Traditional localization of speech production disabilities:
perisylvian area of cortex
- phonological disabilities
Traditional localization of speech production disabilities:
Broca/s area/higher level subcortical areas
- oral/verbal dyspraxias
Traditional localization of speech production disabilities:
motor nuerons to tongue, lips, soft palate and possibly subcortical areas: e.g., basal ganglia and cerebellum
- dysarthrias
Across the lifespan (these are associated with _ disabilities):
phonological delays/disabilities
apraxia of speech
dysarthrias
- developmental
Across the lifespan (these are associated with _ disabilities):
aphasias
apraxia of speech
dysarthrias
acquired disabilities
Across the lifespan (these are associated with developmental disabilities): phonological delays/disabilities include phonological processes word retrieval challenges nonword repetition reading delays and...
- writing difficulties
Across the lifespan (these are associated with acquired disabilities): aphasias - paraphasias neologisms nonword repetition word retrieval challenges and...
- reading/writing deficits
Paraphasias can be phonemic (e.g., /flIt vs /fIlm/) or
- semantic (book vs film)
A category of sound relating to meaning is called a
- phoneme
Dyslexia is a difficulty with recognizing
- phonemes, there things “do not sound right”
As language becomes more mature, its structure tends to _, which suggests that
- localize
- immature skills are more global
Underlying causes of phonological disabilities:
immature or inaccurate representations of individual phonemes or groups of phonemes. This includes:
- adding useful neurons as well as deleting ineffective ones
Underlying causes of phonological disabilities:
immature or ineffective organization of phonemes within the larger _ system
- phonological
Symptoms of a faulty phonological system:
difficulty developing expressive phonology, for example –
- intelligibility/speech production challenges
Symptoms of a faulty phonological system:
difficulty developing phonological/phonemic awareness skills, for example:
- impacts sound-symbol relationships and reading
Symptoms of a faulty phonological system:
phonological processing, for example:
difficulty recalling and repeating a sequence of phonemes/nonsense syllables or words
Symptoms of a faulty phonological system:
word learning and word retrieval, for example
difficulty in recalling and formulating words in conversation
Phonological processes (3) include:
syllable simplification
assimilation and
substitution
Phonological processes (3) include: syllable simplification, which involves - final consonant deletions, unstressed syllable deletions and
cluster reduction
Phonological processes (3) include: assimilation, which is either regressive/backward or
progressive/forward
Phonological processes (3) include: substitution which includes - stopping, fronting, gliding, or
glottalization
Patterns of phonological delay and disabilities:
reduced phonetic inventory, otherwise known as
knowing fewer speech sounds
Patterns of phonological delay and disabilities:
phoneme collapse, for example
“na na na”
Patterns of phonological delay and disabilities:
target-substitute relationship, or other known as
“order to the disorder”
Patterns of phonological delay and disabilities:
reduced intelligibility, or reduced knowledge of…
jargon
Phonological awareness skills - the following is example of what:
“do hate and cat rhyme”?
rhyme detection
Phonological awareness skills - the following is example of what:
“what rhymes with pot”?
rhyme production
Phonological awareness skills - the following is example of what:
clapping for “banana”
syllable counting
Phonological awareness skills - the following is example of what:
clap for “I see a dog”
word counting
Phonological awareness skills - the following is example of what:
say “butterfly”, now don’t say “fly”
syllable elision
Phonological awareness skills - the following is example of what:
“say “sky”, now don’t say /s/”
sound elision
Phonological awareness skills - the following is example of what:
what’s the first sound in “cat”?
initial sound identification
Phonological awareness skills - the following is example of what:
what’s the last sound in “cat”?
final sound identification
Phonological awareness skills - the following is example of what:
what am I saying: “c-a-t”
sound blending
Phonological awareness skills - the following is example of what:
say the sounds that make up “cat”
sound analysis
The ability to analyze and manipulate the phonological units of which sounds and syllables are composed is referred to as
phonological awareness
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are RDs?
reading disabilities, such as dyslexia
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SSDs are
speech sound disorders
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
SLI is
specific language impairment
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
results are _, because _
results are mixed which may reflect the heterogeneous nature of the disabilities
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
strong empirical evidence that difficulties with _ skills are associated with RDs
phonological awareness skills
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
does the nature of the _ and/or phonological deficits differ among these groups?
speech perception
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
Do _ persist even after the children’s speech, language or reading have been remediated?
perceptual difficulties
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
Are deficits purely segmental or more _?
global
Do children with SSDs, SLI and RDs have deficits in auditory processing and speech perception?
