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Sensory attenuation (SA), the dampened perception of self-generated sensory information, is typically associated with reduced event-related potential signals, such as for the N1 component of auditory event-related potentials. SA, together with efficient monitoring of intentions and actions, should facilitate the distinction between self-generated and externally generated sensory events, thereby optimizing interaction with the world. According to many, SA is deficient in schizophrenia. The question arises whether altered SA reflects a sufficient mechanism to explain positive symptoms such as auditory hallucinations. A systematic association of reduced auditory SA in hallucinating patients would support this hypothesis. We conducted a series of meta-analyses on 15 studies on auditory SA in which the N1 component of event-related potential–electroencephalogram signals was measured during talking (self-generated sensory signals condition) or when listening to prerecorded vocalizations (externally generated sensory signals condition). We found that individuals with schizophrenia did show some auditory SA because their N1 signal was significantly attenuated in talking conditions compared with listening conditions. However, the magnitude of such attenuation was reduced in individuals with schizophrenia compared to healthy control participants. This phenomenon generalizes independently from the stage of the disease, the severity of positive symptoms, and whether patients have auditory hallucinations or not. These findings suggest that reduced SA cannot be a sufficient mechanism for explaining positive symptoms such as auditory hallucinations in schizophrenia. Because reduced SA was also present in participants at risk of schizophrenia, reduced SA may represent a risk factor for the disorder. We discuss the implications of these results for clinical-cognitive models of schizophrenia. [ABSTRACT FROM AUTHOR]

Despite the clinical and theoretical importance of the negative content in auditory verbal hallucinations (AVHs), little research has been conducted on the topic. A handful of studies suggest that trauma or adverse life events contribute to negative content. The findings are somewhat inconsistent, however, possibly due to methodological limitations. Moreover, only trauma occurring in childhood has been investigated so far. In the present study, we studied the effect of abuse, experienced in either child- or adulthood, and clinical status on negative content of AVHs in four groups of participants that were assessed as part of a large, previously published online survey: Individuals with a psychotic disorder and AVHs (total n = 33), who had experienced abuse (n = 21) or not (n = 12) as well as a group of healthy individuals with AVHs (total n = 53), who had experienced abuse (n = 31) or not (n = 22). We hypothesized that having experienced abuse was associated with a higher degree of negative content. The clinical group collectively reported significantly higher degrees of negative AVHs content compared to the healthy group, but there was no effect of abuse on the degree of negative AVHs content. The presence of AVHs was more common amongst individuals who reported a history of abuse compared to individuals with no history of abuse, both in clinical and healthy participants with AVHs. This implies that at group level, being subjected to traumatic events increases an individual's vulnerability to experiencing AVHs. However, it does not necessarily account for negative content in AVHs. [ABSTRACT FROM AUTHOR]

• ToM and pragmatic skills are associated, but show diverging patterns across neurodevelopmental disorders and in typical development. • SAT-MC-II results are only affected by verbal working memory and vocabulary, while pragmatic performance is associated with a broad range of memory, executive function and core language ability measures. • A ToM impairment is observed on the SAT-MC-II in ASD, but not in ADHD and DLD. • Pragmatic comprehension is markedly impaired in ASD, but shows no significant delays in ADHD and DLD. • In ADHD and DLD, ToM impairments may be secondary to deficits in other functions. Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF). ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors' lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18). Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary. Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders. [ABSTRACT FROM AUTHOR]

• The phonological lexicon of Mandarin Chinese is graded. • Constituent edit yields highest dissimilarity, followed by phoneme, and then tone. • Graded neighborhood density and frequency affect lexical retrieval across tasks. • Distant neighbors facilitate and near neighbors inhibit lexical retrieval. How phonological neighborhood affects lexical retrieval can shed important light on lexical organization and processing. Yet these effects are unclear, particularly in Mandarin Chinese. This is likely because the working definition of phonological neighbors (i.e., the one-phoneme edit rule) used in Indo-European languages inadequately characterizes the phonological similarity among Mandarin words, which have simpler syllable structures and lexical tones. The current study proposes a graded Mandarin phonological neighborhood and investigates the impacts of near-to-distant Mandarin phonological neighbors on lexical retrieval. In Study 1, we investigated how Mandarin phonological similarity is influenced by the editing of lexical tone, constituent (onset/rime, initial/final) and phoneme. Native Mandarin speakers rated the similarity between the edited monosyllabic words. We found that constituent-edit neighbors were rated as the most dissimilar, followed by phoneme-edit neighbors, while tone-edit neighbors were the most similar. In Study 2, we calculated the constituent-, phoneme- and tone-edit phonological neighborhood densities and frequencies for 4,706 monosyllabic Mandarin words. We then utilized extant datasets to examine how the density and frequency of neighbors at varied distances, as well as of homophonic neighbors, impact response latencies in word naming, visual lexical decision, and picture naming tasks. The results showed that graded phonological neighbors had differential impacts on lexical retrieval efficiency: distant (constituent-edit) neighbors facilitated word retrieval, while near (phoneme-, tone-edit and homophonic) neighbors had inhibitory effects. We discuss these findings within an interactive activation and competition framework and suggest future directions to study the representation and processing of the Mandarin phonological lexicon. [ABSTRACT FROM AUTHOR]

Cerebellar mutism syndrome (CMS), also known as posterior fossa syndrome, occurs in a subset of children after posterior fossa tumor resection, most commonly medulloblastoma. Patients with this syndrome exhibit often transient, although protracted, symptoms of language impairment, emotional lability, cerebellar, and brainstem dysfunction. However, many patients experience persistent neurological deficits and lasting neurocognitive impairment. Historically, research and clinical care were hindered by inconsistent nomenclature, poorly defined diagnostic criteria, and uncertainty surrounding risk factors and etiology. Proposed diagnostic criteria include two major symptoms, language impairment and emotional lability, as proposed by the international Board of the Posterior Fossa Society in their consensus statement as well as other experts in this field. Risk factors most commonly associated with development of CMS include midline tumor location, diagnosis of medulloblastoma and specific tumor subtype, younger age at diagnosis, and preoperative language impairment. A proposed etiology of CMS includes disruption of the cerebellar outflow tracts, the cerebellar nuclei, and their efferent projections through the superior cerebellar peduncle. Treatment for CMS remains supportive. Herein, we present a comprehensive overview of CMS etiology, diagnosis, risk factors, clinical presentation, and clinical management. In addition, we identify essential multidisciplinary research priorities to advance diagnostics, prevention, and intervention efforts for patients with, or at risk for, development of CMS. [ABSTRACT FROM AUTHOR]

Previous comparative trials showed that virtual reality (VR) therapies achieved larger effects than gold-standard cognitive-behavioral therapy (CBT) on overall auditory verbal hallucinations (AVHs). However, no trial has examined the corresponding underlying electrophysiological mechanisms. We performed a pilot randomized comparative trial evaluating the efficacy of a virtual reality–based computer AT system (CATS) over CBT for schizophrenia (SCZ) patients with treatment-resistant AVHs and explored these potential electrophysiological changes via the visual P300 component. Patients (CATS, n = 32; CBT, n = 33) completed the clinical assessments pre- and post-interventions and at 12-week follow-up. The visual P300 were measured before and after both therapies. The analysis of changes in psychiatric symptoms used linear mixed-effects models, and the P300 response in temporal and time-frequency domains was analyzed with repeated-measures analysis of variance. There was no interaction effect between change in clinical symptoms and treatment group. However, several statistically significant within-group improvements were found for CATS and CBT over time. AVH improved significantly after both treatments, as measured with the Psychotic Symptom Rating Scales-Auditory Hallucinations (PSYRATS-AH) sub-scores. Especially for the CATS group, omnipotence beliefs, anxiety symptoms, self-esteem, and quality of life also remained improved at the 12-week follow-up. Moreover, P300 amplitude had a significant interaction effect and correlation with AVH response. Overall, our analysis did not demonstrate general clinical superiority of CATS over CBT, but CATS improved refractory AVH in SCZ patients, likely by increasing P300 amplitude. These findings support the continued development of CATS for persistent AVH and suggest further trials to clarify the neurological effects of CATS. [ABSTRACT FROM AUTHOR]

