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In a neuroimaging study focusing on young bilinguals, we explored the brains of bilingual and monolingual babies across two age groups (younger 4-6 months, older 10-12 months), using fNIRS in a new event-related design, as babies processed linguistic phonetic (Native English, Non-Native Hindi) and nonlinguistic Tone stimuli. We found that phonetic processing in bilingual and monolingual babies is accomplished with the same language-specific brain areas classically observed in adults, including the left superior temporal gyrus (associated with phonetic processing) and the left inferior frontal cortex (associated with the search and retrieval of information about meanings, and syntactic and phonological patterning), with intriguing developmental timing differences: left superior temporal gyrus activation was observed early and remained stably active over time, while left inferior frontal cortex showed greater increase in neural activation in older babies notably at the precise age when babies' enter the universal first-word milestone, thus revealing a first-time "focalbrain" correlate that may mediate a universal "behavioral" milestone in early human language acquisition. A difference was observed in the older bilingual babies' resilient neural and behavioral sensitivity to Non-Native phonetic contrasts at a time when monolingual babies can no longer make such discriminations. We advance the "Perceptual Wedge Hypothesis" as one possible explanation for how exposure to greater than one language may alter neural and language processing in ways that we suggest are advantageous to language users. The brains of bilinguals and multilinguals may provide the most powerful window into the full neural "extent and variability" that our human species' language processing brain areas could potentially achieve. (Contains 1 table and 4 figures.)

Great interest in the poetry of the Bible and in the Hebrew language developed in Pushkin's time. The Russian Bible Society, which was active in the years 1813-1823, printed numerous editions of the Bible in Church Slavonic and was planning to publish the Bible in Russian in a direct translation from the Hebrew original. It managed to publish only the Book of Psalms and the Pentateuch. [ABSTRACT FROM AUTHOR]

Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia., Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, M age = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, M age = 8.62)., Results: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes ( like + ly ) than more semantically transparent free base morphemes ( snow + man ). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes' semantic information to boost word recognition., Conclusion: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print., Supplemental Material: https://doi.org/10.23641/asha.25944949.

The growing trend of bilingual education between Chinese and English has contributed to a rise in the number of early bilingual children, who were exposed to L2 prior to formal language instruction of L1. The L2-L1 transfer effect in an L1-dominant environment has been well established. However, the threshold of L2 proficiency at which such transfer manifests remains unclear. This study investigated the behavioral and neural processes involved when manipulating phonemes in an auditory phonological task to uncover the transfer effect in young bilingual children. Sixty-two first graders from elementary schools in Taiwan were recruited in this study (29 Chinese monolinguals, 33 Chinese-English bilinguals). The brain activity was measured using fNIRS (functional near-infrared spectroscopy). Bilingual children showed right lateralization to process Chinese and left lateralization to process English, which supports more on the accommodation effect within the framework of the assimilation-accommodation hypothesis. Also, compared to monolinguals, bilingual children showed more bilateral frontal activation in Chinese, potentially reflecting a mixed influence from L2-L1 transfer effects and increased cognitive load of bilingual exposure. These results elucidate the developmental adjustments in the neural substrates associated with early bilingual exposure in phonological processing, offering valuable insights into the bilingual learning process., Competing Interests: Declaration of competing interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Brain development for language processing is associated with neural specialization of left perisylvian pathways, but this has not been investigated in young bilinguals. We examined specificity for syntax and semantics in early exposed Spanish-English speaking children (N = 65, ages 7-11) using an auditory sentence judgement task in English, their dominant language of use. During functional near infrared spectroscopy (fNIRS), the morphosyntax task elicited activation in left inferior frontal gyrus (IFG) and the semantic task elicited activation in left posterior middle temporal gyrus (MTG). Task comparisons revealed specialization in left superior temporal (STG) for morphosyntax and left MTG and angular gyrus for semantics. Although skills in neither language were uniquely related to specialization, skills in both languages were related to engagement of the left MTG for semantics and left IFG for syntax. These results are consistent with models suggesting a positive cross-linguistic interaction in those with higher language proficiency., Competing Interests: Declaration of competing interest This work was supported by the following Eunice Kennedy Shriver National Institute of Child Health and Human Development grants: R01HD092498, R01HD109224, and T32HD007109. The authors thank Isabel Hernandez and Jonathan R. Brennan for their support and guidance of this work. The authors also thank En Nuestra Lengua, its directors Teresa Satterfield and José Benkí, and all the families who participated in the study. The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Children's spoken language skills are essential to the development of the "reading brain," or the neurocognitive systems that underlie successful literacy. Morphological awareness, or sensitivity to the smallest units of meaning, is a language skill that facilitates fluent recognition of meaning in print. Yet despite the growing evidence that morphology is integral to literacy success, associations among morphological awareness, literacy acquisition, and brain development remain largely unexplored. To address this gap, we conducted a longitudinal investigation with 75 elementary school children (5-11 years of age) who completed an auditory morphological awareness neuroimaging task at Time 1 as well as literacy assessments at both Time 1 and Time 2 (1.5 years later). Findings reveal longitudinal brain-behavior associations between morphological processing at Time 1 and reading outcomes at Time 2. First, activation in superior temporal brain regions involved in word segmentation was associated with both future reading skill and steeper reading gains over time. Second, a wider array of brain regions across the language network were associated with polymorphemic word reading as compared with broader word reading skill (reading both simple and complex words). Together, these findings reinforce the importance of word segmentation skills in learning to read and highlight the importance of considering complex word reading skills in building comprehensive neurocognitive models of literacy. This study fills a gap in our knowledge of how processing meaningful units in speech may help to explain differences in children's reading development over time and informs ongoing theoretical questions about the role of morphology in learning to read., (Copyright © 2023 Elsevier Inc. All rights reserved.)

