P300 is composed of 2 subcomponents P3a and P3 b.
P3a involves initial attention to novel stimulus, and a maximal amplitude over _ electrodes
frontal-central electrodes
P300 is composed of 2 subcomponents P3a and P3 b.
P3b involves conscious recognition of infrequent stimuli from standards in _, and also reflect the cognitive workload: elicited over _ regions (including hippocampus)
memory
central-parietal
P300 is composed of 2 subcomponents P3a and P3 b. Abnormalities in ASDs in P3a are associated with _ amplitudes. May reflect _ ability to attend to involuntary signals, according to equivocal results
absent or smaller amplitudes
reduced ability to attend to INVOLUNTARY to speech signals
P300 is composed of 2 subcomponents P3a and P3 b. Abnormalities in ASDs in P3b are associated with _ amplitudes thought to reflect impaired updating of _ auditory information
smaller
novel/unexpected information
Note: individuals with ASD are resistant to _ change, which impacts learning new information/vocabulary/language structures
P300
Categorical perception involves the LSMG and AG or
left superior marginal gyrus and angular gyrus
The LSMG and the AG connect to _, and are involved in categorical perception/discrimination
Broca’s area
LSMG and AG are involved in _/discrimination
categorical perception
Short lags in onset associated with voiced phonemes and longer lags associated with voiceless phonemes are suggsetive of _ _ _ in categorical perception
voice onset time
History of findings that children with SLI and dyslexia struggle to _ differences
hear differences in categorical perception
Developmentally, there are differences in adult and children perception of voice onset time (VOT), whereby adults have more defined _ with most labelling at the _ of a continuum
discrimination
ends of continuum
Developmentally, there are differences in adult and children perception of voice onset time (VOT), wherebychildren have more _ labelling with more _ in middle of the ontinuum (even up to age 12)
more ambiguous labelling, with more variability
Children with dyslexia and SSDs have _ labelling in perception of voice onset time
shallow
voice onset time appears to be longer for _ consonants instead of _ ones
voiced
voiceless
If you have a graph of voice onset time at the x-axis of a graph on categorical perception with adults at its centre (according to VOT based on voiceless consonant on left continuum, and voiced consonant on right of continuum), children would be spreading out from the centre, whereas SLI/RD would be
spread out even further
Nittrouer suggested a _, involved types of acoustic properties that the child attends to changes over time and development
Developmental weighting shift (Nittrouer et al., 1993)
According to Nittrouer’s developmental weighting shift, first dynamic acoustic properties are featured with changes in the vocal tract, known as
formant transitions
According to Nittrouer’s developmental weighting shift, after formant transitions more specific cues are used, such as spectral distributions or…
lengths of gaps or voicing
According to Nittrouer’s developmental weighting shift, children with SLI/RD tend to rely more on _ cues, such as formant transitions (which are closely associated with articulatory gestures for speech production)
immature
“top down” processes are referred to as
efferent/from the CNS/predictive
In attempt at quantifying “top down” processes, what is contrasted between adults and children?
the ability to use them
In attempt at quantifying “top down” processes, what is contrasted for normal lpersons experience with that of other populations?
whether SSDs, SLI and/or ASDs have hearing loss, whether profound or central
Studies of speech perception across languages suggest that listeners may want to be particularly attuned to the _ _ _ of the input
specific phonetic structure of the input
Listening to the specific phonetic structures on the input are associated with:
learning a new vocab item in L1 or L2
child acquiring L1
particularly concerned with parity
reference to specific articulatory gestures of the word/syllable,
or..
evidence in fMRI that left frontal cortex is mroe active in more challenging speech perception tasks as above
Parity is associated with speech perception by referring to
determining whether one has perceived the exact phonetic production intended by the speaker
Liberman and colleagues discovered the _ theory of _ _
motor theory of speech perception
Liberman’s Motor theory of speech perception started in the years of the
1950s
Liberman’s Motor theory of speech perception involved trying to develop a “reading machine” for the
blind
Liberman’s Motor theory of speech perceptionlearned that humans could not perceive speech sound sequences at
practically useful rates
Liberman’s Motor theory of speech perception suggests coarticulation and _ of successive speech sounds for those with issues
overlapping
The _ effect is a reference to articulatory/phonetic gestures resolving perceptual challenges
McGurk Effect
Liberman’s Motor theory of speech perception lost favour until it was touched again upon in the 1990s due to the introduction of _ _ research
mirror neurons
ABR =
auditory brain responses
ABR latency post stimulus is
2 - 20 ms
ABR is present
at birth
N100/N1/1st latency post stimulus is
approx 100 ms
N1 is present
soonafter birth
CAEPs include
P1, P2, N1, N2
CAEPs latency post stimulus are
100 to 200 ms
CAEPs are present
soon after birth, but not as much for N2
MMN =
Mismatched negativity
MMN post stimulus is
150 to 250 ms
MMN is present
at birth in most babies; may be absent or diminished in other children
Which children may MMN be absent/diminished?