Background/purpose: Having siblings is a crucial ecological factor in children's language development. Whether siblings play a role in the language development of children with developmental delays remains unknown. This study therefore aimed to assess the association between sibling presence and changes in language trajectories of children with developmental delays before reaching early school age.Methods: This retrospective cohort-sequential longitudinal study analyzed data from an institution designated by Taiwan's Ministry of Health and Welfare for assessing and identifying young children with developmental delays between December 2008 and February 2016. We included 174 children, aged 10-58 months (mean [standard deviation (SD)], 31.74 [10.15] months), with developmental delays who underwent at least three waves of evaluation. The final evaluation occurred at 37-90 months of age. Data collection spanned over an age from 10 to 90 months. The primary outcome was language delays as determined by board-certified speech-language pathologists.Results: Of the 174 participants (131 boys), 64.94 % (n = 113) had siblings. The likelihood of both receptive language delay and expressive language delay for participants with siblings increased gradually from 10 to 90 months and exceeded that of participants without siblings, respectively (adjusted odds ratios [aOR], 1.04, 1.04; 95 % confidence interval [CI], 1.01-1.07, 1.01-1.07; P = 0.014, 0.020).Conclusion: Having siblings does not necessarily positively associate with language development in children with developmental delays. Clinicians should consider the association of sibling presence with language development for these children in a broader familial-ecological context before they reach early school age. [ABSTRACT FROM AUTHOR]

Despite low-frequency repetitive transcranial magnetic stimulation (rTMS) is effective in treating schizophrenia patients with auditory verbal hallucinations (AVH), the underlying neural mechanisms of the effect still need to be clarified. Using the cerebellar dentate nucleus (DN) subdomain (dorsal and versal DN) as seeds, the present study investigated resting state functional connectivity (FC) alternations of the seeds with the whole brain and their associations with clinical responses in schizophrenia patients with AVH receiving 1 Hz rTMS treatment. The results showed that the rTMS treatment improved the psychiatric symptoms (e.g., AVH and positive symptoms) and certain neurocognitive functions (e.g., visual learning and verbal learning) in the patients. In addition, the patients at baseline showed increased FC between the DN subdomains and temporal lobes (e.g., right superior temporal gyrus and right middle temporal gyrus) and decreased FC between the DN subdomains and the left superior frontal gyrus, right postcentral gyrus, left supramarginal gyrus and regional cerebellum (e.g., lobule 4–5) compared to controls. Furthermore, these abnormal DN subdomain connectivity patterns did not persist and decreased FC of DN subdomains with cerebellum lobule 4–5 were reversed in patients after rTMS treatment. Linear regression analysis showed that the FC difference values of DN subdomains with the temporal lobes, supramarginal gyrus and cerebellum 4–5 between the patients at baseline and posttreatment were associated with clinical improvements (e.g., AVH and verbal learning) after rTMS treatment. The results suggested that rTMS treatment may modulate the neural circuits of the DN subdomains and hint to underlying neural mechanisms for low-frequency rTMS treating schizophrenia with AVH. [ABSTRACT FROM AUTHOR]

BACKGROUND: Developmental language disorder (DLD) often remains undetected until children shift from 'learning to read' to 'reading to learn,' around 9 years of age. Mono- and bilingual children with DLD frequently have co-occurring reading, attention, and related difficulties, compared to children with typical language development (TLD). Data for mono- and bilingual children with DLD and TLD would aid differentiation of language differences versus disorders in bilingual children. OBJECTIVE: We conducted a scoping review of descriptive research on mono-and bilingual children < and >= 9 years old with DLD versus TLD, and related skills (auditory processing, attention, cognition, executive function, and reading). DATA SOURCES: We searched PubMed for the terms "bilingual" and "language disorders" or "impairment" and "child[ren]" from August 1, 1979 through October 1, 2018. CHARTING METHODS: Two abstracters charted all search results. Main exclusions were: secondary data/reviews, special populations, intervention studies, and case studies/series. Abstracted data included age, related skills measures', and four language groups of participants: monolingual DLD, monolingual TLD, bilingual DLD, and bilingual TLD. RESULTS: Of 366 articles, 159 (43%) met inclusion criteria. Relatively few (14%, n = 22) included all 4 language groups, co-occurring difficulties other than nonverbal intelligence (n = 49, 31%) or reading (n = 51, 32%) or any 9--18 year-olds (31%, n = 48). Just 5 (3%) included only 9-18 year-olds. Among studies with any 9 to 18 year olds, just 4 (8%, 4/48) included 4 language groups. CONCLUSIONS: Future research should include mono- and bilingual children with both DLD and TLD, beyond 8 years of age, along with data about their related skills. [ABSTRACT FROM AUTHOR]

Central auditory processing disorders (CAPD) can significantly affect the daily functioning of a child, and the first step in determining whether rehabilitation procedures are required is a proper diagnosis. Different guidelines for making diagnoses have been published in the literature, and in various centers normative values for psychoacoustic tests of CAPD have been used internally. The material presented in this paper is based on more than 1000 children and is the largest collection so far published. The aim of this study is to present normative values for tests assessing CAPD in children aged 6 to 12 years, divided by age at last birthday. We tested 1037 children aged 6 to 12 years who were attending primary schools and kindergartens. The criteria for inclusion were a normal audiogram, intellectually normal, no developmental problems, and no difficulties in auditory processing. To evaluate auditory processing all children were given three tests on the Senses Examination Platform: the Frequency Pattern Test (FPT), Duration Pattern Test (DPT), and Dichotic Digit Test (DDT). The results from 1,037 children allowed us to determine normative values for FPT, DPT, and DDT in seven different age groups (6 through to 12 years). We developed a newapproach, based on quantile-based norms, to determine normative values in each group. Three categories – average, below-average, and above-average – allow for a broader but more realistic interpretation than those used previously. We compare our results with published standards. Our study is the largest normative database published to date for CAPD testing, setting a standard for each child by age in years. We used the Senses Examination Platform, a universal tool, to unify standards for the classification of CAPD. Our study can serve as a basis for the development of a Polish model for the diagnosis of CAPD. [ABSTRACT FROM AUTHOR]

Sensory gating is a process in which the brain's response to irrelevant and repetitive stimuli is inhibited. The sensory gating deficit in schizophrenia (SZ) is typically measured by the ratio or difference score of the P50 event-related potential (ERP) amplitudes in response to a paired click paradigm. While the P50 gating effect has usually been measured in relation to the peak amplitude of the S1 and S2 P50 ERPs, there is increasing evidence that inhibitory processes may be reflected by evoked or induced oscillatory activity during the inter-click interval in the beta (20–30 Hz) and gamma (30–50 Hz) frequency bands. We therefore examined the relationship between frequency specific activity in the inter-click interval with gating effects in the time and frequency domains. Paired-auditory stimuli were presented to 131 participants with schizophrenia and 196 healthy controls (HC). P50 ERP amplitudes to S1 and S2as well as averaged- and single-trial beta (20–30 Hz) and gamma (30–50 Hz) frequency power during the inter-click interval were measured from the CZ electrode site. In the time domain, P50 gating deficits were apparent in both ratio and difference scores. This effect was mainly due to smaller S1 amplitudes in the patient group. SZ patients exhibited less evoked beta and gamma power, particularly at the 0–100 ms time point, in response to S1. Early (0–100 ms) evoked beta and gamma responses were critical in determining the S1 amplitude and extent of P50 gating across the delay interval for both HC and SZ. Our findings support a disruption in initial sensory registration in those with SZ, and do not support an active mechanism throughout the delay interval. The degree of response to S1 and early beta and gamma frequency oscillations in the delay interval provides information about the mechanisms supporting auditory sensory gating, and may provide a framework for studying the mechanisms that support sensory inhibition. [ABSTRACT FROM AUTHOR]