What are the contributions of bottom up? vs
top down processes
_ and _ are more rare, whereas more often issues with the perisylvian area involve phonological issues instead, although conditions can be _
dysarthrias and dyspraxias
comorbid
The good thing about those who are initially with a reading disorder will
eventually likely to become good readers
Theories of speech perception:
top-down approach refers to
prediction/anticipating
Theories of speech perception:
down-up approach refers to
perceptual/sensing
Theories of speech perception (2) are:
passive and active
Theories of speech perception:
passive -
is it simply a matter of _ lobe processing of the spectral input with an innate ability to categorically deal with speech i.e. speech is “special”?
temporal
Theories of speech perception:
passive -
passive listening shows _ activation of superior temporal lobe(s)
bilateral activation of superior temporal lobes
Theories of speech perception:
passive - higher order perceptual tasks for speech involve the _ hemisphere, indicative of _
left discrimination (specific areas for different functions)
Theories of speech perception:
passive - does speech just require more temporally and _ fine-grained perception than do environmental sounds?
auditory
Speech requires _ aural perception
rapid
Theories of speech perception:
active - what role do _ “predictions” play in perception as evidenced by L2 studies)
phonological
Theories of speech perception:
active - does the “special” nature of speech perception use reference to the _ gestures of speech production?
articulatory
Theories of speech perception:
active - what role do phonological “predictions” play in perception as evidenced by L2 studies). an example of this is
foreign accents and different phonetics are incorrectly referenced to native ones
Theories of speech perception:
active - listening to _ in children or adults learning L2 result in more activation in Broca’s area
novel words/pronunciation
If a child doesn’t recognize consonants, SLP teaches child to _; only by practicing can the child learn (e.g. conversation vs. conservation)
specifically pronounce and/or read consonant to recognize that it is a closed consonant
Approach to speech perception disabilities involves:
bottom-up processes
top-down processes, and
special populations research
Approach to speech perception disabilities involves bottom-up processes, such as
data from fMRI, PET or ERPs
Approach to speech perception disabilities involves top-down processes, such as:
motor theory of speech perception
higher level language predictions and
neuroimaging data
Approach to speech perception disabilities involves special populations research, such as studying:
profound SN deafness, central deafness, and
children with impaired oral-motor skills
ERPs in speech perception involve several waveforms including:
ABR, or mostly peripheral hearing, therefore some deaf children can use this
auditory brain stem responses
ERPs in speech perception involve several waveforms including:
MMN or
mismatch negativity, associated with native language speech sounds
ERPs in speech perception involve several waveforms including:
N100, otherwise known as
N1
ERPs in speech perception involve several waveforms including:
PMN, or
phonological mapping negativity
ERPs in speech perception involve several waveforms including:
CAEPs or
slow-wave cortical auditory evoked potentials
Slow-wave cortical auditory evoked potentials include: P1 N1 _ _
P2, N2
ERPs in speech perception involve several waveforms including: ABR MMN N1 PMN CAEPs and
P300
Cochlea/organ of _
corti
Bottom hair cells are the _ processes, bringing information in (bottom-up/_) to primary _ cortex
perceptual
afferent
primary auditory cortex
In the cochlea, mechanical energy moves the stapes, touching tectorial membrane and activates hair cells, creating _ energy
electrical
There exist both _ and _ hair cells
inner and outer
Inner hair cells connect to _ nerves ending in primary auditory cortex
afferent
Inner hair cells are _ arranged ie., specific areas associated with specific frequencies from the _ all the way to the primary auditory cortex
tonotopically
Organ of Corti
Inner hair cells involve _ frequency sounds from the apex of the cochlea and _ frequency sounds from the base
lower with apex
higher with base
The frequency of sounds is associated with the thickness/flexibility of the _ membrane
basilar
Outer hair cells receive _ signals from the CNS
efferent
