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Franck Ramus - One of the best experts on this subject based on the ideXlab platform.

  • Exploring dyslexics’ Phonological Deficit II: Phonological grammar:
    First Language, 2016
    Co-Authors: Gayaneh Szenkovits, Quynliaan Darma, Isabelle Darcy, Franck Ramus
    Abstract:

    Language learners have to acquire the Phonological grammar of their native language, and different levels of representations on which the grammar operates. Developmental dyslexia is associated with a Phonological Deficit, which is commonly assumed to stem from degraded Phonological representations. The present study investigates one aspect of the Phonological grammar, Phonological assimilation rules. Specifically, it examines whether dyslexic adults have acquired Phonological rules in speech production normally, and whether they compensate for them in perception. Contrary to the ‘degraded Phonological representations hypothesis’, these adults produced Phonological assimilations, and perceptually compensated for assimilations to the same extent as control participants. This suggests that individuals with dyslexia have acquired the Phonological rules of their native language normally, and implies that they must have well-specified Phonological representations, at least with respect to the features tested he...

  • Perceptual Learning of Acoustic Noise by Individuals With Dyslexia
    Journal of speech language and hearing research : JSLHR, 2014
    Co-Authors: Trevor R. Agus, Amaia Carrión-castillo, Daniel Pressnitzer, Franck Ramus
    Abstract:

    Purpose: A Phonological Deficit is thought to affect most individuals with developmental dyslexia. The present study addresses whether the Phonological Deficit is caused by difficulties with perceptual learning of fine acoustic details. Method: A demanding test of nonverbal auditory memory, “noise learning,” was administered to both adults with dyslexia and control adult participants. On each trial, listeners had to decide whether a stimulus was a 1-s noise token or 2 abutting presentations of the same 0.5-s noise token (repeated noise). Without the listener’s knowledge, the exact same noise tokens were presented over many trials. An improved ability to perform the task for such “reference” noises reflects learning of their acoustic details. Results: Listeners with dyslexia did not differ from controls in any aspect of the task, qualitatively or quantitatively. They required the same amount of training to achieve discrimination of repeated from nonrepeated noises, and they learned the reference noises as often and as rapidly as the control group. However, they did show all the hallmarks of dyslexia, including a well-characterized Phonological Deficit. Conclusion: The data did not support the hypothesis that Deficits in basic auditory processing or nonverbal learning and memory are the cause of the Phonological Deficit in dyslexia.

  • Neuroimaging sheds new light on the Phonological Deficit in dyslexia
    Trends in cognitive sciences, 2014
    Co-Authors: Franck Ramus
    Abstract:

    A new study reports that activations of superior temporal regions for speech are normal in dyslexia, although being less well connected to downstream frontal regions. These findings support the hypothesis of a Deficit in the access to Phonological representations rather than in the representations themselves.

  • Phonological Deficits in specific language impairment and developmental dyslexia towards a multidimensional model
    Brain, 2013
    Co-Authors: Franck Ramus, Stuart Rosen, Chloe Marshall, Heather K. J. Van Der Lely
    Abstract:

    An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their Phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional Deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a Phonological Deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-Phonological language skills and two for distinct sets of Phonological abilities (which we term Phonological skills versus Phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of Phonological Deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.

  • Neurogenetics and auditory processing in developmental dyslexia
    Current Opinion in Neurobiology, 2013
    Co-Authors: Anne-lise Giraud, Franck Ramus
    Abstract:

    Dyslexia is a polygenic developmental reading disorder characterized by an auditory/Phonological Deficit. Based on the latest genetic and neurophysiological studies, we propose a tentative model in which Phonological Deficits could arise from genetic anomalies of the cortical micro-architecture in the temporal lobe.

Chloe Marshall - One of the best experts on this subject based on the ideXlab platform.

  • deficient explicit access to Phonological representations explains Phonological fluency difficulties in greek children with dyslexia and or developmental language disorder
    Frontiers in Psychology, 2019
    Co-Authors: Maria Mengisidou, Chloe Marshall
    Abstract:

    It is well-established that children with dyslexia and/or Developmental Language Disorder (hereafter children with DDLD) perform poorly on Phonological tasks compared to typically developing (TD) children. However, there has been some debate as to whether their Phonological Deficit arises directly from an impairment in Phonological representations, or instead from deficient access to (intact) Phonological representations. This study tested the Degraded Phonological Representations Hypothesis and the Deficient Phonological Access Hypothesis using a task that is not often used with children with DDLD, namely Phonological fluency. Both hypotheses predict that children with DDLD will retrieve fewer items than their TD peers in the Phonological fluency task. However, while the Degraded Phonological Representations Hypothesis predicts smaller clusters of Phonologically related items in children with DDLD, the Deficient Phonological Access Hypothesis predicts that the two groups will not differ in cluster size. How Phonological fluency performance related to children’s language, literacy, and Phonological skills was investigated. Further, the specificity of a Phonological fluency Deficit in children with DDLD was tested using a nonverbal (design) fluency task. Sixty-six children with DDLD aged 7–12 years and 83 TD children aged 6–12 years, all monolingual Greek speakers, were tested on three Phonological fluency categories, on nonverbal IQ, language, literacy, and Phonological tasks, and on a design fluency task. The DDLD group produced significantly fewer correct responses and fewer switches compared to the TD group, but the two groups showed similar clustering and average cluster size. After controlling for age, children’s language, literacy, and Phonological skills significantly predicted the number of correct responses produced. The two groups did not differ significantly on the number of unique designs generated in the design fluency task. Furthermore, children with DDLD showed poorer Phonological fluency performance relative to their TD peers even after design fluency performance was controlled, demonstrating the specificity of their Phonological fluency Deficit. This study adds to the theoretical debate on the locus of the Phonological Deficit in dyslexia and DLD. The findings support the hypothesis that the Phonological Deficit in dyslexia and DLD lies in deficient explicit access to intact Phonological representations.