• A later start of English as a foreign language (EFL) lessons is beneficial to pupils with DLD. • Pupils with more positive attitudes towards EFL lessons obtain higher scores. • In pupils with DLD, more EFL anxiety is associated with lower achievement. • Predictors of EFL achievement change over time. Like children with typical language development, their peers with developmental language disorder (DLD) are expected to learn English as a foreign language (EFL). For pupils without DLD, it is well-established that amount of informal exposure to English outside of the classroom, starting age of EFL instruction and motivation are strong positive predictors of EFL learning rate and/or achievement, whereas anxiety is negatively related to performance. This paper is the first attempt to investigate how these predictors of EFL performance operate in learners with DLD. Participants were nineteen Dutch-speaking 7th graders with DLD learning English as a school subject at a specialist education facility in the Netherlands. English receptive grammar and receptive vocabulary were measured twice, with a four-month interval. Foreign language learning motivation, anxiety and (length and amount of) informal exposure to and instruction in English were measured via questionnaires. The participants did not show any progress on English vocabulary and grammar. At Time 1, vocabulary and grammar scores were positively related to starting age of EFL instruction and negatively related to anxiety. For vocabulary, achievement was also positively predicted by attitudes towards English lessons. Only the relationship between starting age of instruction and vocabulary outcomes was visible at Time 2. Amount and length of informal exposure to English did not predict performance, which is in stark contrast to the patterns observed in EFL learners with typical language development. We conclude that children with DLD benefit from a later onset of foreign language lessons, whereas length and amount of out-of-school exposure to English are less important in the context of DLD, possibly due to difficulty with implicit learning. [ABSTRACT FROM AUTHOR]

Hearing impairment is one of the most common disabilities in the UK and globally. Worldwide, 60% of cases are thought to be preventable and fewer than 10% globally have access to the hearing support they need. Childhood hearing impairment can impact on development, speech, language, auditory processing, listening skills, behaviour, self-esteem, quality of life and learning. Our responsibility as clinicians is to prevent developmental impairment in these areas and ensure children with a hearing impairment have the same life chances as children who hear well. There are 45,000 children in the UK diagnosed with a hearing impairment. Hearing impairment can be isolated or part of a more complex presentation. Visual, neurodevelopmental, balance and communication difficulties as well as safeguarding issues are more common in children with hearing impairment. [ABSTRACT FROM AUTHOR]

Patients with schizophrenia (SZ) display deficits in both basic non-verbal auditory processing and source-monitoring of speech. To date, the contributions of basic auditory deficits to higher-order cognitive impairments, such as source-monitoring, and to clinical symptoms have yet to be elucidated. The aim of this study was to investigate the deficits and relationships between basic auditory functions, source-monitoring performances, and clinical symptom severity in SZ. Auditory processing of 4 psychoacoustic features (pitch, intensity, amplitude, length) and 2 types of source-monitoring (internal and reality monitoring) performances were assessed in 29 SZ and 29 healthy controls. Clinical symptoms were evaluated in patients with the Positive And Negative Syndrome Scale. Compared to the controls, SZ individuals in showed significant reductions in both global basic auditory processing (p < .0005, d = 1.16) and source-monitoring (p < .0005, d = 1.24) abilities. Both deficits correlated significantly in patients and across groups (all p < .05). Pitch processing skills were negatively correlated with positive symptom severity (r = -0.4, p < .05). A step-wise regression analysis showed that pitch discrimination was a significant predictor of source-monitoring performance. These results suggest that cognitive mechanisms associated with the discrimination of basic auditory features are most compromised in patients with source-monitoring disability. Basic auditory processing may index pathophysiological processes that are critical for optimal source-monitoring in schizophrenia and that are involved in positive symptoms. [ABSTRACT FROM AUTHOR]

Age-related decline in speech perception may result in difficulties partaking in spoken conversation and potentially lead to social isolation and cognitive decline in older adults. It is therefore important to better understand how age-related differences in neurostructural factors such as cortical thickness (CT) and cortical surface area (CSA) are related to neurophysiological sensitivity to speech cues in younger and older adults. Age-related differences in CT and CSA of bilateral auditory-related areas were extracted using FreeSurfer in younger and older adults with normal peripheral hearing. Behavioral and neurophysiological sensitivity to prosodic speech cues (word stress and fundamental frequency of oscillation) was evaluated using discrimination tasks and a passive oddball paradigm, while EEG was recorded, to quantify mismatch negativity responses. Results revealed (a) higher neural sensitivity (i.e., larger mismatch negativity responses) to word stress in older adults compared to younger adults, suggesting a higher importance of prosodic speech cues in the speech processing of older adults, and (b) lower CT in auditory-related regions in older compared to younger individuals, suggesting neuronal loss associated with aging. Within the older age group, less neuronal loss (i.e., higher CT) in a right auditory-related area (i.e., the supratemporal sulcus) was related to better performance in fundamental frequency discrimination, while higher CSA in left auditory-related areas was associated with higher neural sensitivity toward prosodic speech cues as evident in the mismatch negativity patterns. Overall, our results offer evidence for neurostructural changes in aging that are associated with differences in the extent to which left and right auditory-related areas are involved in speech processing in older adults. We argue that exploring age-related differences in brain structure and function associated with decline in speech perception in older adults may help develop much needed rehabilitation strategies for older adults with central age-related hearing loss. • Mismatch negativity patterns reveal higher neural sensitivity to words stress in older than younger adults. • Greater cortical thickness in a right auditory-related area is related to better performance in pitch discrimination in older adults. • Larger cortical surface area in left auditory-related areas is associated with higher mismatch negativity magnitude evoked by word stress in older adults. [ABSTRACT FROM AUTHOR]

Objective: Previous studies have shown that a subgroup of children with suspected (central) auditory processing disorder (SusCAPD) have insufficient ability to use binaural cues to benefit from spatial processing. Thus, they experience considerable listening difficulties in challenging auditory environments, such as classrooms. Some researchers have also indicated the probable role of binaural temporal fine structure (TFS) in the perceptual segregation of target signal from noise and hence in speech perception in noise. Therefore, in the present study, in order to further investigate the underlying reason for listening problems against background noise in this group of children, their performance was measured using binaural TFS sensitivity test (TFS-LF) as well as behavioral auditory lateralization in noise test, both of which are based on binaural temporal cues processing.Methods: Participants in this analytical study included 91 children with normal hearing and no listening problems and 41 children (9-12 years old) with SusCAPD who found it challenging to understand speech in noise. Initially, the ability to use binaural TFS was measured at three frequencies (250, 500 and 750Hz) in both the groups, and the results of preliminary evaluations were compared between normal children and those with SusCAPD who participated in the study. Thereafter, the binaural performance of the 16 children with SusCAPD who had higher thresholds than the normal group at all three frequencies tested in TFS-LF test was examined using the lateralization test in 7 spatial locations.Results: Total 16 of the 41 children with SusCAPD who participated in this study (39%) showed poor performance on the TFS-LF test at all three frequencies, compared to both normal children and other children in the APD group (p<0.05). Furthermore, children in the APD group with binaural TFS coding deficits at all three frequencies revealed significant differences in the lateralization test results compared to normal children (p<0.05).Conclusion: Findings of the current study demonstrated that one of the underlying causes for the difficulty understanding speech in noisy environments experienced by a subgroup of children with SusCAPD can be the reduced ability to benefit from binaural TFS information. This study also showed that a reduced ability to use binaural TFS cues in the group of children with SusCAPD was accompanied by reduced binaural processing abilities in the lateralization test which also admit the presence of binaural temporal processing deficits in this group of children. [ABSTRACT FROM AUTHOR]