Purpose: The aim of this study was to examine the effects of early bilingual exposure on Spanish-English bilingual children's neural organization of English morphosyntactic structures. This study examines how children's age and language experiences are related to morphosyntactic processing at the neural level., Method: Eighty-one children (ages 6-11 years) completed an auditory sentence judgment task during functional near-infrared spectroscopy neuroimaging. The measure tapped into children's processing of early-acquired (present progressive - ing ) and later-acquired (past tense - ed and third-person singular - s ) English morphosyntactic structures, the primary language of academic instruction., Results: We observed effects of syntactic structure and age. Early-acquired morphemic structures elicited activation in the left inferior frontal gyrus, while the later-acquired structures elicited additional activations in the left middle temporal gyrus and superior temporal gyrus (STG). Younger children had a more distributed neural response, whereas older children had a more focal neural response. Finally, there was a trending association between children's English language use and left STG activation for later-acquired structures., Conclusion: The findings inform theories of language and brain development by highlighting the mechanisms by which age and language experiences influence bilingual children's neural architecture for morphosyntactic processing.

Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character-based orthographies such as English and Chinese. To uncover cross-linguistic influences on children's literacy, we asked young Chinese-English simultaneous bilinguals and English monolinguals (N = 119, ages 5-10) to complete phonological and morphological awareness (MA) literacy tasks. Children completed the tasks in the auditory modality in each of their languages during functional near-infrared spectroscopy neuroimaging. Cross-linguistically, comparisons between bilinguals' two languages revealed that the task that was more central to reading in a given orthography, such as phonological awareness (PA) in English and MA in Chinese, elicited less activation in the left inferior frontal and parietal regions. Group comparisons between bilinguals and monolinguals in English, their shared language of academic instruction, revealed that the left inferior frontal was less active during phonology but more active during morphology in bilinguals relative to monolinguals. MA skills are generally considered to have greater language specificity than PA skills. Bilingual literacy training in a skill that is maximally similar across languages, such as PA, may therefore yield greater automaticity for this skill, as reflected in the lower activation in bilinguals relative to monolinguals. This interpretation is supported by negative correlations between proficiency and brain activation. Together, these findings suggest that both the structural characteristics and literacy experiences with a given language can exert specific influences on bilingual and monolingual children's emerging brain networks for learning to read., (© 2023 The Authors. Human Brain Mapping published by Wiley Periodicals LLC.)

Purpose: The fine-tuning of linguistic prosody in later childhood is poorly understood, and its neurological processing is even less well studied. In particular, it is unknown if grammatical processing of prosody is left- or right-lateralized in childhood versus adulthood and how phonological working memory might modulate such lateralization. Furthermore, it is virtually unknown how prosody develops neurologically among children with cochlear implants (CIs)., Method: Normal-hearing (NH) children ages 6-12 years and NH adults ages 18-28 years completed a functional near-infrared spectroscopy neuroimaging task, during which they heard sentence pairs and judged whether the sentences did or did not differ in their overall prosody (declarative, question, with or without narrow focus). Children also completed standard measures of expressive and receptive language., Results: Age group differences emerged; children exhibited stronger bilateral temporoparietal activity but reduced left frontal activation. Furthermore, children's performance on a nonword repetition test was significantly associated with activation in the left inferior frontal gyrus-an area that was generally more activated in adults than in children., Conclusions: The prosody-related findings are generally consistent with prior neurodevelopmental works on sentence comprehension, especially those involving syntax and semantics, which have also noted a developmental shift from bilateral temporal to left inferior frontal regions typically associated with increased sensitivity to sentence structure. The findings thus inform theoretical perspectives on brain and language development and have implications for studying the effects of CIs on neurodevelopmental processes for sentence prosody., Supplemental Material: https://doi.org/10.23641/asha.22255996.

Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children's neural organization for language and brain development. To uncover sources of such heterogeneity in children's neural language networks, the present study examined the effects of bilingual proficiency on children's neural organization for language function. To do so, we took an innovative person-specific analytical approach to investigate young Chinese-English and Spanish-English bilingual learners of structurally distinct languages. Bilingual and English monolingual children ( N = 152, M ( SD ) age = 7.71(1.32)) completed an English word recognition task during functional near-infrared spectroscopy neuroimaging, along with language and literacy tasks in each of their languages. Two key findings emerged. First, bilinguals' heritage language proficiency (Chinese or Spanish) made a unique contribution to children's language network density. Second, the findings reveal common and unique patterns in children's patterns of task-related functional connectivity. Common across all participants were short-distance neural connections within left hemisphere regions associated with semantic processes (within middle temporal and frontal regions). Unique to more proficient language users were additional long-distance connections between frontal, temporal, and bilateral regions within the broader language network. The study informs neurodevelopmental theories of language by revealing the effects of heterogeneity in language proficiency and experiences on the structure and quality of emerging language neural networks in linguistically diverse learners., Competing Interests: Competing Interests: The authors have declared that no competing interests exist., (© 2023 Massachusetts Institute of Technology.)

Words' morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5-9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examined mechanisms of bilingual transfer in matched samples of Spanish-English and Chinese-English dual first language learners. Results revealed a principled cross-linguistic interaction between language group (Spanish vs. Chinese bilinguals) and type of morphological awareness. Specifically, bilinguals' proficiency with the type of morphology that was less characteristic of their home language explained greater variance in their English literacy. These findings showcase the powerful effects of bilingualism on word reading processes in children who have similar reading proficiency but different language experiences, thereby advancing theoretical perspectives on literacy across diverse learners.

Consequences of multilingualism vary from offering cognitive benefits to poor educational and cognitive outcomes. One aspect of multilingualism that has not been systematically examined is the typology of multilinguals' languages: Do differences and similarities between languages multilinguals are exposed to contribute to the development of their cognition and brain? We investigated n = 162 5-6-year-olds with various language backgrounds on a monolingual-to-quintilingual continuum. Our results show that typological linguistic diversity can be related to expressive vocabulary knowledge in the dominant language. On neural level, it relates to brain activation patterns in (among others) the PGa area in the bilateral IPL, a brain region previously associated with multilingual experience, but never with language typology. We propose an ecologically valid way of describing the continuum of multilingual language experience and provide evidence for both the cognition and the brain of multilingual kindergartners to be related to the typological linguistic diversity of their environment., (© 2023. The Author(s).)

Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children ( M ( SD ) age  = 7.78 (1.54) at Time 1) from relatively high SES homes, including 95 monolinguals, 75 Spanish-English and 67 Chinese-English bilinguals. The findings revealed different impacts of COVID-19 school disruptions on the present bilingual and monolingual participants. Specifically, between Time 1 and Time 2, monolingual children made age-appropriate improvements in all literacy measurements. Relative to monolinguals, both bilingual groups showed greater gains in vocabulary but lower gains in reading comprehension. Moreover, across groups, children's independent reading practices during COVID-19 were positively associated with children's literacy growth during the pandemic-related schooling disruptions. Taken together, these findings inform theoretical perspectives on learning to read in linguistically diverse children experiencing COVID-19-related schooling disruptions., Supplementary Information: The online version contains supplementary material available at 10.1007/s11145-022-10388-x., Competing Interests: Conflict of interestWe have no known conflict of interest to disclose., (© The Author(s), under exclusive licence to Springer Nature B.V. 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging. The findings revealed both language-specific and shared bilingual effects. The language-specific effects were that Chinese and Spanish bilinguals showed principled differences in their neural organization for English lexical morphology. The common bilingual effects shared by the two groups were that in both bilingual groups, increased home language proficiency was associated with stronger left superior temporal gyrus (STG) activation when processing the English word structures that are most dissimilar from the home language. The findings inform theories of language and brain development during the key periods of neural reorganization for learning to read by illuminating experience-based plasticity in linguistically diverse learners., (© 2022 The Authors. Developmental Science published by John Wiley & Sons Ltd.)

This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish-English bilingual children ages 7-12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R 2  = .89) and Spanish (R 2  = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition., (© 2022 The Authors. Child Development © 2022 Society for Research in Child Development.)

Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores the relation between children's neural organization for morphological awareness and successful reading comprehension in typically developing and impaired readers. English-speaking children ages 6-11 (N = 97; mean age = 8.6 years, 25% reading impaired) completed standard literacy assessments as well as an auditory morphological awareness task during functional near-infrared spectroscopy (fNIRS) neuroimaging, which included root (e.g., PERSON + al) and derivational (e.g., quick + LY) morphology. Regression analyses revealed that children's morphological awareness predicted unique variance in reading comprehension above and beyond demographic factors, vocabulary knowledge, and decoding ability. Neuroimaging analyses further revealed that children with stronger reading comprehension showed greater engagement of brain regions associated with integrating sound and meaning, including left inferior frontal, middle temporal, and inferior parietal regions. This effect was especially notable for the derivational morphology condition that involved manipulating more analytically demanding and semantically abstract units (e.g., un-, -ly, -ion). Together, these findings suggest that successful reading comprehension, and its deficit in dyslexia, may be related to the ability to manipulate morpho-phonological units of word meaning and structure. These results inform theoretical perspectives on literacy and children's neural architecture for learning to read., (© 2021. The International Dyslexia Association.)