those with SLI
PMN =
phonological mapping negativity
PMN post stimulus is
around 270 to 310
PMN is present
who knows
P300/P3/3rd post stimulus is at
approximately 300 ms
P3 is present
not sure; age may strongly affect latency and amplitude of waveform
CPS =
closure positive shift
CPS post stimulus is
300 to 400 ms
CPS is present
no later than 8 months in NT individuals
NT individuals are
neurotypical or “normal”
What waveform does this describe?
firing of neurons from the COCHLEA up through the BRAINSTEM
ABR
What waveform does this describe?
associated with early orienting to sound
ABR
What waveform does this describe?
many atypicalities in ASDs and SLI
ABR
What waveform does this describe?
for auditory stimuli, associated with loudness of signal
N100
What waveform does this describe?
in vision, may be associated with brightness
N100
What waveform does this describe?
may be associated with STRESS of speech signal and SHORT term memory trace
N100
What waveform does this describe?
behaves differently with SECOND language learners
N100
What waveform does this describe?
more prominent in adults
N100
What waveform does this describe?
associated with physical attributes of signal (duration, loudness, etc.)
CAEPs, specifically P1, N1, P2
What waveform does this describe?
integrating higher level cognitive functions (first point where “top down” processes may be at play)
N2
What waveform does this describe?
pre-attentive, automatic processing of auditory stimuli
MMN
What waveform does this describe?
measured by the ODDBALL paradigm
MMN
What waveform does this describe?
used in Kuhl’s studies
MMN
What waveform does this describe?
shorter latency and higher amplitudes in ASD
MMN
What waveform does this describe?
associated with phonological awareness skills for reading
PMN
What waveform does this describe?
absent or reduced in dyslexic or poor readers
PMN
What waveform does this describe?
two components: associated with attention to novel stimuli OR updating of novel stimuli
P300
What waveform does this describe?
may be associated with babies’ orienting to motherese
P300
What waveform does this describe?
absent or with smaller amplitures in ASD
P300
What waveform does this describe?
associated with detection of prosody (although some languages more than others, such as English more than French)
CPS
What waveform does this describe?
may help with segmentation of the signal
CPS
What waveform does this describe?
later, syntactic decisions
CPS
What waveform does this describe?
possibly associated with switching in multilingual learners
CPS
Trying to develop a “reading machine” for the blind, this team learned that humans could NOT perceive speech sound sequences at practically useful rates
Liberman
Coarticulation and overlapping of successive speech sounds was discovered by
Liberman
What is a perceptual phenomenon that demonstrates an interaction between hearing and vision in speech perception. The illusion occurs when the auditory component of one sound is paired with the visual component of another sound, leading to the perception of a third sound.
McGurk effect
A reference to articulatory/phonetic gestures resolves perceptual challenges, i.e. the motor system is involved in speech perception. This is indicative of the
motor theory of speech perception
These are active when performing a motor action as well as when just observing another individual performing that action
mirror neurons
In humans, these are located in Broca’s area
mirror neuronsn
Fadiga et al., used _ and found activation of speech muscles during speech perception tasks
TMS
Pulvermuller et al., 2006, mirror neurons overlap between cortical areas during speech production and during _ _ to speech (i.e., Broca’s area active during speech perception tasks)
passive listening
What requires:
speech perception
phonological encoding (or segmenting the acoustic signal into speech units that can be stored in memory)
phonological assembly (or formulating a motor plan that assembles the relevant speech units)
and articulation?
non word repetitions
What is segmenting the acoustic signal into speech units that can be stored in memory?
phonological encoding
What is formjulating a motor plan that assembles the relevant speech units?
phonological assembly
REal words and nonwords differ as no _ plan is possible in the lexicon for nonwords
articulatory
Coady and Evans listed reasons that repetition is better for what under certain conditions?
non words
Repetition is better for non-words with _ consonants
singleton
Repetition is better for non-words with _ word-likeness ratings
higher
Repetition is better for non-words with embedded _ _
real words
Repetition is better for non-words with _ frequency phonotactic patterns
higher
Are the variables in non words repetitions related?
yes!
Performance on non word tasks shows typical children have repetition accuracy that is correlated with receptive vocabulary but not _ vocabulary
expressive
Performance on non word tasks shows typical children have accuracy correlated with _ memory and digit memory span
phonological
Performance on non word tasks shows typical children have accuracy related to _ of L1 (similarity to words of one’s native language)
phonotactics
Performance on non word tasks shows children with SLI have poorer _ repetition skills
non word
Performance on non word tasks shows children with SLI have similar performance for _ or _ syllable words
1 or 2 (easier)
Performance on non word tasks shows children with SLI have accuracy related to
specific variables that make non words easier to repeat
Performance on non word tasks shows children with SLI that increasing _ (phonotactics, syllable complexity and length) impacts them more
complexity
According to Kuhl, babies can discriminate sounds of all languages until _ months of age
8 to 9
Universal language sound discrimination can be prolonged in children exposed to
more than 1 language
Children with SLI typically have a longer universal speech sound time because they
do not discriminate sounds of their own language as quickly or proficiently
Children with SLI typically have a longer universal speech sound time because their brain lateralization to _ hemisphere is delayed or incomplete
left
For bilingual children, the left hemisphere differentiates first for L_ and then L_
L1 then L2
Adults can be trained to hear differences in L_
L2
Sometimes individuals hear the difference in sounds but cannot _ them
produce them
e.g., it’s not pish, it’s pish!