Auditory complaints are frequently reported by individuals with mild traumatic brain injury (mTBI) yet remain difficult to detect in the absence of clinically significant hearing loss. This highlights a growing need to identify sensitive indices of auditory-related mTBI pathophysiology beyond pure-tone thresholds for improved hearing healthcare diagnosis and treatment. Given the heterogeneity of mTBI etiology and the diverse peripheral and central processes required for normal auditory function, the present study sought to determine the audiologic assessments sensitive to mTBI pathophysiology at the group level using a well-rounded test battery of both peripheral and central auditory system function. This test battery included pure-tone detection thresholds, word understanding in quiet, sentence understanding in noise, distortion product otoacoustic emissions (DPOAEs), middle-ear muscle reflexes (MEMRs), and auditory evoked potentials (AEPs), including auditory brainstem responses (ABRs), middle latency responses (MLRs), and late latency responses (LLRs). Each participant also received magnetic resonance imaging (MRI). Compared to the control group, we found that individuals with mTBI had reduced DPOAE amplitudes that revealed a compound effect of age, elevated MEMR thresholds for an ipsilateral broadband noise elicitor, longer ABR Wave I latencies for click and 4 kHz tone burst elicitors, longer ABR Wave III latencies for 4 kHz tone bursts, larger MLR Na and Nb amplitudes, smaller MLR Pb amplitudes, longer MLR Pa latencies, and smaller LLR N1 amplitudes for older individuals with mTBI. Further, mTBI individuals with combined hearing difficulty and noise sensitivity had a greater number of deficits on thalamic and cortical AEP measures compared to those with only one/no self-reported auditory symptoms. This finding was corroborated with MRI, which revealed significant structural differences in the auditory cortical areas of mTBI participants who reported combined hearing difficulty and noise sensitivity, including an enlargement of left transverse temporal gyrus (TTG) and bilateral planum polare (PP). These findings highlight the need for continued investigations toward identifying individualized audiologic assessments and treatments that are sensitive to mTBI pathophysiology. [Display omitted] [ABSTRACT FROM AUTHOR]

Background: Loeys-Dietz syndrome (LDS) is a congenital multisystem disorder affecting the cardiovascular and musculoskeletal system. Limited data have reported neurodevelopmental (ND) issues in LDS.Aims: To determine the extent of ND issues in patients with LDS.Methods: A prospective study was performed of LDS patients or their caregivers. The study included data collected via an online survey of age-specific questions. Standard statistical methods were used for baseline and demographic characteristics, as well as group comparisons.Outcomes: Data were obtained from 67 patients with LDS (54% female). Median age was 14.9 years. Gene mutations included TGFBR1 (39%), TGFBR2 (40%), SMAD3 (7%), and unknown (14%). Motor delays (30%, 18/61) and hypotonia (63%, 37/60) occurred frequently. Physical (62%, 39/62), occupational (41%, 23/56), and speech therapies (34%, 20/58) were common. Feeding issues were common (41%, 23/56). TGFBR1 mutations were more frequent among those with motor delays and feeding issues.Conclusions: Patients with LDS and/or their caregivers report at least one ND problem in most cases, and many require therapies. These data suggest ND disorders should be considered to be part of the phenotype. [ABSTRACT FROM AUTHOR]

Individuals suffering from tinnitus often complain about difficulties understanding speech in noisy environments even in the absence of a peripheral hearing loss. This EEG study aimed to investigate whether aspects of phonetic perception are affected by the experience of tinnitus. We examined a sample of individuals with chronic, subjective tinnitus (n = 30, age range 30–50 yrs.), who underwent behavioural screening (standard tinnitus questionnaires) and comprehensive audiometric testing that covered peripheral and central hearing abilities (pure tone audiometry, suprathreshold audiometry (frequency selectivity and temporal compression), and speech in noise performance). In addition, participants performed a phoneme discrimination task embedded in an active oddball paradigm, while auditory evoked potentials (AEPs) were recorded. In particular, we aimed to investigate if reported speech difficulties in chronic tinnitus trace back to deficits in more elementary speech processes such as phonetic processing. Furthermore, we explored whether central hearing loss and tinnitus' psychometric profile may account for deficiencies in speech perception. The analysis of behavioural and audiometric data showed indications of mild to moderate symptoms of tinnitus distress when peripheral hearing loss was not in evidence. Nevertheless, tinnitus distress was negatively related to speech in noise performance which may be indicative of a lack of inhibitory competence. We further observed an effect of tinnitus distress on phoneme discrimination. More precisely, higher tinnitus distress was associated with higher accuracy and longer reaction times, while the effect on reaction times was mediated by the individual N2 ERP peak amplitudes. Our results suggest that tinnitus clearly interacts with the central auditory system in that responsiveness to salient input changes as a function of tinnitus-related distress, irrespective of peripheral hearing loss. Akin to individuals with higher psychological stress, persons with increased tinnitus-related distress demonstrate higher sensitivity during auditory processing. Taken together, we interpret our findings in light of a Bayesian approach (Sedley et al., 2016). According to this view, tinnitus distress-related factors (e.g., attention, stress) influence the excitability of the central auditory system and this, in turn, affects the sensory precision of inflowing auditory input, including spoken language. [ABSTRACT FROM AUTHOR]

Background: Delays in expressive vocabulary have been associated with lower outcomes in reading.Aim: The aim is to conduct a long-term follow-up study to investigate if early expressive vocabulary delay (late talking) predicts reading development in participants age 16 and under. We examine further if the prediction is different in the presence of family risk for dyslexia (FR) and early receptive vocabulary delay.Methods: Expressive and receptive vocabulary skills were assessed at the age of 2-2.5 years, and reading skills in Grades 2, 3, 8 and 9 (age 8-16). The longitudinal sample consisted of 200 Finnish-speaking children, of which 108 had FR for dyslexia and 92 came from families without reading difficulties. We compared the reading development of five subgroups: 1) FR and no vocabulary delay; 2) FR and late talkers, 3) FR, late talkers and co-existing receptive vocabulary delay; 4) no FR and late talkers; and 5) no FR and no vocabulary delay.Results: The group with FR and expressive and receptive vocabulary delay had difficulties in reading comprehension, but not in reading fluency. The late talkers without receptive vocabulary difficulties tended to become typical readers.Conclusions and Implications: Delays in early vocabulary can lead to a reading comprehension deficit, with the specification that expressive vocabulary deficit alone can alleviate in time, whereas the combined deficit is a stronger risk marker. [ABSTRACT FROM AUTHOR]

Aim To compare the performance in temporal auditory ordering and resolution tests and the latency and amplitude in the records of middle latency auditory evoked potential and P3 of prematurely born children with the performance of full-term children undergoing the same assessment protocol.Study Design: Cross-sectional observational study.Subjects: Fifty-two children, aged 8 to 10 years, participated in the study and were divided into two groups: study group: 16 prematurely born children, and control group: 36 born full-term, at low risk for developmental alteration and without scholastic or hearing difficulties.Outcome Measures: All subjects underwent ordering tests (Frequency and duration pattern tests) and temporal auditory resolution tests (Gaps in noise test) and had their middle-latency auditory evoked potential and P3 recorded by using an Intelligent Hearing System unit.Results: Prematurely born children had worse performance in the temporal ordering and resolution tests as compared with children born full-term. With regard to middle-latency auditory evoked potential and P3, prematurely born children had higher mean values of latencies and poorer morphology, a statistical significance was evidenced for P3 in the right ear.Conclusions: A prematurity effect was found in the temporal auditory processing measurements and in the P3. [ABSTRACT FROM AUTHOR]

