Age, dyslexia subtype and comorbidity modulate rapid auditory processing in developmental dyslexia

The nature of Rapid Auditory Processing (RAP) deficits in dyslexia remains debated, together with the specificity of the problem to certain types of stimuli and/or restricted subgroups of individuals. Following the hypothesis that the heterogeneity of the dyslexic population may have led to contrasting results, the aim of the study was to define the effect of age, dyslexia subtype and comorbidity on the discrimination and reproduction of nonverbal tone sequences.Participants were 46 children aged 8 - 14 (26 with dyslexia, subdivided according to age, presence of a previous language delay, and type of dyslexia). Experimental tasks were a Temporal Order Judgment (TOJ) (manipulating tone length, ISI and sequence length), and a Pattern Discrimination Task. Dyslexic children showed general RAP deficits. Tone length and ISI influenced dyslexic and control children’s performance in a similar way, but dyslexic children were more affected by an increase from 2 to 5 sounds. As to age, older dyslexic children’s difficulty in reproducing sequences of 4 and 5 tones was similar to that of normally reading younger (but not older) children. In the analysis of subgroup profiles, the crucial variable appears to be the advantage, or lack thereof, in processing long vs short sounds. Dyslexic children with a previous language delay obtained the lowest scores in RAP measures, but they performed worse with shorter stimuli, similar to control children, while dyslexic-only children showed no advantage for longer stimuli. As to dyslexia subtype, only surface dyslexics improved their performance with longer stimuli, while phonological dyslexics did not. Differential scores for short vs long tones and for long vs short ISIs predict nonword and word reading, respectively, and the former correlate with phonemic awareness.In conclusion, the relationship between nonverbal RAP, phonemic skills and reading abilities appears to be characterized by complex interactions with subgroup characteristics

Autism and neurodevelopmental disorders: the Sars-Cov-2 pandemic implications

The Special Issue (SI) “Autism and Neurodevelopmental Disorders: The SARS-CoV-2 Pandemic Implications” is an interesting project that adopted a scientific point of view with important implications in clinical and practical fields [...

Baseline EEG in the first year of life: Preliminary insights into the development of autism spectrum disorder and language impairments

Summary: Early identification of neurodevelopmental disorders is important to ensure a prompt and effective intervention, thus improving the later outcome. Autism spectrum disorder (ASD) and language learning impairment (LLI) are among the most common neurodevelopmental disorders, and they share overlapping symptoms. This study aims to characterize baseline electroencephalography (EEG) spectral power in 6- and 12-month-old infants at higher likelihood of developing ASD and LLI, compared to typically developing infants, and to preliminarily verify if spectral power components associated with the risk status are also linked with the later ASD or LLI diagnosis. We found risk status for ASD to be associated with reduced power in the low-frequency bands and risk status for LLI with increased power in the high-frequency bands. Interestingly, later diagnosis shared similar associations, thus supporting the potential role of EEG spectral power as a biomarker useful for understanding pathophysiology and classifying diagnostic outcomes

Effects of COVID-19 Lockdown on the Emotional and Behavioral Profiles of Preschool Italian Children with and without Familial Risk for Neurodevelopmental Disorders

The effects of COVID-19 containment measures on the emotional and behavioral development of preschoolers are not clear. We investigated them within an ongoing longitudinal project including typically developing children (TD) and children at high familial risk for neurodevelopmental disorders (HR-NDD) who were potentially more vulnerable. The study included ninety children aged 2–6 years (TD = 48; HR-NDD = 42). Before the emergency phase (T0), all children received a clinical assessment, including the parent questionnaire Child Behavior Checklist for Ages 1.5–5 (CBCL 1.5–5). The same questionnaire was filled out again during the emergency (T1), together with an ad-hoc questionnaire investigating environmental factors characterizing the specific period. Changes in the CBCL profiles between T0 and T1 were evaluated. Overall, irrespective of familial risk, the average T-scores on specific CBCL scales at T1 were higher than at T0. Associations emerged between delta scores reflecting worsening scores on specific CBCL scales and clinical and environmental factors. Our results confirmed the negative impact of the lockdown on preschool children’s emotional/behavioral profiles, and highlight the need for strategic approaches in the age range of 2–6 years, especially for more susceptible children owing to environmental factors and pre-existing emotional problems