What type of individuals may hear a speech sound difference but may not be able to replicate it?
SLI children
L_ learners try to reproduce a form, but struggle with it
L2
What does this describe?
acquired aphasia and epilepsy
NT until 2 or 3, after epilepsy and regression in communication,
can progress to total central deafness
epielpy usually subscribes
language deficit remains in auditory/verbal channel
can learn language through sign and/or written language
Landau Kleffner Syndrome
For children with Landau-Kleffner Syndrome, typicaly development occurs until age 2 or 3 followed by onset of _ and regression in communication skills
epilepsy
For children with Landau-Kleffner Syndrome, their condition can progress to total _ _
central deafness
For children with Landau-Kleffner Syndrome, _ usually subsides
epilepsy
For children with Landau-Kleffner Syndrome, language deficit remains in the / channel
auditory/verbal channel
For children with Landau-Kleffner Syndrome, can learn language through _ language
sign and/or written language
For children with Landau-Kleffner Syndrome, they appear to be born with bilateral _ or - abnormalities
temporal or temporal-parietal abnormalities
For children with Landau-Kleffner Syndrome, they appear to have normal pure _ _
tone audiometry
For children with Landau-Kleffner Syndrome, they appear to have normal brain _ _ _ _
brain stem auditory evoked potentials
For children with Landau-Kleffner Syndrome, _ shows reduced glucose utilization over perisylvian areas, and sometimes subcortical structures
PET
For children with Landau-Kleffner Syndrome, they may have some _ challenges
behavioural
For children with Landau-Kleffner Syndrome, deficits are specifically in _ perception but not _ knowledge
i.e., higher level language is intact and can be accessed through other modalities
difficulty with phonemic perception, but not lexical knowledge
For children with Landau-Kleffner Syndrome, there may be some difficulties processing _ _, e.g., past tense, plurals, as well as smaller function words such as auxiliaries
bound morphemes
For children with Landau-Kleffner Syndrome, causes may be due to a significant impairment in distinguishing ____
rapid changes in auditory input
In building a speech and language profile for children with Landau-Kleffner Syndrome, the earliest stages are associated with no response to _ and _ _
speech and unspeech sounds
In building a speech and language profile for children with Landau-Kleffner Syndrome, discrimination of _ and _ are severaly impaired
vowels and consonants
In building a speech and language profile for children with Landau-Kleffner Syndrome, oral production is limited to _ _ (some cases showed oral dyspraxia)
meaningless sounds
In building a speech and language profile for children with Landau-Kleffner Syndrome, in milder cases, phonemic paraphasias present but no
semantic paraphasias
In building a speech and language profile for children with Landau-Kleffner Syndrome, they appeared to have _ _ skills comparable to congenitally deaf children
sign language
In building a speech and language profile for children with Landau-Kleffner Syndrome, they di not have any difficulties with
reading and writing
For children with Landau-Kleffner Syndrome, surgical resection of part of the _ _ has resulted in dramatic improvement or full recovery n a few cases
temporal lobe
For children with Landau-Kleffner Syndrome, _ appears to have disrupted neural development
epilepsy
For children with Landau-Kleffner Syndrome, atypical/inefficient neural activity is likely a result of
extra neurons or dendrites which are usually “pruned” remain
Technology has proved tremendously in _ _, but the signal is still very degraded
cochlear implants
For children with Landau-Kleffner Syndrome, he use of _ _ and/or combined _ _ and CI (for individuals with some residual low frequency perception improves performance significantly
binaural implants and/or combined aural amplication
For children with Landau-Kleffner Syndrome, highly variable performance in individuals with highly similar damage and properties of the CI indicate the role of the “_ _” processes are playing
top down/efferent/CNS to body
For children with Landau-Kleffner Syndrome, work on ____ as well as peripheral “bottom up” skills are required
higher level language processing
Lack of reference to intact articulatory gestures affect speech perception/phonology in children with cerebral palsy/_ _.
verbal dyspraxia
Children with cerebral palsy/verbal dyspraxia are associated with poorer _ _ /literacy skills
phonological awareness
Children with cerebral palsy/verbal dyspraxia are associated with poorer speech _ skills
perception
Children with cerebral palsy/verbal dyspraxia also are associated with
other language impairments
Children with cerebral palsy/verbal dyspraxia are associated with may have _ deficits
executive function deficits
What are EF deficits, and who do they potentially affect?
executive function deficits, for cerebral palsy/verbal dyspraxic patients
