showing 14 related works from this author
EARLYMATH-hanke tutkii ensiaskelia matematiikan maailmaan
2021
Matemaattiset vaikeudet ovat perinnöllisiä, mutta taidot kehittyvät vuorovaikutuksessa ympäristön kanssa. Jyväskylän yliopiston Opettajankoulutuslaitoksella on käynnistynyt EU-rahoitteinen EARLYMATH-hanke, jossa tutkitaan matemaattisten taitojen, motivaation ja tunteiden varhaisia kehityspolkuja syntymästä kouluikään asti. Hankkeessa selvitetäänkin, miten vanhempien matemaattiset vaikeudet ennustavat lapsen kehitystä sekä sitä, miten varhaislapsuuden ja kouluiän kasvuympäristöt tukevat lapsen matemaattista kehitystä. nonPeerReviewed
Predictors of developmental dyslexia in European orthographies with varying complexity
2012
Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role…
Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in …
2010
The role played by an auditory-processing deficit in dyslexia has been debated for several decades. In a longitudinal study using brain event-related potentials (ERPs) we investigated 1) whether dyslexic children with familial risk background would show atypical pitch processing from birth and 2) how these newborn ERPs later relate to these same children's pre-reading cognitive skills and literacy outcomes. Auditory ERPs were measured at birth for tones varying in pitch and presented in an oddball paradigm (1100 Hz, 12%, and 1000 Hz, 88%). The brain responses of the typically reading control group children (TRC group, N=25) showed clear differentiation between the frequencies, while those o…
Longitudinal interactions between brain and cognitive measures on reading development from 6 months to 14 years
2017
Dyslexia is a neurobiological disorder impairing learning to read. Brain responses of infants at genetic risk for dyslexia are abnormal already at birth, and associations from infant speech perception to preschool cognitive skills and reading in early school years have been documented, but there are no studies showing predicting power until adolescence. Here we show that in at-risk infants, brain activation to pseudowords at left hemisphere predicts 44% of reading speed at 14 years, and even improves the prediction after taking into account neurocognitive preschool measures of letter naming, phonology, and verbal short-term memory. The association between infant brain responses and reading …
Separating mismatch negativity (MMN) response from auditory obligatory brain responses in school-aged children
2013
Mismatch negativity (MMN) overlaps with other auditory event-related potential (ERP) components. We examined the ERPs of 50 9- to 11-year-old children for vowels /i/, /y/ and equivalent complex tones. The goal was to separate MMN from obligatory ERP components using principal component analysis and equal probability control condition. In addition to the contrast of the deviant minus standard response, we employed the contrast of the deviant minus control response, to see whether the obligatory processing contributes to MMN in children. When looking for differences in speech deviant minus standard contrast, MMN starts around 112 ms. However, when both contrasts are examined, MMN emerges for …
Cognitive mechanisms underlying reading and spelling development in five European orthographies
2014
This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a
Brain responses to speech sounds in infants and children with and without familial risk for dyslexia
2015
Dyslexia, a specific reading disability, runs in families. Therefore, the risk for a child to become dyslexic increases multifold if reading difficulties occur in the family. One risk factor for dyslexia is a deficit in speech perception. Using EEG, speech sound discrimination was found to be more demanding than non- speech discrimination in typical readers in Study I. In Study II, in children with dyslexia in 3rd grade, enhanced brain responses were observed and found to be associated with better performance in reading accuracy, spelling accuracy and phonemic length discrimination tasks. The brain responses of the most accurate readers in the dyslexia group originated from a more posterior…
Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk …
2014
Specific reading disability, dyslexia, is a prevalent and heritable disorder impairing reading acquisition characterized by a phonological deficit. However, the underlying mechanism of how the impaired phonological processing mediates resulting dyslexia or reading disabilities remains still unclear. Using ERPs we studied speech sound processing of 30 dyslexic children with familial risk for dyslexia, 51 typically reading children with familial risk for dyslexia, and 58 typically reading control children. We found enhanced brain responses to shortening of a phonemic length in pseudo-words (/at:a/ vs. /ata/) in dyslexic children with familial risk as compared to other groups. The enhanced bra…
Deviance detection in sound frequency in simple and complex sounds in urethane-anesthetized rats
2019
Mismatch negativity (MMN), which is an electrophysiological response demonstrated in humans and animals, reflects memory-based deviance detection in a series of sounds. However, only a few studies on rodents have used control conditions that were sufficient in eliminating confounding factors that could also explain differential responses to deviant sounds. Furthermore, it is unclear if change detection occurs similarly for sinusoidal and complex sounds. In this study, we investigated frequency change detection in urethane-anesthetized rats by recording local-field potentials from the dura above the auditory cortex. We studied change detection in sinusoidal and complex sounds in a series of …
Event-related potentials to tones show differences between children with multiple risk factors for dyslexia and control children before the onset of …
2015
Multiple risk factors can affect the development of specific reading problems or dyslexia. In addition to the most prevalent and studied risk factor, phonological processing, also auditory discrimination problems have been found in children and adults with reading difficulties. The present study examined 37 children between the ages of 5 and 6, 11 of which had multiple risk factors for developing reading problems. The children participated in a passive oddball EEG experiment with sinusoidal sounds with changes in sound frequency, duration, or intensity. The responses to the standard stimuli showed a negative voltage shift in children at risk for reading problems compared to control children…
Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort
2013
The work conducted at the WTCHG was supported by Wellcome Trust grants [076566/Z/05/Z] and [075491/Z/04]; the work in Zurich partly by an SNSF grant [32-108130]. We also thank MAF (Mutation Analysis core Facility) at the Karolinska Institute, Novum, Huddinge. The French part of the project was funded by Agence Nationale de la Recherche (ANR-06-NEURO-019-01 GENEDYS) and Ville de Paris. S Paracchini is a Royal Society University Research Fellow. D Czamara was supported by the Deutsche Forschungsgemeinschaft (German Research Foundation) within the framework of the Munich Cluster for Systems Neurology (EXC 1010 SyNergy). Dyslexia is one of the most common childhood disorders with a prevalence o…
Event-related brain potentials to change in the frequency and temporal structure of sounds in typically developing 5-6-year-old children.
2015
The brain's ability to recognize different acoustic cues (e.g., frequency changes in rapid temporal succession) is important for speech perception and thus for successful language development. Here we report on distinct event-related potentials (ERPs) in 5-6-year-old children recorded in a passive oddball paradigm to repeated tone pair stimuli with a frequency change in the second tone in the pair, replicating earlier findings. An occasional insertion of a third tone within the tone pair generated a more merged pattern, which has not been reported previously in 5-6-year-old children. Both types of deviations elicited pre-attentive discriminative mismatch negativity (MMN) and late discrimina…
Reading to Learn From Online Information: Modeling the Factor Structure
2018
Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeling online research and comprehension among 426 sixth graders (ages 12 and 13). Confirmatory factor analysis was employed to evaluate an assessment of online research and comprehension based on a widely referenced theoretical model. Student performance reflected the theoretical constructs of the model, but several additional constructs appeared, resulting in a six-factor model: (a) locating infor…
Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties.
2019
Neuroscience findings have recently received critique on the lack of replications. To examine the reproducibility of brain indices of speech sound discrimination and their role in dyslexia, a specific reading difficulty, brain event-related potentials using EEG were measured using the same cross-linguistic passive oddball paradigm in about 200 dyslexics and 200 typically reading 8–12-year-old children from four countries with different native languages. Brain responses indexing speech and non-speech sound discrimination were extremely reproducible, supporting the validity and reliability of cognitive neuroscience methods. Significant differences between typical and dyslexic readers were fou…