Background: We aimed to characterize differences in the use of language in children with specific language impairment and high-functioning autism by analyzing verbal responses on standardized tests. The overall goal was to provide clinicians with additional tools with which to aid in distinguishing the two neurodevelopmental disorders.Materials and Methods: This study included 16 children with specific language impairment, 28 children with high-functioning autism, and 52 typically developing participants between the ages of six and 14. Groups were matched for age, and specific language impairment and high-functioning autism groups were matched on verbal and performance IQ. Responses from standardized tests were examined for response length, grammatical errors, filler words, perseverations, revisions (repeated attempts to begin or continue a sentence), off-topic attention shifts (lapses in attention to the task), and rambling. Data were analyzed using parametric and nonparametric methods.Results: Specific language impairment responses were longer and contained more filler words than did those of the other two groups, whereas high-functioning autism responses exhibited more grammatical errors, off-topic attention shifts, and rambling. Specific language impairment and high-functioning autism responses showed higher rates of perseveration compared with controls. There were no significant differences in revisions among the three groups.Conclusions: Differences in language patterns of participants with specific language impairment and high-functioning autism may be useful to the clinician in helping to differentiate isolated language impairment from high-functioning autism. The results also support the conclusion that the two conditions are separable, and each exhibits a different pattern of language dysfunction. [ABSTRACT FROM AUTHOR]

Functional hearing loss (FHL) is a disorder in which there are abnormal values on a hearing test, despite the absence of organic abnormalities in the peripheral and central auditory pathways. Here, we examined the developmental characteristics of FHL and the importance of intervention by analyzing the clinical characteristics of children with this disorder. We retrospectively examined 16 patients assessed under a diagnosis of FHL. After interventions such as psychological counseling by our pediatrics and psychiatry departments, we compared the clinical profiles of patients in which hearing was "improved/normalized" and "unimproved". Fourteen patients visited a pediatrician and two chose not to do so. A discrepancy between the maximum and minimum values of the four index scores was observed in all patients in which WISC-IV (the fourth version of the Wechsler Intelligence Scale for Children) was performed (n = 12). The discrepancy between the verbal comprehension index (VCI) and perceptual reasoning index (PRI) was significantly greater in "unimproved" patients than in "improved/normalized" patients. Hearing improved, or was normalized, after intervention in six of 16 patients. Developmental imbalances were suspected in all 12 children who visited a pediatrician and completed the WISC-IV. Cooperation with pediatricians, psychiatrists, and other health professionals is desirable in supporting patients diagnosed with FHL. [ABSTRACT FROM AUTHOR]

Disabling hearing loss affects nearly 466 million people worldwide (World Health Organization). The auditory brainstem response (ABR) is the most common non-invasive clinical measure of evoked potentials, e.g., as an objective measure for universal newborn hearing screening. In research, the ABR is widely used for estimating hearing thresholds and cochlear synaptopathy in animal models of hearing loss. The ABR contains multiple waves representing neural activity across different peripheral auditory pathway stages, which arise within the first 10 ms after stimulus onset. Multi-channel (e.g., 32 or higher) caps provide robust measures for a wide variety of EEG applications for the study of human hearing. However, translational studies using preclinical animal models typically rely on only a few subdermal electrodes. We evaluated the feasibility of a 32-channel rodent EEG mini-cap for improving the reliability of ABR measures in chinchillas, a common model of human hearing. After confirming initial feasibility, a systematic experimental design tested five potential sources of variability inherent to the mini-cap methodology. We found each source of variance minimally affected mini-cap ABR waveform morphology, thresholds, and wave-1 amplitudes. The mini-cap methodology was statistically more robust and less variable than the conventional subdermal-needle methodology, most notably when analyzing ABR thresholds. Additionally, fewer repetitions were required to produce a robust ABR response when using the mini-cap. These results suggest the EEG mini-cap can improve translational studies of peripheral auditory evoked responses. Future work will evaluate the potential of the mini-cap to improve the reliability of more centrally evoked (e.g., cortical) EEG responses. [Display omitted] • A mini-EEG cap was tested for ABRs in chinchillas to match methodology used in humans. • Reliable multi-channel EEG data from chinchillas were obtained using the mini-cap. • Sources of variability quantified to be as low as or lower than subdermal electrodes. • Mini-cap produces more reliable ABRs regarding waveform morphology than subdermal. • Mini-cap ICCs for threshold and wave-1 amplitude showed excellent reliability. [ABSTRACT FROM AUTHOR]

High-dose intensity-modulated radiotherapy (IMRT) has led to excellent prognosis in patients with localized nasopharyngeal carcinoma (NPC). Given the relatively young age of onset and the close anatomic relationship between the nasopharynx and the central nervous system, post-radiation neurocognitive impairment among long-term survivors represents an under-recognized late complication. This study aims to determine the prevalence and the affected cognitive domains in post-IMRT NPC survivors. We undertook a cross-sectional study in a high-volume tertiary oncology center in Hong Kong. NPC survivors who underwent IMRT with a minimal post-radiotherapy interval of 1 year were eligible. All patients underwent an initial screening using the Montreal Cognitive Assessment-Hong Kong (MoCA-HK) test, followed by a 2-hour comprehensive battery of neurocognitive assessments covering 8 distinct domains: intellectual capacity (WAIS-IV), attention span (WAIS-IV digit span, WMS-III Visual Spatial Span), visual memory (WMS-III Visual reproduction span), verbal memory (Auditory Verbal Learning Test), processing speed (Color Trail Test), executive function (Stroop Test), motor dexterity (Grooved Pegboard Test) and language ability (Verbal Fluency Test). Mean percentiles and Z-scores of all neurocognitive assessments were compared with age- and/or education-matched population normative data using one-sample t-tests. Correlation of cognitive outcomes with clinical factors were analyzed using multivariable linear regression. A total of 182 NPC survivors were enrolled. The median post-radiotherapy interval was 6.9 years, 129 (70.9%) were long-term survivors at least 5 years beyond radiotherapy. The median age was 56 years old, 89% of the enrolled patients had stage III-IVA NPC by AJCC/UICC 8th Edition, and 87% of patients received chemotherapy. The mean MoCA score was 23.6, 25.8% of patients were considered cognitively impaired. NPC survivors demonstrated significant cognitive impairment in verbal memory (p<0.001), processing speed (p<0.001), executive function (p<0.001), motor dexterity (p<0.001) and language ability (p=0.001). Most significant impairment was observed in executive function, mean z-scores of which were -1.76 to -1.38 below normative data. Post-IMRT interval, disease stage and chemotherapy usage showed no significant association with the degree of neurocognitive impairment. Post-IMRT neurocognitive impairment was prevalent in NPC survivors. Neurocognitive function was not impaired globally but occurred predominantly in selected domains, particularly executive function. Cognitive assessment and training should be considered a part of survivorship care for NPC patients. Future research on the correlation between neurocognitive function and radiation dosimetry of various brain subsites would be informative. [ABSTRACT FROM AUTHOR]

Background: Patients with schizophrenia (SZ) have impairments in processing auditory information that have been linked to deficits in cognitive and psychosocial functioning. Dysfunction in auditory sensory processing in SZ has been indexed by mismatch negativity (MMN), an event-related potential evoked by a rare, deviant stimulus embedded within a sequence of identical standard stimuli. Although MMN deficits in SZ have been studied extensively, relatively little is known about how these deficits relate to accurately identifying real-world, ecologically-salient sounds.Methods: MMN was assessed in SZ patients (n=21) and non-psychiatric comparison subjects (NCS; n=16). Participants were also assessed in their ability to identify common environmental sounds using a subset of 80 sound clips from the International Affective Digitized Sounds 2nd Ed collection.Results: SZ patients made significantly more errors in environmental sound identification (p<0.001, d=0.86) and showed significantly reduced MMN amplitude deficits in MMN compared to NCS (p<0.01, d=0.97). In SZ patients, MMN deficits were associated with significantly greater environmental sound identification errors (r=0.61, p<0.01).Conclusions: Impairments in early auditory information processing in schizophrenia account for significant proportions of variance in the ability to identify real-world, functionally relevant environmental sounds. This study supports the view that interventions targeting deficits in low-level auditory sensory processing may also impact more complex cognitive brain processes relevant to psychosocial disability. [ABSTRACT FROM AUTHOR]