  • Phonological Deficits in specific language impairment and developmental dyslexia towards a multidimensional model
    Brain, 2013
    Co-Authors: Franck Ramus, Stuart Rosen, Chloe Marshall, Heather K. J. Van Der Lely
    Abstract:

    An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their Phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional Deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a Phonological Deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-Phonological language skills and two for distinct sets of Phonological abilities (which we term Phonological skills versus Phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of Phonological Deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.

  • Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment
    2002
    Co-Authors: Chloe Marshall, S Ebbels, J Harris, Hkj Van Der Lely
    Abstract:

    Children with Specific Language Impairment (SLI) have difficulty with, amongst other things, non-word repetition tasks. This paper presents preliminary research into the nature of the Phonological Deficit in SLI. We report results from four SLI children tested on a new set of non-words which, unlike previous sets, takes metrical and syllabic complexity into account. Most errors occur in non-words with adjoined syllables. The implications of this finding for the nature of the Phonological Deficit in SLI, and its possible impact on syntactic and morphological abilities, are discussed.

Heather K. J. Van Der Lely - One of the best experts on this subject based on the ideXlab platform.

Stuart Rosen - One of the best experts on this subject based on the ideXlab platform.

  • Phonological Deficits in specific language impairment and developmental dyslexia towards a multidimensional model
    Brain, 2013
    Co-Authors: Franck Ramus, Stuart Rosen, Chloe Marshall, Heather K. J. Van Der Lely
    Abstract:

    An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their Phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional Deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a Phonological Deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-Phonological language skills and two for distinct sets of Phonological abilities (which we term Phonological skills versus Phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of Phonological Deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.

  • Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults
    Brain, 2003
    Co-Authors: Franck Ramus, Stuart Rosen, Steven C. Dakin, Brian L. Day, Juan M. Castellote, Sarah White, Uta Frith
    Abstract:

    A multiple case study was conducted in order to assess three leading theories of developmental dyslexia: (i) the Phonological theory, (ii) the magnocellular (auditory and visual) theory and (iii) the cerebellar theory. Sixteen dyslexic and 16 control university students were administered a full battery of psychometric, Phonological, auditory, visual and cerebellar tests. Individual data reveal that all 16 dyslexics suffer from a Phonological Deficit, 10 from an auditory Deficit, four from a motor Deficit and two from a visual magnocellular Deficit. Results suggest that a Phonological Deficit can appear in the absence of any other sensory or motor disorder, and is sufficient to cause a literacy impairment, as demonstrated by five of the dyslexics. Auditory disorders, when present, aggravate the Phonological Deficit, hence the literacy impairment. However, auditory Deficits cannot be characterized simply as rapid auditory processing problems, as would be predicted by the magnocellular theory. Nor are they restricted to speech. Contrary to the cerebellar theory, we find little support for the notion that motor impairments, when found, have a cerebellar origin or reflect an automaticity Deficit. Overall, the present data support the Phonological theory of dyslexia, while acknowledging the presence of additional sensory and motor disorders in certain individuals.

S. J. C. Doesborgh - One of the best experts on this subject based on the ideXlab platform.

  • effects of semantic treatment on verbal communication and linguistic processing in aphasia after stroke a randomized controlled trial
    Stroke, 2003
    Co-Authors: S. J. C. Doesborgh, Diederik W.j. Dippel, F. Van Harskamp, Peter J. Koudstaal, Mieke Van De Sandtkoenderman, Evy Vischbrink
    Abstract:

    Background and Purpose— Semantic Deficits, Deficits in word meaning, have a large impact on aphasic patients’ verbal communication. We investigated the effects of semantic treatment on verbal communication in a randomized controlled trial. Methods— Fifty-eight patients with a combined semantic and Phonological Deficit were randomized to receive either semantic treatment or the control treatment focused on word sound (phonology). Fifty-five patients completed pretreatment and posttreatment assessment of verbal communication (Amsterdam Nijmegen Everyday Language Test [ANELT]). In an on-treatment analysis (n=46), treatment-specific effects on semantic and Phonological measures were explored. Results— Both groups improved on the ANELT, with no difference between groups in overall score (difference, −1.1; 95% confidence interval [CI], −5.3 to 3.1). After semantic treatment, patients improved on a semantic measure (mean improvement, 2.9; 95% CI, 1.2 to 4.6), whereas after Phonological treatment, patients improv...

  • The impact of linguistic Deficits on verbal communication
    Aphasiology, 2002
    Co-Authors: S. J. C. Doesborgh, W.m.e. Van De Sandt-koenderman, Diederik W.j. Dippel, F. Van Harskamp, Peter J. Koudstaal, Evy Visch-brink
    Abstract:

    Background: The verbal communication of persons with aphasia may be disturbed by semantic, Phonological, and/or syntactic processing Deficits. For those with prominent linguistic-level disorders at least part of aphasia therapy is spent on the main linguistic skills, aimed at improvement of verbal communicative abilities. However, the relationship between these linguistic levels and verbal communication is not straightforward. This is especially true for Deficits at the word level: semantic and Phonological disorders. Aims: Exploration of the relative impact of semantic and Phonological Deficits on verbal communicative ability was the aim of the study. The hypothesis was that a lexical semantic Deficit has a larger impact on the verbal communicative ability of persons with aphasia than a Phonological Deficit. Methods & Procedures: A total of 29 persons with aphasia who had both a semantic and Phonological Deficit were assessed by means of semantic and Phonological tasks, and a test of verbal communication...