Data_Sheet_1_Intergenerational longitudinal associations between parental reading/musical traits, infants’ auditory processing, and later phonological awareness skills.xlsx

The intergenerational transmission of language/reading skills has been demonstrated by evidence reporting that parental literacy abilities contribute to the prediction of their offspring’s language and reading skills. According to the “Intergenerational Multiple Deficit Model,” literacy abilities of both parents are viewed as indicators of offspring’s liability for literacy difficulties, since parents provide offspring with genetic and environmental endowment. Recently, studies focusing on the heritability of musical traits reached similar conclusions. The “Musical Abilities, Pleiotropy, Language, and Environment (MAPLE)” framework proposed that language/reading and musical traits share a common genetic architecture, and such shared components have an influence on the heritable neural underpinnings of basic-level skills underlying musical and language traits. Here, we investigate the intergenerational transmission of parental musical and language-related (reading) abilities on their offspring’s neural response to a basic auditory stimulation (neural intermediate phenotype) and later phonological awareness skills, including in this complex association pattern the mediating effect of home environment. One-hundred and seventy-six families were involved in this study. Through self-report questionnaires we assessed parental reading abilities and musicality, as well as home literacy and musical environment. Offspring were involved in a longitudinal study: auditory processing was measured at 6  months of age by means of a Rapid Auditory Processing electrophysiological paradigm, and phonological awareness was assessed behaviorally at 5  years of age. Results reveal significant correlations between parents’ reading skills and musical traits. Intergenerational associations were investigated through mediation analyses using structural equation modeling. For reading traits, the results revealed that paternal reading was indirectly associated with children’s phonological awareness skills via their electrophysiological MisMatch Response at 6  months, while maternal reading was directly associated with children’s phonological awareness. For musical traits, we found again that paternal musicality, rather than maternal characteristics, was associated with children’s phonological phenotypes: in this case, the association was mediated by musical environment. These results provide some insight about the intergenerational pathways linking parental reading and musical traits, neural underpinnings of infants’ auditory processing and later phonological awareness skills. Besides shedding light on possible intergenerational transmission mechanisms, this study may open up new perspectives for early intervention based on environmental enrichment.</p