Bilingualism influences children's cognition, yet bilinguals vary greatly in their dual-language experiences. To uncover sources of variation in bilingual and monolingual brain function, the present study used standard analysis and innovative person-specific connectivity models combined with a data-driven grouping algorithm. Children (ages 7-9; N = 52) completed a visuo-spatial attention task while undergoing functional near-infrared spectroscopy neuroimaging. Both bilingual and monolingual groups performed similarly, and engaged bilateral frontal and parietal regions. However, bilinguals showed greater brain activity than monolinguals in left frontal and parietal regions. Connectivity models revealed two empirically-derived subgroups. One subgroup was composed of monolinguals and bilinguals who were more English dominant, and showed left frontal-parietal connections. The other was composed of bilinguals who were balanced in their dual-language abilities and showed left frontal lobe connections. The findings inform how individual variation in early language experiences influences children's emerging cortical networks for executive function, and reveal efficacy of data-driven approaches., (Copyright © 2022 Elsevier Inc. All rights reserved.)

This article documents a functional Near-Infrared Spectroscopy (fNIRS) neuroimaging dataset deposited in Deep Blue Data. The dataset included neuroimaging and behavioral data from N  = 343 children aged 5-11 with a diverse linguistic background, including children who are English monolingual, Chinese-English, and Spanish-English bilingual. Children completed phonological and morphological awareness tasks in each of their languages during fNIRS neuroimaging. They also completed a wide range of language and reading tasks. Parents filled in questionnaires to report children's demographic information as well as their home language and literacy backgrounds. The dataset is valuable for researchers in the field of developmental cognitive neuroscience to further investigate questions such as the effects of bilingualism on children's neural basis for literacy development., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2022 The Authors. Published by Elsevier Inc.)

This study investigates the cross-linguistic transfer of literacy skills in Spanish-English, Chinese-English bilingual, and English monolingual children (N = 283, 5-10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish-English bilinguals relied more on phonological awareness in word reading, whereas Chinese-English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals' heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta-linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children., (© 2021 The Authors. Child Development © 2021 Society for Research in Child Development.)

This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals' two languages, we asked bilingual children ( N = 90; M = 8.07 years old) to complete dual-language literacy assessments. First, we observed cross-linguistic differences in the associations between morphology and reading. In English, morphological awareness was directly related to word reading and reading comprehension, whereas in Spanish, the association with reading comprehension was fully mediated by vocabulary and single word reading. Second, we observed cross-linguistic associations from English word reading to Spanish reading comprehension, and from Spanish reading comprehension to English reading comprehension. Our findings inform bilingual literacy theory by revealing both cross-linguistic differences and bidirectional associations between literacy skills across typologically-distinct orthographies. In particular, children's word-level skills transferred from the language of schooling (English) into their heritage language (Spanish), and their broader reading comprehension skills transferred from the heritage language to support English. Taken together, these findings support the value of bilingual heritage language maintenance for reading achievement in children's dominant language of literacy instruction.

The possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 2003. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we focus on how this advantage arises. We consider how current theoretical positions, including executive function, metalinguistic awareness, and sociolinguistic awareness accounts, explain such an advantage in young bilingual children. These theoretical accounts receive some, but only partial, support, so further research and theory are needed to understand comprehensively the relationship between bilingualism and ToM.

Numerous studies have consistently reported functional activation of the cerebellum during reading tasks, especially in the right cerebellar hemisphere. However, it remains unclear whether this region is also involved in reading during the earliest stages of reading acquisition. Here, we investigated whether and how the cerebellum contributes to reading acquisition. We tested 80 5-6-year-old kindergarteners, who performed a visual word matching task during which functional MRI (fMRI) data were collected. We found that bilateral cerebellar hemispheres were significantly activated during visual word processing. Moreover, activation of left cerebellar lobule VII extending to lobule VIII negatively and significantly correlated with current reading ability, whereas activation of right cerebellar lobule VII extending to lobule VIII significantly and positively correlated with future reading ability. Functional decoding via functional connectivity patterns further revealed that left and right cerebellar lobules connected with different cerebral cortex regions. Our results suggest a division of labor between the left and right cerebellar lobules in beginning readers., (Copyright © 2021 Elsevier Ltd. All rights reserved.)