In many listening situations, information about the spectral content of a target sound may be distributed over time, and estimating the target spectrum requires efficient sequential processing. Listeners' ability to estimate the spectrum of a random-frequency, six-tone complex was investigated and the spectral content of the complex was revealed using a sequence of bursts. Whether each of the six tones was presented within each burst was determined at random according to a presentation probability. In separate conditions, the presentation probabilities ( p ) ranged from 0.2 to 1, the total number of bursts varied from 1 to 16, and the inter-burst interval was either 0 or 200 ms. To evaluate the information acquired by the listener, the burst sequence was followed, after a 500-ms silent interval, by the six-tone complex acting as an informational masker and the listener was required to detect a pure-tone target presented simultaneously with the masker. Greater performance in this task indicates more accurate estimation of the spectrum of the complex by the listener. Evidence for integration of information across bursts was observed, and the integration process did not significantly depend on inter-burst interval. [ABSTRACT FROM AUTHOR]

Background: Procedural memory has been proposed to underlie the acquisition of a range of skills including grammar, reading, and motor skills. In developmental language disorder (DLD) it has been suggested that procedural memory problems lead to the difficulties with grammar in this group.Aims: This study aimed to extend previous research by exploring associations between procedural memory and a range of cognitive skills, in children with and without language impairments.Methods and Procedures: Twenty children with DLD and 20 age-matched non-language impaired children undertook tasks assessing procedural memory, grammatical processing speed, single word and nonword reading, and motor skills (as indexed by a pegboard task).Outcomes and Results: For the DLD group, no significant correlations between procedural memory and any of the variables were observed. The typically developing group showed a significant correlation (r=.482, p<0.05) between the measure of procedural memory and grammatical processing speed. Correlations between procedural memory and the remaining variables were all non-significant for this group.Conclusions and Implications: This study provides new evidence showing that grammatical processing speed is correlated with procedural memory in typically developing children. Furthermore, results suggest that the relationship with procedural memory does not extend to reading or the types of motor skills used on a pegboard task. For the DLD group the pattern of result indicate grammatical processing, reading, and motor sequencing are not supported by procedural memory or a common memory system. [ABSTRACT FROM AUTHOR]

Background: Language problems may negatively affect children's behaviour and have detrimental effects on the development of peer-relations.Aims: We investigated and compared emotional and behavioural profiles in children with SLI and in children with ASD aged 6-15 years and explored to what extent pragmatic language problems contributed to the emotional and behavioural needs (EBN) in these clinical groups.Methods and Procedures: The ASD group consisted of 23 children (19 boys; 4 girls) and the SLI group consisted of 20 children (18 boys; 2 girls). In order to assess EBN and language abilities, the Strength and Difficulties Questionnaire (SDQ) and the Children's Communication Checklist -2 (CCC-2) were filled out by parents.Outcomes and Results: Our main findings were that although EBN was common in both groups; the children in the ASD group were significantly impaired relative to the children in the SLI group. However, in both groups pragmatic language problems were found to be significantly associated with EBN.Implications: A comprehensive assessment of EBN as well as pragmatic language abilities should be an integral part of the assessment procedure. Considering the substantial influence of pragmatic language abilities on social function and in resolving interpersonal conflicts with peers further development of therapy plans and interventions targeting pragmatics is strongly needed. [ABSTRACT FROM AUTHOR]

Prolonged low-level noise exposure alters loudness perception in humans, presumably by decreasing the gain of the central auditory system. Here we test the central gain hypothesis by measuring the acute and chronic physiologic changes at the level of the cochlea and inferior colliculus (IC) after a 75-dB SPL, 10–20-kHz noise exposure for 5 weeks. The compound action potential (CAP) and summating potential (SP) were used to assess the functional status of the cochlea and 16 channel electrodes were used to measure the local field potentials (LFP) and multi-unit spike discharge rates (SDR) from the IC immediately after and one-week post-exposure. Measurements obtained immediately post-exposure demonstrated a significant reduction in supra-threshold CAP amplitudes. In contrast to the periphery, sound-evoked activity in the IC was enhanced in a frequency-dependent manner consistent with models of enhanced central gain. Surprisingly, one-week post-exposure supra-threshold responses from the cochlea had not only recovered, but were significantly larger than normal, and thresholds were significantly better than controls. Moreover, sound-evoked hyperactivity in the IC was sustained within the noise exposure frequency band but suppressed at higher frequencies. When response amplitudes representing the neural output of the cochlea and IC activity at one-week post exposure were compared with control animal responses, a central attenuation phenomenon becomes evident, which may play a key role in understanding why low-level noise can sometimes ameliorate tinnitus and hyperacusis percepts. [ABSTRACT FROM AUTHOR]

The Child and Adolescent Factors Inventory (CAFI) is a parent-report measure that assesses type and severity of impairments experienced by children and youth with a range of disabling conditions. The CAFI was translated from English into Traditional Chinese (CAFI-C) and has been used in the Disability Evaluation System (DES) in Taiwan. The aim of this study was to validate the use of the CAFI-C in the DES. Participants included 18,119 children and youth with disabilities between the ages of 6.0-17.9 (Mean=11.6; SD=3.46). The factor structure, internal consistency, convergent validity, and discriminant (known groups) validity were examined. The results indicated that the CAFI-C had a two-factor structure (Mental/speech and Physical/sensory impairment) that explained 54.3% of the variance, and had adequate internal consistency (α=0.80-0.90). Children and youth with higher CAFI-C scores had significantly more participation restrictions and environment barriers. CAFI-C scores were significantly different among children and youth with different disability types and of four severity levels (mild, moderate, severe, and profound) rated by physicians. These findings support the internal consistency and validity of the CAFI-C for assessing type and severity of impairment in children and youth with disabilities in Chinese-speaking population. [ABSTRACT FROM AUTHOR]

Research has shown a close relationship between gestures and language development. In this study, we investigate the cross-lagged relationships between different types of gestures and two lexicon dimensions: number of words produced and comprehended. Information about gestures and lexical development was collected from 48 typically developing infants when these were aged 0;9, 1;0 and 1;3. The European Portuguese version of the MacArthur-Bates Communicative Development Inventory: Words and Gestures (PT CDI:WG) was used. The results indicated that the total number of actions and gestures and the number of early gestures produced at 0;9 and at 1;0 year predicted the number of words comprehended three months later. Actions and gestures' predictive power of the number of words produced was limited to the 0;9-1;0 year interval. The opposite relationship was not found: word comprehension and production did not predict action and gestures three months later. These results highlight the importance of non-verbal communicative behavior in language development. [ABSTRACT FROM AUTHOR]

Background/objectives: Previous studies have reported that people with schizophrenia have impaired musical abilities. Here we developed a simple music-based assay to assess patient's ability to associate a minor chord with sadness. We further characterize correlations between impaired musical responses and psychiatric symptoms.Method: We exposed participants sequentially to two sets of sound stimuli, first a C-major progression and chord, and second a C-minor progression and chord. Participants were asked which stimulus they associated with sadness, the first set, the second set, or neither. The severity of psychiatric symptoms was assessed using the Positive and Negative Syndrome Scale (PANSS). Study participants were 29 patients diagnosed with schizophrenia and 29 healthy volunteers matched in age, gender and musical background.Result: 37.9% (95% confidence interval [CI]:19.1-56.7) of patients with schizophrenia associated the minor chord set as sad, compared with 97.9% (95%CI: 89.5-103.6) of controls. Four patients were diagnosed with treatment-resistant schizophrenia, and all four failed to associate the minor chord with sadness. Patients who did not recognize minor chords as sad had significantly higher scores on all PANSS subscales.Conclusions: A simple test allows music-evoked emotions to be assessed in schizophrenia patient, and may show potential relationships between music-evoked emotions and psychiatric symptoms. [ABSTRACT FROM AUTHOR]

