Tallal Paula, Gaab Nadine
Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ 07102, USA.
Department of Brain and Cognitive Sciences, MIT, Cambridge, MA 02139, USA.
Trends Neurosci. 2006 Jul;29(7):382-390. doi: 10.1016/j.tins.2006.06.003. Epub 2006 Jun 27.
Children with language-learning impairments (LLI) form a heterogeneous population with the majority having both spoken and written language deficits as well as sensorimotor deficits, specifically those related to dynamic processing. Research has focused on whether or not sensorimotor deficits, specifically auditory spectrotemporal processing deficits, cause phonological deficit, leading to language and reading impairments. New trends aimed at resolving this question include prospective longitudinal studies of genetically at-risk infants, electrophysiological and neuroimaging studies, and studies aimed at evaluating the effects of auditory training (including musical training) on brain organization for language. Better understanding of the origins of developmental LLI will advance our understanding of the neurobiological mechanisms underlying individual differences in language development and lead to more effective educational and intervention strategies. This review is part of the INMED/TINS special issue "Nature and nurture in brain development and neurological disorders", based on presentations at the annual INMED/TINS symposium (http://inmednet.com/).
患有语言学习障碍（LLI）的儿童构成了一个异质性群体，大多数儿童同时存在口语和书面语言缺陷以及感觉运动缺陷，特别是那些与动态处理相关的缺陷。研究集中在感觉运动缺陷，特别是听觉频谱时间处理缺陷是否会导致语音缺陷，进而导致语言和阅读障碍。旨在解决这个问题的新趋势包括对具有遗传风险的婴儿进行前瞻性纵向研究、电生理和神经影像学研究，以及旨在评估听觉训练（包括音乐训练）对语言脑组织结构影响的研究。更好地理解发育性LLI的起源将增进我们对语言发展中个体差异背后神经生物学机制的理解，并带来更有效的教育和干预策略。本综述是INMED/TINS特刊“大脑发育和神经疾病中的天性与教养”的一部分，基于在年度INMED/TINS研讨会上的报告（http://inmednet.com/）。
