Department of Psychology, University of Jyväskylä, Finland.
Neurosci Lett. 2011 Jul 8;498(2):127-32. doi: 10.1016/j.neulet.2011.04.074. Epub 2011 May 5.
Dyslexia is characterized by deficits in phonological processing abilities. However, it is unclear what the underlying factors for poor phonological abilities or speech sound representations are. One hypothesis suggests that individuals with dyslexia have problems in basic acoustic perception which in turn can also cause problems in speech perception. Here basic auditory processing was assessed by auditory event-related potentials recorded for paired tones presented in an oddball paradigm in 9-year-old children with dyslexia and a familial background of dyslexia, typically reading children at familial risk for dyslexia and control children without risk for dyslexia. The tone pairs elicited a P1-N250 complex with emerging N1-P2 complex. Control children showed larger responses over the left-than-right hemisphere at the P1 and P2 time windows for both short and long within-pair intervals (WPI; 10 and 255ms) whereas children with dyslexia showed this pattern only for the tone pairs with the long WPI. The response for the pairs with the short WPI showed equal amplitudes over both hemispheres in children with dyslexia. The findings indicate that individuals with dyslexia process basic auditory information differently when the tones are within the temporal window of integration.
阅读障碍的特征是语音处理能力缺陷。然而，语音能力或语音表示的潜在因素尚不清楚。一种假设认为，阅读障碍者在基本听觉感知方面存在问题，这反过来也会导致语音感知问题。在此，通过在奇数范式中为成对的音调记录听觉事件相关电位来评估基本听觉处理，这些音调是在具有阅读障碍家族史的 9 岁儿童、具有阅读障碍家族风险的典型阅读儿童和没有阅读障碍风险的对照儿童中呈现的。音对诱发了 P1-N250 复合物，出现了 N1-P2 复合物。在 P1 和 P2 时间窗口中，对于短和长的对内间隔（WPI；10 和 255ms），对照组儿童的左半球反应大于右半球，而阅读障碍儿童仅对长 WPI 的音对显示出这种模式。对于 WPI 短的音对，阅读障碍儿童的两个半球的反应幅度相等。这些发现表明，当音对在整合的时间窗口内时，阅读障碍者以不同的方式处理基本听觉信息。