The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance - working memory and IQ. We recruited three groups of children - those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math. The pattern of results suggests that both children with dyslexia and SLI are characterized with poorer verbal working memory and IQ compared to controls, but preserved nonverbal cognitive skills. It appears that that these two disorder groups cannot be distinguished by the severity of their cognitive deficits. However, there was a differential pattern with respect to learning outcomes, where the children with dyslexia rely more on visual skills in spelling, while those with SLI use their relative strengths in vocabulary. These findings can have important implications for how intervention is tailored in the classroom, as disorder-specific support could yield important gains in learning. [ABSTRACT FROM AUTHOR]

This software presents diverse utilities to develop the first post-processing layer using the neuromorphic auditory sensor's (NAS) information. The NAS used implements a cascade filters architecture in FPGA, imitating the behavior of the basilar membrane and inner hair cells, working with the sound information decomposed into its frequency components as spike streams. The neuromorphic hardware interface Address-Event-Representation (AER) is used to propagate auditory information out of the NAS, emulating the auditory vestibular nerve. Using the packetized information (aedat files) generated with jAER software plus an AER to USB computer interface, NAVIS implements a set of graphs that allows to represent the auditory information as cochleograms, histograms, sonograms, etc. It can also split the auditory information into different sets depending on the activity level of the spike streams. The main contribution of this software tool is its capability to apply complex audio post-processing treatments and representations, which is a novelty for spike-based systems in the neuromorphic community. This software will help neuromorphic engineers to build sets for the training of spiking neural networks (SNN). [ABSTRACT FROM AUTHOR]

Background: Longitudinal research into the development of prosociality contributes vitally to understanding of individual differences in psychosocial outcomes. Most of the research to date has been concerned with prosocial behaviour in typically developing young people; much less has been directed to the course of development in individuals with developmental disorders.Aims: This study reports a longitudinal investigation of prosocial behaviour in young people with language impairment (LI), and compares trajectories of development to typically developing age-matched peers (AMPs).Methods and Procedures: Participants were followed from age 11 years to young adulthood (age 24 years).Outcomes and Results: Participants with LI perceived themselves as prosocial; their ratings - though lower than those for the AMPs - were well within the normal range and they remained consistently so from 11 to 24 years. Two different developmental trajectories were identified for the LI group, which were stable and differed only in level of prosociality. Approximately one third of participants with LI followed a moderate prosociality trajectory whilst the majority (71%) followed a prosocial trajectory. We found evidence of protective effects of prosociality for social outcomes in young adulthood.Conclusions and Implications: The findings indicate that prosociality is an area of relative strength in LI. WHAT THIS PAPER ADDS?: To our knowledge, this is the first study to examine developmental changes in levels of prosociality from early adolescence to young adulthood in a cohort of young people with LI. Approximately one third of participants with LI followed a moderate prosociality trajectory whilst the majority (71%) followed a prosocial trajectory. We argue that prosociality is different to other areas of functioning in LI. Prosociality appears to be an area of relative strength and can act as a protective factor in social functioning. Prosociality was associated with better community integration in young adulthood and was significantly protective against friendship difficulties for individuals with LI. This paper also raises the thought-provoking issue of potential distal effects of early identification and intensive support for LI. It is important to note that all of the participants with LI in this study had been identified as having language difficulties in childhood and had received intensive intervention for their difficulties in language units attached to mainstream schools across England. The early identification of language difficulties and the context of early, intensive language support received in educational contexts such as language units may have nurtured socialisation processes and the development of emphatic concern, which in turn influence the development of prosociality later in young adulthood. More individual differences in prosociality have been reported for other samples drawn from a variety of schools with different educational provision and levels of language support and younger age groups, such as primary school-aged children with LI. [ABSTRACT FROM AUTHOR]

Background: The capacity for emotion recognition and understanding is crucial for daily social functioning. We examined to what extent this capacity is impaired in young children with a Language Impairment (LI). In typical development, children learn to recognize emotions in faces and situations through social experiences and social learning. Children with LI have less access to these experiences and are therefore expected to fall behind their peers without LI.Method: In this study, 89 preschool children with LI and 202 children without LI (mean age 3 years and 10 months in both groups) were tested on three indices for facial emotion recognition (discrimination, identification, and attribution in emotion evoking situations). Parents reported on their children's emotion vocabulary and ability to talk about their own emotions.Results: Preschoolers with and without LI performed similarly on the non-verbal task for emotion discrimination. Children with LI fell behind their peers without LI on both other tasks for emotion recognition that involved labelling the four basic emotions (happy, sad, angry, fear). The outcomes of these two tasks were also related to children's level of emotion language.Implications: These outcomes emphasize the importance of 'emotion talk' at the youngest age possible for children with LI. [ABSTRACT FROM AUTHOR]

This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present. [ABSTRACT FROM AUTHOR]

Background: The Vineland Adaptive Behavior Scales use parental report to examine communication and social skills in children with typical and atypical development, and exhibit high reliability when compared against overall direct testing. However, findings are mixed comparing Vineland communication/language scores with experimenter-administered tests of language.Methods: The current study breaks new ground in comparing Vineland reports with direct observation of children's speech by (a) individual items and (b) level of child functioning, focusing on usage of wh-questions, verb tenses, negation, pronouns and noun-verb combinations. Both 'high-verbal' (HV) and 'middle-verbal' (MV) children with ASD are included, as well as a language-matched TD group.Results: The results revealed that parent report on the Vineland varies in accuracy of capturing the production of grammatical items by young children with ASD and TD children. While parents' assessment of their child's production of noun-verb combinations and 'who/why' was highly accurate, children's production of pronouns was under-rated by parents. Additionally, parents of HV children also under-rated their child's production of past regular verbs.Conclusion: Underestimation of these grammatical elements could lead to mistaken conclusions about their development in ASD or in individual children. [ABSTRACT FROM AUTHOR]

• A range of unusual experiences were common in people at risk of transition to psychosis • True hallucinations were rarer, and where present auditory experiences were most common • Neither unusual experiences or true hallucinations were associated with functioning or delusional ideation Hallucinations can occur in single or multiple sensory modalities. Greater attention has been paid to single sensory experiences with a comparative neglect of hallucinations that occur across two or more sensory modalities (multisensory hallucinations). This study explored how common these experiences were in people at risk of transition to psychosis (n =105) and considered whether a greater number of hallucinatory experiences increased delusional ideation and reduced functioning, both of which are associated with a greater risk of transition to psychosis. Participants reported a range of unusual sensory experiences, with two or three being common. However, when a strict definition of hallucinations was applied, in which the experience has the quality of a real perception and in which the person believes them to be real experiences, then multisensory experiences were rare and when reported, single sensory hallucinations in the auditory domain were most common. The number of unusual sensory experiences or hallucinations was not significantly associated with greater delusional ideation or poorer functioning. Theoretical and clinical implications are discussed. [ABSTRACT FROM AUTHOR]