Objective: Tinnitus, phantom sound perception, arises from aberrant brain activity within auditory cortex. In tinnitus animal models, auditory cortex neurons show increased spontaneous firing and neural synchrony. In humans, similar hyperactivation in auditory cortex has been displayed with functional near-infrared spectroscopy (fNIRS). Resting-state functional connectivity (RSFC) or increased connectivity between brain regions has also been shown in tinnitus using fNIRS. However, current fNIRS technology utilizes infrared (IR)-sources and IR-detectors placed on the scalp that restricts (~3 cm depth IR penetration) signal capture to outer cerebral cortex due to skin and skull bone. To overcome this limitation, in this proof of concept study, we adapted fNIRS probes to fit in the external auditory canal (EAC) to physically place IR-probes deeper within the skull thereby extracting neural signals from deeper auditory cortex., Methods: Twenty adults with tinnitus and 20 nontinnitus controls listened to periods of silence and broadband noise before and after 5 min of silence to calculate RSFC. Concurrent scalp probes over auditory cortex and an adapted probe placed in the right EAC were utilized., Results: For standard probes, left and right auditory cortex in tinnitus showed increased RSFC to each other and to other nonauditory cortices. Interestingly, adapted fNIRS probes showed trends toward increased RSFC., Conclusion: While many areas for the adapted probes did not reach significance, these data using a highly innovative and newly created probe adapting fNIRS technology to the EAC substantiates our previously published data in human tinnitus and concurrently validates this technology as a useful and expanded brain imaging modality.

Objectives: Phantom sound perception (tinnitus) may arise from altered brain activity within auditory cortex. Auditory cortex neurons in tinnitus animal models show increased spontaneous firing rates. This may be a core characteristic of tinnitus. Functional near-infrared spectroscopy (fNIRS) has shown similar findings in human auditory cortex. Current fNIRS approaches with cap recordings are limited to ∼3 cm depth of signal penetration due to the skull thickness. To address this limitation, we present an innovative fNIRS approach via probes adapted to the external auditory canal. The adapted probes were placed deeper and closer to temporal lobe of the brain to bypass confining skull bone and improve neural recordings., Methods: Twenty adults with tinnitus and 20 nontinnitus controls listened to periods of silence and broadband noise (BBN) during standard cap and adapted ear canal fNIRS neuroimaging. The evaluators were not blinded, but the protocol and postprocessing for the two groups were identical., Results: Standard fNIRS measurements in participants with tinnitus revealed increased auditory cortex activity during silence that was suppressed during auditory stimulation with BBN. Conversely, controls displayed increased activation with noise but not during silence. Importantly, adapted ear canal fNIRs probes showed similar hemodynamic responses seen with cap probes in both tinnitus and controls., Conclusions: In this proof of concept study , we have successfully fabricated, adapted, and utilized a novel fNIRS technology that replicates established findings from traditional cap fNIRS probes. This exciting new innovation, validated by replicating previous and current cap findings in auditory cortex, may have applications to future studies to investigate brain changes not only in tinnitus but in other pathologic states that may involve the temporal lobe and surrounding brain regions., Level of Evidence: NA., Competing Interests: The authors declare no potential conflict of interest., (© 2020 The Authors. Laryngoscope Investigative Otolaryngology published by Wiley Periodicals LLC. on behalf of The Triological Society.)

Children's sensitivity to regularities within the linguistic stream, such as the likelihood that syllables co-occur, is foundational to speech segmentation and language acquisition. Yet, little is known about the neurocognitive mechanisms underlying speech segmentation in typical development and in neurodevelopmental disorders that impact language acquisition such as autism spectrum disorder (ASD). Here, we investigate the neural signals of statistical learning in 15 human participants (children ages 8-12) with a clinical diagnosis of ASD and 14 age-matched and gender-matched typically developing peers. We tracked the evoked neural responses to syllable sequences in a naturalistic statistical learning corpus using magnetoencephalography (MEG) in the left primary auditory cortex, posterior superior temporal gyrus (pSTG), and inferior frontal gyrus (IFG), across three repetitions of the passage. In typically developing children, we observed a neural index of learning in all three regions of interest (ROIs), measured by the change in evoked response amplitude as a function of syllable surprisal across passage repetitions. As surprisal increased, the amplitude of the neural response increased; this sensitivity emerged after repeated exposure to the corpus. Children with ASD did not show this pattern of learning in all three regions. We discuss two possible hypotheses related to children's sensitivity to bottom-up sensory deficits and difficulty with top-down incremental processing., (Copyright © 2020 Wagley et al.)

Aim: The underlying neurophysiological effects of concussion often result in attenuated cognitive and cortical function. To understand the relation between cognition and brain injury, we investigated the effects of concussion on attentional networks using functional near-infrared spectroscopy (fNIRS)., Materials & Methods: Healthy controls and concussed patients, tested within 72 h from injury (T1) and after symptoms resolved (T2) completed a computerized attention task during fNIRS imaging., Results: T1 patients exhibited slower reaction times and reduced brain activation pattern relative to healthy controls. Interestingly, the cortical oxygenation hemoglobin response at T2 was greater relative to T1 and healthy controls, while reaction time was normative., Conclusion: The exploratory findings of this study suggest once asymptomatic, a compensatory hemodynamic response may support the restoration of reaction time despite ongoing physiological recovery., Competing Interests: Financial & competing interests disclosure University of Michigan Exercise & Sport Science Initiative. The authors have no other relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript apart from those disclosed. No writing assistance was utilized in the production of this manuscript., (© 2020 Allyssa K. Memmini.)