Outer hair cells act as a(n) _ to the auditory signals, by _ lower intensity signals by approximately _ dB
amplifier
enhancing
50 dB
Outer hair cells that are damaged can result in recruitment/_, or sensorineural hearing loss
hyperacusis
The auditory nerve is the _ cranial nerve
8th
Auditory nerve (8th CN): carries sound from the _ to the auditory cortex
inner ear
Auditory nerve (8th CN): sound from each reaches both auditory cortices via _ and _ nerve fibres
ipsilateral and contralateral nerve fibres
Outer hair cells are associated with the / signal
top-down/efferent
Inner hair cells are associated with the /
down-up/afferent
Auditory nerve (8th CN): firings of the auditory nerve are associated with waveforms that are picked up in the
brain stem, i.e. the superior olive, inferior colliculus, and medial gesiculate body
The brain stem is composed of these three structures associated with hearing:
superior olive
_ and
gesiculate body
inferior colliculus
Auditory brain stem responses are associated with characteristics of ASDs/SLI/SSDs, and
ABR
Auditory brain stem responses:
ABR - _ positive to negative waveforms elicited 2 - 20 ms. post-stimulus
7 positive
Auditory brain stem responses:
ABR - reflect firing of _ neurons from the cochlea through the brain stem
auditory neurons
Auditory brain stem responses:
ABR - look at delayed peaks, inter-peak _, and amplitude
latencies
Auditory brain stem responses:
ABR - Wave I from the _ portion of CN8, or the hair cells
peripheral
Auditory brain stem responses:
ABR - Wave II - from the _ portion of CN8
central
Auditory brain stem responses:
ABR - Wave 3 - from the _ nucleus
cochlear
Auditory brain stem responses:
ABR - Wave 4 - from the _ _ complex/lateral lemniscus
superior olivary complex
Auditory brain stem responses:
ABR - Wave 5 - generated by the lateral lemniscus/_ _
inferior colliculus
Auditory brain stem responses:
ABR is typically measured by _
audiologists
Auditory brain stem responses:
ASDs/SLI/SSDs are typically measured by _
SLPs
The brain stem measures _ hearing
peripheral
Auditory brain stem responses:
ASDs/SLI/SSDs:
abnormalities from the _ which may be associated with difficulties orienting to sound
olivary complex in the brain stem
Auditory brain stem responses:
ASDs/SLI/SSDs:
_ reflexes respond to thresholds of discomfort - are they reduced in ASD?
stapedial reflexes
Auditory brain stem responses:
ASDs/SLI/SSDs:
increased latency of Wave +, especially in right ear, coming in too late
Wave 5, generated by the lateral lemniscus/inferior colliculus
Auditory brain stem responses:
ASDs/SLI/SSDs:
impairments increase with increasing _ of stimuli i.e., greater _ for speech stimulicompared to “clicks” (except for ASDs)
complexity
aberrations
Auditory brain stem responses:
ASDs/SLI/SSDs:
less efficient in encoding speech in the presence of _
noise
ASD is associated with _ latency
reduced latency times
ASDs/SLI/SSDs associated with:
increased latency (except ASDs)
waves absent, and/or
decreased amplitude
ERPs and language development: speech sounds are featured in 12 months or younger, whereas _ and _ as a part of _ are associated with up to 3 years of age
lexical meaning and syntax, as a part of language
Early acoustic analysis of speech and other complex auditory stimuli - fMRI data:
initially _ dorsal superior temporal gyri perform early acoustic analysis on speech and other auditory signals
bilateral
The signal for CPS will not be visible on fMRI until 3 or 4 months of age, whereas _ will be visible at birth
MMN
Auditory MMN:
associated with _ processing of auditory stimuli
preattentive, automatic
Preattentive, automatic processing of auditory stimuli is associated with babies not having
to be aware the task is occurring
Auditory MMN:
waveforms generated by weird stimuli detection “subtracted” from standard stimuli is referred to as the _ paradigm
oddball
Auditory MMN:
are present…
at birth
Auditory MMN:
peaks at _ ms post stimulus
150-250
Auditory MMN:
asociated with bilateral posterior _ cortices, and possibly some frontal lobe contribution
supratemporal
Auditory MMN:
ASDs found shorter latencies and _ amplitudes for itch modulations but results are not unequivocal
larger amplitudes
Auditory MMN:
ASDs tend to be hyper-responsive only at the _ stage and/or _ stage
auditory/phonetic
Auditory MMN:
SLI may be absent or diminished for speech and nonspeech sounds, or may take longer for _ to occur
lateralization
When would kids not elicit MMN?
