining critical language sites and should only be used as an adjunct for preoperative planning. Cortical and subcortical mapping should be used to define functional resection boundaries in eloquent areas and remains the clinical gold standard. In tracing the historical advancements in our understanding of speech processing, the authors hope to not only provide practicing neurosurgeons with additional information that will aid in surgical planning and prevent postoperative morbidity, but also underscore the fact that neurosurgeons are in a unique position to further advance our understanding of the anatomy and functional organization of language.

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Semantic and phonological processing in illiteracy

Journal of the International Neuropsychological Society ◽

10.1017/s1355617704106036 ◽

2004 ◽

Vol 10 (6) ◽

pp. 818-827 ◽

Cited By ~ 35

Author(s):

MARY H. KOSMIDIS ◽

KYRANA TSAPKINI ◽

VASILIKI FOLIA ◽

CHRISTINA H. VLAHOU ◽

GRIGORIS KIOSSEOGLOU

Keyword(s):

Cognitive Processing ◽

Language Processing ◽

Phonological Processing ◽

Oral Language ◽

Semantic Processing ◽

Formal Education ◽

Functional Organization ◽

Hemispheric Specialization ◽

Cognitive Strategies ◽

Phonological Information

Researchers of cognitive processing in illiteracy have proposed that the acquisition of literacy modifies the functional organization of the brain. They have suggested that, while illiterate individuals have access only to innate semantic processing skills, those who have learned the correspondence between graphemes and phonemes have several mechanisms available to them through which to process oral language. We conducted 2 experiments to verify that suggestion with respect to language processing, and to elucidate further the differences between literate and illiterate individuals in the cognitive strategies used to process oral language, as well as hemispheric specialization for these processes. Our findings suggest that semantic processing strategies are qualitatively the same in literates and illiterates, despite the fact that overall performance is augmented by increased education. In contrast, explicit processing of oral information based on phonological characteristics appears to be qualitatively different between literates and illiterates: effective strategies in the processing of phonological information depend upon having had a formal education, regardless of the level of education. We also confirmed the differential abilities needed for the processing of semantic and phonological information and related them to hemisphere-specific processing. (JINS, 2004,10, 818–827.)

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The effect of background speech on attentive sound processing: A pupil dilation study

10.31234/osf.io/c6mju ◽

2021 ◽

Author(s):

Paula Ríos López ◽

Andreas Widmann ◽

Aurélie Bidet-Caulet ◽

Nicole Wetzel

Keyword(s):

Semantic Processing ◽

Duration Discrimination ◽

Pupil Dilation ◽

Auditory Task ◽

Attentional Processes ◽

Auditory Oddball ◽

Attentional Resources ◽

Sound Duration ◽

Auditory Oddball Task ◽

Focal Task

Everyday cognitive tasks are rarely performed in a quiet environment. Quite on the contrary, very diverse surrounding acoustic signals such as speech can involuntarily deviate our attention from the task at hand. Despite its tight relation to attentional processes, pupillometry remained a rather unexploited method to measure attention allocation towards irrelevant speech. In the present study, we registered changes in pupil diameter size to quantify the effect of meaningfulness of background speech upon performance in an attentional task. We recruited 41 native German speakers who had neither received formal instruction in French nor had extensive informal contact with this language. The focal task consisted of an auditory oddball task. Participants performed an animal sound duration discrimination task containing frequently repeated standard sounds and rarely presented deviant sounds while a story was read in German or (non-meaningful) French in the background. Our results revealed that, whereas effects of language meaningfulness on attention were not detectable at the behavioural level, participants’ pupil dilated more in response to the sounds of the auditory task when background speech was played in non-meaningful French compared to German, independent of sound type. This could suggest that semantic processing of the native language required attentional resources, which lead to fewer resources devoted to the processing of the sounds of the focal task. Our results highlight the potential of the pupil dilation response for the investigation of subtle cognitive processes that might not surface when only behaviour is measured.

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Early Phonological Neural Specialization Predicts Later Growth in Word Reading Skills

Frontiers in Human Neuroscience ◽

10.3389/fnhum.2021.674119 ◽

2021 ◽

Vol 15 ◽

Author(s):

Brianna L. Yamasaki ◽

Karla K. McGregor ◽

James R. Booth

Keyword(s):

Phonological Processing ◽

Semantic Processing ◽

Reading Skills ◽

Word Reading ◽

Superior Temporal Gyrus ◽

Behavioral Performance ◽

Reading Growth ◽

Best Fitting ◽

Decisive Evidence ◽

Performance Results

According to the Interactive Specialization Theory, cognitive skill development is facilitated by a process of neural specialization. In line with this theory, the current study investigated whether neural specialization for phonological and semantic processing at 5-to-6 years old was predictive of growth in word reading skills 2 years later. Specifically, four regression models were estimated in which reading growth was predicted from: (1) an intercept-only model; (2) measures of semantic and phonological neural specialization; (3) performance on semantic and phonological behavioral tasks; or (4) a combination of neural specialization and behavioral performance. Results from the preregistered analyses revealed little evidence in favor of the hypothesis that early semantic and phonological skills are predictive of growth in reading. However, results from the exploratory analyses, which included a larger sample, added age at Time 1 as a covariate, and investigated relative growth in reading, demonstrated decisive evidence that variability in phonological processing is predictive of reading growth. The best fitting model included both measures of specialization within the posterior superior temporal gyrus (pSTG) and behavioral performance. This work provides important evidence in favor of the Interactive Specialization Theory and, more specifically, for the role of phonological neural specialization in the development of early word reading skills.

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The neural circuit of semantic processing and its dynamic cooperation with the neural circuit of phonological processing in reading Chinese characters

Advances in Psychological Science ◽

10.3724/sp.j.1042.2018.00381 ◽

2018 ◽

Vol 26 (3) ◽

pp. 381

Author(s):

YANG Jianfeng ◽

DANG Min ◽

ZHANG Rui ◽

WANG Xiaojuan

Keyword(s):

Phonological Processing ◽

Semantic Processing ◽

Neural Circuit ◽

Chinese Characters ◽

Reading Chinese ◽

Dynamic Cooperation

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Cognition, Metacognition, and Achievement of College Students with Learning Disabilities

Learning Disability Quarterly ◽

10.2307/4126965 ◽

2005 ◽

Vol 28 (4) ◽

pp. 261-272 ◽

Cited By ~ 76

Author(s):

Guy Trainin ◽

H. Lee Swanson

Keyword(s):

College Students ◽

Learning Strategies ◽

Phonological Processing ◽

Help Seeking ◽

Semantic Processing ◽

Short Term Memory ◽

Word Reading ◽

Self Regulation ◽

Students With Learning Disabilities ◽

Students With Ld

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparable, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

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