Significance: Functional near-infrared spectroscopy (fNIRS) is an emerging brain imaging technique due to its small size, low cost, minimum scanning sonic noise, and portability. Unfortunately, because this technique does not provide neuroanatomical information to accompany the functional data, its data interpretation remains a persistent challenge in fNIRS brain imaging applications. The two most popular approaches for fNIRS anatomical registration are magnetic resonance imaging (MRI) and three-dimensional (3-D) digitization. MRI scanning yields high-precision registration but reduces the cost-effectiveness and accessibility of fNIRS imaging. Alternatively, the low cost and portable 3-D digitizers are affected by magnetic properties of ambient metal objects, including participant clothing, testing equipment, medical implants, and so forth., Aim: To overcome these obstacles and provide accessible and reliable neuroanatomical registration for fNIRS imaging, we developed and explored a photogrammetry optode registration (POR) method., Approach: The POR method uses a consumer-grade camera to reconstruct a 3-D image of the fNIRS optode-set, including light emitters and detectors, on a participant's head. This reconstruction process uses a linear-time incremental structure from motion (LTI-SfM) algorithm, based on 100 to 150 digital photos. The POR method then aligns the reconstructed image with an anatomical template of the brain., Results: To validate this method, we tested 22 adult and 19 child participants using the POR method and MRI imaging. The results comparisons suggest on average 55% and 46% overlap across all data channel measurements registered by the two methods in adult and children, respectively. Importantly, this overlap reached 65% and 60% in only the frontal channels., Conclusions: These results suggested that the mismatch in registration was partially due to higher variation in backward optode placement rather than the registration efficacy. Therefore, the photo-based registration method can offer an accessible and reliable approach to neuroanatomical registration of fNIRS as well as other surface-based neuroimaging and neuromodulation methods.

The erratum concerns amendment of Section 2.5 of the published article.

This study explored the impact of infant temperament and maternal stress on the development of the infant medial prefrontal cortex (mPFC) among sixteen 6-8-month-old infants. Functional Near Infrared Spectroscopy (fNIRS) was used to measure activation of the infant mPFC in response to angry, happy, and sad faces. Infant temperament and dimensions of maternal stress were measured with the Infant Behavior Questionnaire and the Parenting Stress Index Respectively. Infants with high negative emotionality demonstrated increased mPFC activation in association with all emotion face conditions. Negative emotionality moderated the effect of total maternal stress on mPFC activation to angry and sad faces. Mother-infant dysfunctional interaction was related to increased mPFC activation associated with happy faces, supporting the "novelty hypothesis", in which the mPFC responds more strongly to unique experiences. Therefore, this study provides additional evidence that infant temperament and the quality of the mother-infant relationship influence the development of the mPFC and how infants process emotions., (Copyright © 2020 Elsevier Inc. All rights reserved.)

For monitoring of concussion, brain function, organ condition and other medical applications, what is needed is a non-invasive method of monitoring tissue metabolism. MRI-based functional imaging technology detects changes in blood oxygenation, a correlate of neural activity, and thus may offer a prediction of prognosis in cases of concussion and other cerebral traumas. Yet, potential relationships between perturbations to cerebral metabolism and patient outcomes cannot be effectively exploited clinically because we lack a practical, low-cost, non-invasive means to monitor cerebral oxygenation and metabolism in the emergency department, operating room, or medical facilities. We have developed a device to optically assay the redox state of Cytochrome-C-Oxidase (CCO), the mitochondrial enzyme responsible for the last step of the electron transport chain. Changes in CCO redox reflect changes in respiratory flux, and thus changes in the rate of oxidative adenosine triphosphate (ATP) synthesis. In other words, changes in CCO reflect brain cell's metabolic activity more directly than the traditional blood oxygenation measurement methods. To non-invasively measure changes in CCO as well as blood oxygenation, we have developed a Super-Continuum Infrared Spectroscopy of Cytochrome-C-Oxidase (SCISCCO) system that uses an all-fiber integrated, super-continuum light source to simultaneously measure both of the new (CCO) and the traditional (blood oxygenation) markers of neural metabolism. The SCISCCO system is validated by confirming the near-infrared spectrum of CCO in vitro . To demonstrate in vivo feasibility, the measured responses of oxygenation and CCO responses to acute ischemia (e.g., blood pressure tests) in human participants are compared to data from the literature. Furthermore, we show that the new device's measurements of oxygenated (HbO) and deoxygenated (HbR) hemoglobin in response to breath hold challenges are principled and consistent with previously reported findings. The validated SCISCCO system is finally applied to measure cerebral oxygenation and the redox state of CCO in participants during an attention test protocol. Twenty-five healthy adults completed an attention task that included nine 60-second periods of attention task, interleaved with 60-s periods of resting baseline. It has been well established that the frontal lobe of the human brain is active during tasks of attention. We therefore predicted that attention task should elicit an increase in HbO concentration accompanied by a decrease in redox state of CCO (e.g., ratio of oxidized CCO to reduced CCO) in frontal lobe brain regions as measured with the SCISCCO system. Our findings are consistent with our predictions: HbO concentration increases while CCO concentration decreases during the attention blocks relative to the resting baseline, thereby indicating an increase in oxidative metabolism of the frontal lobe brain regions of interest. Our systematic, multi-method approach thus validates the new device as well as the validity of the metabolic biomarkers that it measures. The SCISCCO system could be a new tool for monitoring brain and organ metabolism, which could be invaluable for screening concussion patients or use in an operating or emergency room to gauge patient's organ response to treatments.