when a child has not been exposed to a foreign consonant
e.g., Japanese kids not recognizing /l/
Kuhl’s Native language neural commitment hypothesis suggests that early language experiences change neural architecture and connectivity, reflecting
patterns in speech
Kuhl’s native language neural commitment hypothesis suggests a _ effect
bi-directional
Kuhl’s hypothesis is known as the _ _ neural _ hypothesis
native language neural commitment hypothesis
The bi-directional effect of Kuhl’s native language neural commitment hypothesis (NLNC) involves: neural coding which improves detection of
native language units
The bi-directional effect of Kuhl’s native language neural commitment hypothesis (NLNC) involves: simultaneously neural coding improving detction of native language units and reduced attention to _
nonnative language input/units
According to Kuhl’s native language neural commitment hypothesis (NLNC), stronger/earlier native phonetic abilities is associated with improved _
higher level language learning e.g., vocab and grammar
According to Kuhl’s native language neural commitment hypothesis (NLNC), excellent non-native phonetic abilities does not promote
language learning skills
i.e., “losing” the ability to detect non-native differences is associated with improved vocab and language development
According to Kuhl:
a study with 4 groups of English infants who were or were not exposed to Mandarin in a variety of contexts had shown that only children exposed to Mandarin with _ were able to detect/discriminate the Mandarin syllables
exposed with companions
The result of social interaction theory suggests that some children continue _ longer than other groups, i.e.,
stage 1, i.e., discerning phonetics for native language(s)
Closure positive shift:
present no later than _ months in NT individuals
8 months
Closure positive shift:
are large _ waveform measured over central electrode sites
positive
Closure positive shift:
appears related to _ features reflecting segmentation of the speech signal
prosodic
Closure positive shift:
ultimately, will play a role in _ decisions
syntactic
Closure positive shift:
may play a role in code-switching in _ learners
bilingual language learners
N100 is associated with:
response to basic _ properties of stimulus (loudness, brightness)
physical
N100 is associated with:
various modalities, and initial “_” to the stimulus
“orienting”
N100 is more prominent in _ people
older
N100 is associated with:
initial _ trace and spatially associated with the _
initial STM trace and spatially associated with the STG
Except ASD kids do not have an “orienting” thing, due to _ - excessive concentration on particular idea, often resulting in difficulties switching
monotropism
N100 is associated with:
thought to reflect stress and may contribute to _ of the auditory signal
segmentation
N100 is associated with:
behaving differently with _ fort he segmentation function - again due to individual differences
second language learners
N100 is also different according to _ vs non-_ languages
tonal vs non-tonal
Phonetic and phonological processing is associated with the left superior _ _
temporal sulcus
Broca’s area is also involved in _, usually only becoming active in children from 4 to 6 months of age
phonetic and phonological processing
The left posterior temporal sulcus is involved with phonological processing, which is also referred to as
recognition of sound familiarity
Phonological processing is found in the anterior supratemporal gyrus, and is associated with _, i.e., speech
increasing acoustic complexity
_ is consistently relating to disambiguation of speech sounds by reference to articulatory gestures
Broca’s area, left hemisphere
_ relates to auditory attention and categorization
SMG
Clearly, several processing streams are related (anatomical sites and connectivity) for
phonological processing
Speech vs non-speech sounds:
both left and right _ temporale and STG are involved in early auditory processing
planar temporale
Left planar temporale is also activated without _ input e.g., when imagining speaking
without auditory input
When the planar temporale are the same size, this presents the likelihood of _, due to conflict for domination
stuttering
Planar temporale may be a site of _ and _
bottom-up and top-down processes
Left BA and SMG/AG appear to relate to auditory _ _ and perhaps the phonological/articulatory loop
auditory working memory
P1, N1, and P2 are strongly associated with _ attributes of a signal
e.g., duration, rise time, loudness, ISI, and _
physical
complexity
N2 appears more “_” features such as higher level processing and cognitive functions
top down
Spatially, the P1, N1, P2 are located in various regions of the _ cortex
temporal
Various findings for CAEPs have shown _ latencies for N100 in ASDs
reduced
Various findings for CAEPs have shown reduced _ found for various components
reduced amplitudes
Various findings for CAEPs have shown ASDs have similar patters in _ compared to Normal types in _ environments
quiet vs loud
Various findings for CAEPs have shownin sum, _ patterns are seen at all levels, for both speech and _
atypical patterns
speech and nonspeech
When making a graph of CAEPs, the variable on the x axis is
time after stimulus (ms)
When making a graph of CAEPs, the variable on the y axis is
the potential (miuV)
P1 is found at _ ms
100
N1 is found at _ ms
100
P2 is found at _ ms
200
N2 is found at _ ms
200
P3 is found at _ ms
300
When graphing CAEPs, the only wave that exists above (indicating a NEGATIVE) charge, is
N1 (although N2 nears 0)
Phonological mapping negativity:
auditory but _ response (equally responsive to words and non-words) are shown in phonological mapping negativity
prelexical
Phonological mapping negativity peaks at around _ ms
270 to 310
Phonological mapping negativity appears related to _
phonological awareness
Phonological mapping negativity appears absent in _
poor and dyslexic readers
Phonological mapping negativity is located in tnhe left _ area (including temporal, frontal, and inferior parietal areas)
Perisylvian area
Phonological mapping negativity suggests it reflects the stage of transformration of _ information into a _ code
acoustic information to a phonological code
Phonological mapping negativity possible is the first stage in which _ interact
“top down” and “bottom up” processes interact