• The patients at baseline had decreased static functional network connectivity (sFNC) between the default mode network (DMN) and language network (LAN), and within the executive control network (ECN) as well as within the auditory network (AUD) compared to controls. • Low-frequency rTMS treatment increased sFNC between the ECN and LAN, as well as within the AUD in patients. • The patients at baseline spent more time in this state characterized by weak dynamic functional network connectivity (dFNC) between the ENC and AUD, as well as within the AUD relative to controls. • The patients showed a higher occurrence rate in this state that was characterized by strong dFNC of the LAN with DMN and ENC, as well as within the ECN after rTMS treatment. • The altered sFNC and dFNC properties were associated with reduced severity of clinical symptoms. Auditory verbal hallucinations (AVH) are a key symptom of schizophrenia. Low-frequency repetitive transcranial magnetic stimulation (rTMS) has shown potential in the treatment of AVH. However, the underlying neural mechanismof rTMS in the treatment of AVH remains largely unknown. In this study, we used a static and dynamic functional network connectivity approach to investigate the connectivity changes among the brain functional networks in schizophrenia patients with AVH receiving 1 Hz rTMS treatment. The static functional network connectivity (sFNC) analysis revealed that patients at baseline had significantly decreased connectivity between the default mode network (DMN) and language network (LAN), and within the executive control network (ECN) as well as within the auditory network (AUD) compared to controls. However, the abnormal network connectivity patterns were normalized or restored after rTMS treatment in patients, instead of increased connectivity between the ECN and LAN, as well as within the AUD. Moreover, the dynamic functional network connectivity (dFNC) analysis showed that the patients at baseline spent more time in this state that was characterized by strongly negative connectivity between the ENC and AUD, as well as within the AUD relative to controls. While after rTMS treatment, the patients showed a higher occurrence rate in this state that was characterized by strongly positive connectivity among the LAN, DMN, and ENC, as well as within the ECN. In addition, the altered static and dynamic connectivity properties were associated with reduced severity of clinical symptoms. Both sFNC and dFNC analyses provided complementary information and suggested that low-frequency rTMS treatment could induce intrinsic functional network alternations and contribute to improvements in clinical symptoms in patients with AVH. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate the management of cohesion by children and adolescents with specific language impairment (SLI) when writing a narrative in a communicative situation. Twelve children with SLI (from 7 to 11 years old) and 12 adolescents with SLI (from 12 to 18 years old) were chronological age-matched with 24 typically developing (TD) children and 24 TD adolescents. All participants attended mainstream classes: children in elementary schools and adolescents in middle and high schools. Analyses of cohesion focused on both density and diversity of connectives, punctuation marks and anaphors. Results attested that children with SLI were greatly impaired in their management of written cohesion and used specific forms previously observed in narrative speech such as left dislocations. By contrast, and not expected, the management of written cohesion by adolescents with SLI was close to that of their TD peers. The communicative writing situation we set up, which engaged participants to take into account the addressee, also made possible for adolescents with SLI to manage cohesion in writing. [ABSTRACT FROM AUTHOR]

Background: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development.Aims: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed.Methods& Procedures: Thirty-nine profoundly deaf children with CIs were assessed using a test battery including measures of lexical, grammatical, auditory and verbal memory tests. Furthermore, child-related demographic characteristics were taken into account.Outcomes& Results: The majority of the children with CIs did not reach age-equivalent lexical and morphosyntactic language skills. Multiple linear regression analyses revealed that lexical spoken language performance in children with CIs was best predicted by age at testing, phoneme perception, and auditory word closure. The morphosyntactic language outcomes of the CI group were best predicted by lexicon, auditory word closure, and auditory memory for words.Conclusions: Qualitatively good speech perception skills appear to be crucial for lexical and grammatical development in children with CIs. Furthermore, strongly developed vocabulary skills and verbal memory abilities predict morphosyntactic language skills. [ABSTRACT FROM AUTHOR]

Background: Gesture precedes vocabulary development and may be an early marker of later language impairment.Aims: Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, this study examined the contribution of children's (N=1064) early gestures and early vocabularies to their risk of language impairment in preschool years.Methods and Procedures: At age 15 months, maternal reports on children's use of gestures and vocabulary comprehension and production skills were measured using the MacArthur Communicative Development Inventories. At age 3 and 4.5 years, children's language skills were assessed using the Reynell Developmental Language Scale and Preschool Language Scale-3, respectively.Outcomes and Results: After controlling for child, maternal, and family sociodemographic factors, children at later risk for language impairment were found to exhibit significantly less early gesture use and vocabulary skills relative to their typically developing peers. Early use of gestures was also significantly correlated with early vocabulary skills.Conclusions and Implications: The effect of early gesture on children's later risk of language impairment was indirect and mediated by early vocabulary production. Early gesture may have the potential to serve as an early diagnostic tool and play a role in early intervention. [ABSTRACT FROM AUTHOR]

Central auditory processing disorder (CAPD) is a condition in which dysfunction in the central auditory system causes difficulty in listening to conversations, particularly under noisy conditions, despite normal peripheral auditory function. Central auditory testing is generally performed in patients with normal hearing on the pure tone audiogram (PTA). This report shows that diagnosis of CAPD is possible even in the presence of an elevated threshold on the PTA, provided that the normal function of the peripheral auditory pathway was verified by distortion product otoacoustic emission (DPOAE), auditory brainstem response (ABR), and auditory steady state response (ASSR). Three pediatric cases (9- and 10-year-old girls and an 8-year-old boy) of CAPD with elevated thresholds on PTAs are presented. The chief complaint was difficulty in listening to conversations. PTA showed elevated thresholds, but the responses and thresholds for DPOAE, ABR, and ASSR were normal, showing that peripheral auditory function was normal. Significant findings of central auditory testing such as dichotic speech tests, time compression of speech signals, and binaural interaction tests confirmed the diagnosis of CAPD. These threshold shifts in PTA may provide a new concept of a clinical symptom due to central auditory dysfunction in CAPD. [ABSTRACT FROM AUTHOR]

When noise obstructs portions of target sounds the auditory system fills in missing information, a phenomenon known as auditory restoration or induction. Previous work in animal models demonstrates that neurons in primary auditory cortex (A1) are capable of restoring occluded target signals suggesting that early auditory cortex is capable of inducing continuity in discontinuous signals (i.e., endogenous restoration). Current consensus is that the neural correlates of auditory induction and perceptual restoration emerge no earlier than A1. Moreover, the neural mechanisms supporting induction in humans are poorly understood. Here, we show that in human listeners, auditory brainstem nuclei support illusory auditory continuity well before engagement of cerebral cortex. We recorded brainstem responses to modulated target tones that did or did not promote illusory auditory percepts. Auditory continuity was manipulated by introducing masking noise or brief temporal interruptions in otherwise continuous tones. We found that auditory brainstem responses paralleled illusory continuity by tagging target sounds even when they were occluded by the auditory scene. Our results reveal (i) a pre-attentive, subcortical origin to a presumed cortical function and (ii) that brainstem signal processing helps partially cancel the negative effects of masking by restoring missing portions of auditory objects that are fragmented in the soundscape. [ABSTRACT FROM AUTHOR]

Background: Preterm infants are at greater risk of language delay. Early identification of language delay is essential to improve functional outcome in these children.Aim: To examine the concurrent validity of Rescorla's Language Development Survey and the Bayley Scales of Infant and Toddler Development (Bayley-III) at 18months corrected age in preterm infants.Study Design: Test accuracy study.Participants: 189 preterm infants born <29weeks were assessed at 18months.Outcome Measures: The Language Development Survey, a parent-reported screening instrument, was administered in French concurrently with the Language Scales of the Bayley-III. Receiver-Operating-Characteristics curves were used to determine optimal cut-off score on the Language Development Survey to identify Bayley-III score <85. Sensitivity, specificity, positive and negative predictive values, and κ coefficient were calculated.Results: Using Rescorla's original cut-off scores of ≤10 words for boys and ≤24 for girls, sensitivity was 76% and 88% for boys and girls, respectively, and specificity was 73% and 52% for boys and girls, respectively, in identifying language delay as per the Bayley-III. The optimal threshold was ≤10 words for both boys and girls. In girls, lowering the cut-off score decreased sensitivity (79%), but improved specificity (82%), thus lowering the number of false-positives.Conclusion: Our findings support using the Language Development Survey as an expressive language screener in preterm infants. [ABSTRACT FROM AUTHOR]

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. [ABSTRACT FROM AUTHOR]