Purpose Child language acquisition is marked by an optional infinitive period (ages 2-4 years) during which children use nonfinite (infinitival) verb forms and finite verb forms interchangeably in grammatical contexts that require finite forms. In English, children's errors include omissions of past tense /- ed / and 3rd-person singular /- s /. This language acquisition period typically ends by the age of 4 years, but it persists in children with language impairments. It is unknown if adults still process optional infinitives differently than other kinds of morphosyntax errors. Method We compared behavior and functional brain activation during grammaticality judgments across sentences with developmental optional infinitive tense/agreement errors ("Yesterday I play the song"), nondevelopmental agreement errors ("He am tall") that do not occur in typical child language acquisition, and grammatically correct sentences. Results Adults ( N = 25) were significantly slower and less accurate in judging sentences with developmental errors relative to other sentences. Sentences with developmental errors yielded greater activation in bilateral inferior frontal gyri relative to nondevelopmental error sentences in both auditory and visual modalities. Conclusions These findings suggest that the heightened computational demands for finiteness extend well beyond early childhood and continue to exert their influence on grammatical mental and brain function in adulthood.

Learning to read transforms the brain, building on children's existing capacities for language and visuospatial processing. In particular, the development of print-speech convergence, or the spatial overlap of neural regions necessary for both auditory and visual language processing, is critical for literacy acquisition. Print-speech convergence is a universal signature of proficient reading, yet the antecedents of this convergence remain unknown. Here we examine the relationship between spoken language proficiency and the emergence of the print-speech network in beginning readers (ages 5-6). Results demonstrate that children's language proficiency, but not their early literacy skill, explains variance in their print-speech neural convergence in kindergarten. Furthermore, print-speech convergence in kindergarten predicts reading abilities one year later. These findings suggest that children's language ability is a core mechanism guiding the neural plasticity for learning to read, and extend theoretical perspectives on language and literacy acquisition across the lifespan., (Copyright © 2019 Elsevier Inc. All rights reserved.)

Language acquisition is characterized by progressive use of inflectional morphology marking verb tense and agreement. Linguistic milestones are also linked to left-brain lateralization for language specialization. We used neuroimaging (fNIRS) to investigate how bilingual exposure influences children's cortical organization for processing morpho-syntax. In Study 1, monolinguals and bilinguals ( n =39) completed a grammaticality judgment task that included English sentences with violations in earlier- (verb agreement) and later-acquired (verb tense/agreement) structures. Groups showed similar performance and greater activation in left inferior frontal region (IFG) for later- than earlier-acquired conditions. Bilinguals showed stronger and more restricted left IFG activation. In Study 2, bilinguals completed a comparable Spanish task revealing patterns of left IFG activation similar to English. Taken together, the findings suggest that bilinguals with linguistic competence at parity with monolingual counterparts have a higher degree of cortical specialization for language, likely a result of enriched linguistic experiences.

When a listener hears a word, multiple lexical items may come to mind; for instance, /kæn/ may activate concepts with similar phonological onsets such as candy and candle. Acquisition of two lexicons may increase such linguistic competition. Using functional Near-Infrared Spectroscopy neuroimaging, we investigate whether bilingualism impacts word processing in the child's brain. Bilingual and monolingual children (N = 52; ages 7-10) completed a lexical selection task in English, where participants adjudicated phonological competitors (e.g., car/cat vs. car/pen). Children were less accurate and responded more slowly during competing than non-competing items. In doing so, children engaged top-down fronto-parietal regions associated with cognitive control. In comparison to bilinguals, monolinguals showed greater activity in left frontal regions, a difference possibly due to bilinguals' adaptation for dual-lexicons. These differences provide insight to theories aiming to explain the role of experience on children's emerging neural networks for lexical selection and language processing., (Published by Elsevier Inc.)