Brain responses to cross-modal semantic priming in Italian twenty-months-olds

Children begin to establish lexical–semantic representations during their first year of life: this results in vocabulary growth that is initially very slow but speeds up around 18 months (vocabulary spurt). At the neurophysiological level, lexical-semantic processing is reflected in the N400 component of event-related brain potential (ERP), a centro-parietal negativity occurring between 200 and 700 ms (and peaking around 400 ms) after the presentation of a semantically incongruent stimulus [1]. A few studies investigated the development of lexical–semantic processing at the electrophysiological level in the age range of interest for vocabulary spurt (18 to 24 months) [2,3,4]. In the present study, we investigate the brain mechanisms responsible for the N400 effect elicited by incongruous words and non-words in 20-month-old Italian toddlers, with the aims of: 1) testing an electrophysiological procedure for assessing word comprehension and recognition in very young children; 2) investigating whether typically developing children of the same chronological age (20 months), but of different vocabulary sizes, perform differently in such a comprehension task. Fifteen Italian-speaking toddlers ranging between 20.3 and 22.5 months were included in the study (mean age = 20.8). Linguistic skills were assessed using standardized (a and b) and experimental (c) tasks: a) Language Development Survey (LDS) [5], provides parental reports of expressive vocabulary. b) PinG Test [6], a picture naming task with norms on the Italian population (age 19-37 months). c) Electrophysiological measures of semantic comprehension assessed though a cross-modal picture–word priming paradigm (see Figure 1 for a graphical representation of the paradigm). While looking at pictures of known objects, subjects listened to spoken words that were either congruous or incongruous to the picture contents or to legal nonwords. All stimuli were controlled for age of acquisition, frequency and length in milliseconds. ERPs were recorded from 60 scalp sites using the EGI recording system. Analysis were conducted on 16 centro-parietal sites (Figure 1). At the behavioral level, children show extreme variability in both comprehension and production skills. Expressive vocabulary (a) ranged between 0 and 235 words (M=84.76, SD=68.08) and Z-scores in the picture naming task (b) ranged between -1.65 and +1.65 (M=0.75, SD=1.05). However, brain responses to lexical-semantic priming (c) did not look different across participants. Both incongruous words and nonwords elicited an N400, especially at left posterior sites (see Figure 1). In particular, mean amplitude was calculated in two subsequent time windows (TW1: 200-400 and TW2: 400-600 msec), resulting in earlier N400 effect for nonwords than for incongruous words. No differences emerged according to language proficiency. The results suggest different brain responses to incongruous words and non-words in picture context in 20-month-olds. In addition, the preliminary results reveal that very early neural mechanisms underlying N400 generation are not related to the infants’ state of behavioral language development in this age range of high interest for vocabulary development. The sample will be enlarged in the next months, and these data will be included in a wide research project aiming at identifying early neuropsychological markers for language impairment

Visual statistical learning in preverbal infants at a higher likelihood of autism and its association with later social communication skills.

Visual statistical Learning (SL) allows infants to extract the statistical relationships embedded in a sequence of elements. SL plays a crucial role in language and communication competencies and has been found to be impacted in Autism Spectrum Disorder (ASD). This study aims to investigate visual SL in infants at higher likelihood of developing ASD (HL-ASD) and its predictive value on autistic-related traits at 24-36 months. At 6 months of age, SL was tested using a visual habituation task in HL-ASD and neurotypical (NT) infants. All infants were habituated to a visual sequence of shapes containing statistically predictable patterns. In the test phase, infants viewed the statistically structured, familiar sequence in alternation with a novel sequence that did not contain any statistical information. HL-ASD infants were then evaluated at 24-36 months to investigate the associations between visual SL and ASD-related traits. Our results showed that NT infants were able to learn the statistical structure embedded in the visual sequences, while HL-ASD infants showed different learning patterns. A regression analysis revealed that SL ability in 6-month-old HL-ASD infants was related to social communication and interaction abilities at 24-36 months of age. These findings indicate that early differences in learning visual statistical patterns might contribute to later social communication skills

Visual Implicit Learning Abilities in Infants at Familial Risk for Language and Learning Impairments

The ability of infants to track transitional probabilities (Statistical Learning&mdash;SL) and to extract and generalize high-order rules (Rule Learning&mdash;RL) from sequences of items have been proposed as being pivotal for the acquisition of language and reading skills. Although there is ample evidence of specific associations between SL and RL abilities and, respectively, vocabulary and grammar skills, research exploring SL and RL as early markers of language and learning (dis)abilities is still scarce. Here we investigated the efficiency of visual SL and RL skills in typically developing (TD) seven-month-old infants and in seven-month-old infants at high risk (HR) for language learning impairment. Infants were tested in two visual-habituation tasks aimed to measure their ability to extract transitional probabilities (SL task) or high-order, repetition-based rules (RL task) from sequences of visual shapes. Post-habituation looking time preferences revealed that both TD and HR infants succeeded in learning the statistical structure (SL task), while only TD infants, but not HR infants, were able to learn and generalize the high-order rule (RL task). These findings suggest that SL and RL may contribute differently to the emergence of language learning impairment and support the hypothesis that a mechanism linked to the extraction of grammar structures may contribute to the disorder