0000000000340513
AUTHOR
Paavo H. T. Leppänen
Supplemental Material, Supplementary_File_1 - Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children
Supplemental Material, Supplementary_File_1 for Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children by Urs Maurer, Catherine McBride, Jarmo Hämäläinen, Nicole Landi, Otto Loberg, Kaisa Lohvansuu, Kenneth Pugh, and Paavo H. T. Leppänen in International Journal of Behavioral Development
Supplemental Material, Supplementary_File_2 - Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children
Supplemental Material, Supplementary_File_2 for Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children by Urs Maurer, Catherine McBride, Jarmo Hämäläinen, Nicole Landi, Otto Loberg, Kaisa Lohvansuu, Kenneth Pugh, and Paavo H. T. Leppänen in International Journal of Behavioral Development
Unveiling the Mysteries of Dyslexia-Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia.
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associat…
Discriminatory Brain Processes of Native and Foreign Language in Children with and without Reading Difficulties
The association between impaired speech perception and reading difficulty has been well established in native language processing, as can be observed from brain activity. However, there has been scarce investigation of whether this association extends to brain activity during foreign language processing. The relationship between reading skills and neuronal speech representation of foreign language remains unclear. In the present study, we used event-related potentials (ERPs) with high-density EEG to investigate this question. Eleven- to 13-year-old children typically developed (CTR) or with reading difficulties (RD) were tested via a passive auditory oddball paradigm containing native (Finn…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associat…
Sixth graders’ selection and integration when writing from multiple online texts
AbstractThis study examined students’ ability to select relevant ideas from multiple online texts and integrate those ideas in their written products. Students (N = 162) used a web-based platform to complete an online inquiry task in which they read three texts presenting different perspectives on computer gaming and wrote an article for a school magazine on the issue based on these texts. Students selected two snippets from each text during reading and wrote their article with the selected snippets available. The selected snippets were scored according to their relevance for completing the task, and the written products were scored according to their integration quality. The results showed…
Attentional processes in typically developing children as revealed using brain event-related potentials and their source localization in Attention Network Test
AbstractAttention-related processes include three functional sub-components: alerting, orienting, and inhibition. We investigated these components using EEG-based, brain event-related potentials and their neuronal source activations during the Attention Network Test in typically developing school-aged children. Participants were asked to detect the swimming direction of the centre fish in a group of five fish. The target stimulus was either preceded by a cue (centre, double, or spatial) or no cue. An EEG using 128 electrodes was recorded for 83 children aged 12–13 years. RTs showed significant effects across all three sub-components of attention. Alerting and orienting (responses to double …
Typical and Atypical Development of Visual Expertise for Print as Indexed by the Visual Word N1 (N170w) : A Systematic Review
The visual word N1 (N170w) is an early brain ERP component that has been found to be a neurophysiological marker for print expertise, which is a prelexical requirement associated with reading development. To date, no other review has assimilated existing research on reading difficulties and atypical development of processes reflected in the N170w response. Hence, this systematic review synthesized results and evaluated neurophysiological and experimental procedures across different studies about visual print expertise in reading development. Literature databases were examined for relevant studies from 1995 to 2020 investigating the N170w response in individuals with or without reading disor…
Online Research and Comprehension Performance Profiles Among Sixth-Grade Students, Including Those with Reading Difficulties and/or Attention and Executive Function Difficulties
This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12–13 years. We included learner groups with different learning-related difficulties and explored how students’ reading habits were represented in various performance profiles. First, students’ ORC performance was examined with a validated web-based assessment measuring their skills in locating, evaluating, synthesizing, and communicating information. Second, reading fluency and teacher-rated attention and executive function (EF) difficulty scores were used to form learner groups: (1) students with reading difficulties, (2) students with attention and EF difficulti…
Top-Down Predictions of Familiarity and Congruency in Audio-Visual Speech Perception at Neural Level
During speech perception, listeners rely on multimodal input and make use of both auditory and visual information. When presented with speech, for example syllables, the differences in brain responses to distinct stimuli are not, however, caused merely by the acoustic or visual features of the stimuli. The congruency of the auditory and visual information and the familiarity of a syllable, that is, whether it appears in the listener’s native language or not, also modulates brain responses. We investigated how the congruency and familiarity of the presented stimuli affect brain responses to audio-visual (AV) speech in 12 adult Finnish native speakers and 12 adult Chinese native speakers. The…
Unveiling the Mysteries of Dyslexia : Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identi…
Top-Down Predictions of Familiarity and Congruency in Audio-Visual Speech Perception at Neural Level
During speech perception, listeners rely on multimodal input and make use of both auditory and visual information. When presented with speech, for example syllables, the differences in brain responses to distinct stimuli are not, however, caused merely by the acoustic or visual features of the stimuli. The congruency of the auditory and visual information and the familiarity of a syllable, that is, whether it appears in the listener's native language or not, also modulates brain responses. We investigated how the congruency and familiarity of the presented stimuli affect brain responses to audio-visual (AV) speech in 12 adult Finnish native speakers and 12 adult Chinese native speakers. The…
Brain responses of dysphoric and control participants during a self‐esteem implicit association test
Previous studies have reported lowered implicit self‐esteem at the behavioral level among depressed individuals. However, brain responses related to the lowered implicit self‐esteem have not been investigated in people with depression. Here, event‐related potentials were measured in 28 dysphoric participants (individuals with elevated amounts of depressive symptoms) and 30 control participants during performance of an implicit association task (IAT) suggested to reflect implicit self‐esteem. Despite equivalent behavioral performance, differences in brain responses were observed between the dysphoric and the control groups in late positive component (LPC) within 400–1,000 ms poststimulus lat…
Review of Abnormal Self-Knowledge in Major Depressive Disorder
Background: Major depressive disorder (MDD) is an affective disorder that is harmful to both physical and mental health. Abnormal self-knowledge, which refers to abnormal judgments about oneself, is a core symptom of depression. However, little research has summarized how and why patients with MDD differ from healthy individuals in terms of self-knowledge. Objective: To gain a better understanding of MDD, we reviewed previous studies that focused on the behavioral and neurological changes of self-knowledge in this illness. Main Findings: On the behavioral level, depressed individuals exhibited negative self-knowledge in an explicit way, while more heterogeneous patterns were reported in imp…
Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia
Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40–60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 2274 dyslexia cases and 6272 controls, testing associations at the single variant, gene, and pathway level, and estimating heritability using single-nucleotide polymorphism (SNP) data. We also calculated polygenic scores (PGSs) based on large-scale GWAS data for different neuropsychiatric disorders and cortical brain measures, educational attainment,…