In response to Hernandez and colleagues (2018), we provide commentary on the scientific reasoning that underlies Neuroemergentism. We argue that bilingual language and reading acquisition provide a means for examining and refining the neuroemergentist framework.

The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6-12, N=134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.

Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger associations between phonological and orthographic representations than monolinguals during English reading. While vocabulary was the strongest predictor of English word reading for both groups, phonology and morpho-syntax were the best predictors of Spanish reading for bilinguals. This comparison reveals distinct developmental processes across learners and languages, and suggests that early and systematic biliteracy exposure at home and through afterschool programs can influence children's sound-to-print associations even in the context of language-specific (monolingual) reading instruction. These findings have important implications for bilingual education as well as theories that aim to explain how learning to read across languages has a positive impact on the acquisition of literacy.

Objective: Functional near-infrared spectroscopy (fNIRS) is an emerging noninvasive technology used to study cerebral cortex activity. Being virtually silent and compatible with cochlear implants has helped establish fNIRS as an important tool when investigating auditory cortex as well as cortices involved with hearing and language processing in adults and during child development. With respect to this review article, more recently, fNIRS has also been used to investigate central auditory plasticity following hearing loss and tinnitus or phantom sound perception., Methods: Here, we review the currently available literature reporting the use of fNIRS in human studies with cochlear implants and tinnitus to measure human central auditory cortical circuits. We also provide the reader with detailed reviews of the technology and traditional recording paradigms/methods used in these auditory-based studies., Results: The purpose of this review article is to summarize theoretical advancements in our understanding of the neurocognitive mechanisms underlying auditory processes and their plasticity through fNIRS research of human auditory performance with cochlear implantation and plasticity that may contribute to the central percepts of tinnitus., Conclusion: fNIRS is an emerging noninvasive brain imaging technology that has wide reaching application that can be applied to human studies involving cochlear implants and tinnitus., Level of Evidence: N/A.

Emerging research suggests that children's ability to divide is the best predictor of later arithmetic development. Although division is typically taught around grade 3, children much younger than this practice division when sharing and allocating resources (e.g. sharing food). To test the hypothesis that social sharing abilities are linked to the emergence of complex numerical division abilities, we examined sharing and division abilities in adults and children. The first study used functional near infrared spectroscopy to examine the neurocognitive bases of division in adults (N=28; age range: 18-23 years) during a task that evaluated their judgment of proportions in the context of sharing, as well as traditional numerical division tasks. The second study explored the relation between sharing and emergent math abilities in children (N=53; age range: 4-6 years) using the same sharing task and established math measures. Our findings suggest that social sharing activities might engage similar cognitive mechanisms that support mathematical reasoning. The study informs theories of numerical cognition and highlights the importance of examining gaps in how early life activities support cognitive development.

Disrupted neural synchrony may be a primary electrophysiological abnormality in autism spectrum disorders (ASD), altering communication between discrete brain regions and contributing to abnormalities in patterns of connectivity within identified neural networks. Studies exploring brain dynamics to comprehensively characterize and link connectivity to large-scale cortical networks and clinical symptoms are lagging considerably. Patterns of neural coherence within the Default Mode Network (DMN) and Salience Network (SN) during resting state were investigated in 12 children with ASD (M Age  = 9.2) and 13 age and gender-matched neurotypicals (NT) (M Age  = 9.3) with magnetoencephalography. Coherence between 231 brain region pairs within four frequency bands (theta (4-7 Hz), alpha, (8-12 Hz), beta (13-30 Hz), and gamma (30-80 Hz)) was calculated. Relationships between neural coherence and social functioning were examined. ASD was characterized by lower synchronization across all frequencies, reaching clinical significance in the gamma band. Lower gamma synchrony between fronto-temporo-parietal regions was observed, partially consistent with diminished default mode network (DMN) connectivity. Lower gamma coherence in ASD was evident in cross-hemispheric connections between: angular with inferior/middle frontal; middle temporal with middle/inferior frontal; and within right-hemispheric connections between angular, middle temporal, and inferior/middle frontal cortices. Lower gamma coherence between left angular and left superior frontal, right inferior/middle frontal, and right precuneus and between right angular and inferior/middle frontal cortices was related to lower social/social-communication functioning. Results suggest a pattern of lower gamma band coherence in a subset of regions within the DMN in ASD (angular and middle temporal cortical areas) related to lower social/social-communicative functioning. Autism Res 2018, 11: 434-449. © 2017 International Society for Autism Research, Wiley Periodicals, Inc., Lay Summary: Communication between different areas of the brain was observed in children with ASD and neurotypical children while awake, but not working on a task. Magnetoencephalography was used to measure tiny magnetic fields naturally generated via brain activity. The brains of children with ASD showed less communication between areas that are important for social information processing compared to the brains of neurotypical children. The amount of communication between these areas was associated with social and social communication difficulties., (© 2017 International Society for Autism Research, Wiley Periodicals, Inc.)