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Research has shown that regular rhythmic primes improve grammaticality judgments of subsequently presented sentences compared with irregular rhythmic primes. In the theoretical framework of dynamic attending, regular rhythmic primes are suggested to act as driving rhythms to entrain neural oscillations. These entrained oscillations then sustain once the prime has finished, engendering a state of global enhanced activation that facilitates the processing of subsequent sentences. Up to now, this global rhythmic priming effect has largely been shown with primes that are approximately 30 s or more. To investigate whether shorter primes also facilitate grammaticality judgments, two experiments were run on two groups of children aged 7 to 9 years (Ms = 8.67 and 8.58 years, respectively). Prime durations were 8 and 16 s in Experiment 1, and they were 16 and 32 s in Experiment 2. Rhythmic priming was observed in Experiment 2 for 32-s primes, as observed previously. Furthermore, positive correlations were found between reading age and performance level after regular primes for both 8-s and 16-s primes in Experiment 1 and for 32-s primes in Experiment 2. In addition, the benefit of the regular primes increased with chronological age for the 32-s primes in Experiment 2. The findings suggest that (at least) 32-s primes are optimal in global rhythmic priming studies when testing children in the current age range and that results may be modulated by chronological age and reading age. Results are discussed in relation to dynamic attending theory, neural oscillation strength, developmental considerations, and implications for rhythmic stimulation in language rehabilitation., (Copyright © 2020 Elsevier Inc. All rights reserved.)

When listening to temporally regular rhythms, most people are able to extract the beat. Evidence suggests that the neural mechanism underlying this ability is the phase alignment of endogenous oscillations to the external stimulus, allowing for the prediction of upcoming events (i.e., dynamic attending). Relatedly, individuals with dyslexia may have deficits in the entrainment of neural oscillations to external stimuli, especially at low frequencies. The current experiment investigated rhythmic processing in adults with dyslexia and matched controls. Regular and irregular rhythms were presented to participants while electroencephalography was recorded. Regular rhythms contained the beat at 2 Hz; while acoustic energy was maximal at 4 Hz and 8 Hz. These stimuli allowed us to investigate whether the brain responds non-linearly to the beat-level of a rhythmic stimulus, and whether beat-based processing differs between dyslexic and control participants. Both groups showed enhanced stimulus-brain coherence for regular compared to irregular rhythms at the frequencies of interest, with an overrepresentation of the beat-level in the brain compared to the acoustic signal. In addition, we found evidence that controls extracted subtle temporal regularities from irregular stimuli, whereas dyslexics did not. Findings are discussed in relation to dynamic attending theory and rhythmic processing deficits in dyslexia., (Copyright © 2020 Elsevier Inc. All rights reserved.)

Effects of music on language processing have been reported separately for syntax and for semantics. Previous studies have shown that regular musical rhythms can facilitate syntax processing and that semantic features of musical excerpts can influence semantic processing of words. It remains unclear whether musical parameters, such as rhythm and sound texture, may specifically influence different components of linguistic processing. In the current study, two types of musical sequences (one focusing on rhythm and the other focusing on sound texture) were presented to children who were requested to perform a syntax or a semantic task thereafter. The results revealed that rhythmic and textural musical sequences differently influence syntax and semantic processing. For grammaticality judgments, children's performance was better after regular rhythmic sequences than after textural sound sequences. In the semantic evocation task, children produced more numerous and more various concepts after textural sound sequences than after regular rhythmic sequences. These results suggest that rhythm boosts perceptual and cognitive sequencing required in syntax processing, whereas texture promote verbalization and concept activation in verbal production. The findings have implications for the interpretation of musical priming effects and are discussed in the frameworks of dynamic attending and conceptual processing., (Copyright © 2019 Elsevier Inc. All rights reserved.)

We assessed voluntary orientation and reorientation of visuospatial attention in 313 healthy 6- to 22-year-old participants, 30 children suffering from benign epilepsy with centrotemporal spikes (BECTS) and 13 children with Panayiotopoulos syndrome (PS). The developmental section highlights the late development of reorienting skills. Only children with BECTS-R showed a strong tendency toward a rightward bias in attentional orientation. Additionally, a unilateral deficit of disengagement characterizes the patients with BECTS-R and comorbid ADHD. Right rolandic spikes seem to aggravate subclinical reorienting difficulties. Finally, children with PS failed to diffuse inhibition, except in the nearest area outside the attentional focus. This deficit could be attributed to the typical occipital-to-frontal spreading of the spikes in PS. By showing distinct attentional deficiencies according to the epileptic syndrome and the epileptic focus lateralization in BECTS, the results provide new evidence for alterations of attentional mechanisms by interictal epileptic activity, which probably contribute to learning difficulties., (Copyright © 2012 Elsevier Inc. All rights reserved.)

We examined whether anxiodepressive patients with left temporal lobe epilepsy could be differentiated from those with depression but without epilepsy on tasks that investigate attentional bias toward and explicit judgment of emotional stimuli. Eight depressive patients, eight anxiodepressive patients with epilepsy, and eight controls participated in the present study. Anxiodepressive with epilepsy and depressive patients had comparable depression scores and the same cognitive profile. Two distinct emotional tasks were used: the decision lexical task and the number comparison task. Three emotional connotations were presented: neutral, positive, and negative. The pattern of results showed an attentional bias toward negative words and pictures in depressive patients and only toward negative words in anxiodepressive patients with epilepsy. Moreover, depressive patients explicitly judged negative stimuli with lower intensity and anxiodepressive patients judged neutral stimuli with higher intensity. The present study specifies the emotional functioning in depression with or without left temporal lobe epilepsy., (Copyright © 2011 Elsevier Inc. All rights reserved.)

We assessed language lateralization in 177 healthy 4- to 11-year-old children and adults and atypical asymmetries associated with unilateral epileptic foci in 18 children with benign epilepsy with centrotemporal spikes (BECTS). Dichotic listening results revealed two indices of immature functional asymmetry when the focus was left-sided (BECTS-L). First, children with BECTS-L did not show left hemisphere dominance for the processing of place of articulation, which was recorded in children with BECTS-R and control children. On the contrary, healthy children exhibited a gradual increase in left hemisphere dominance for place processing during childhood, which is consistent with the shift from global to finer-grained acoustic analysis predicted by the Developmental Weighting Shift model. Second, children with BECTS-L showed atypical left hemisphere involvement in the processing of the voiced value (+V), associated with a long acoustic event in French stop consonants, whereas right hemisphere dominance increased with age for +V processing in healthy children. BECTS-L, therefore, interferes with the development of left hemisphere dominance for specific phonological mechanisms., (Copyright © 2011 Elsevier Inc. All rights reserved.)