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Implicit, Explicit, and Predictive Perceptual Processing in Dyslexia
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Abstract:
During reading acquisition, neural circuits for auditory and visual perception undergo specialization and are incorporated into an efficient network. However, in many children, dyslexia impairs the development of accurate and fluent reading. The core neurobiological differences that cause this specific reading disability remain unelucidated. Some prominent theories attribute dyslexia to atypical speech-sound representations, while others implicate slow incorporation of otherwise intact representations into explicit processes. Other, more mechanistic theories trace deficits to poor learning of the stimulus regularities that support predictive, efficient perception. We evaluated these hypotheses in four experiments conducted in adults with and without dyslexia, aiming to determine (a) whether implicit processing of faces, print, and speech is altered in dyslexia, (b) whether explicit stimulus-identification processes are compromised in dyslexia, and (c) whether adaptive and predictive perceptual mechanisms are dysfunctional in dyslexia. In Experiment 1, neural decoding of magnetoencephalography (MEG) data revealed how, in typical readers, information about the perceptual category and perceptual ambiguity of speech syllables emerges during passive exposure and active categorization. Experiment 2 identified, in dyslexia, neural speech representations of comparable quality; however, additional processing stages were observed on the way to slower explicit behavioral identification of the syllables. Experiments 1 and 2 suggest that implicit speech processing is preserved in dyslexia, although explicit access to sublexical speech representations requires more neural resources – consistent with the hypothesis of impaired access to otherwise intact representations. Experiments 3 and 4 embedded stimuli in contexts to measure neural responses to predictable and unpredictable stimulation. In Experiment 3, control and dyslexia groups showed equivalent sensitivity to syllable repetition, but subsequent repetitions had a cumulative effect only in controls, suggesting that the implicit, internal model of short-term stimulus consistency is insufficiently plastic in dyslexia. Experiment 4 used electroencephalography (EEG) to contrast implicit repetition effects with top-down effects of violated expectations, finding that perceptual predictions about faces and print were poorly integrated into intact feedforward processing in dyslexia. Experiments 3 and 4 suggest a deficient mechanism for prediction-mediated perceptual learning in dyslexia. Taken together, this dissertation highlights the value of computational, neuroscientific approaches to evaluating causal theories of dyslexia.
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Keyword:
Neurosciences
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URL: https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37371100
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| 2 |
Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: PMC (2021)
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| 3 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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| 4 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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| 5 |
White matter in infancy is prospectively associated with language outcomes in kindergarten
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In: Dev Cogn Neurosci (2021)
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| 6 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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| 7 |
Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Hum Brain Mapp (2020)
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| 8 |
Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: Dev Sci (2020)
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| 9 |
Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children
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| 10 |
Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children ...
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| 11 |
Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study ...
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| 12 |
Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ...
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| 13 |
Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ...
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| 14 |
Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits
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In: Speech Pathology and Audiology Faculty Research and Publications (2018)
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| 15 |
Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings
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In: Speech Pathology and Audiology Faculty Research and Publications (2018)
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| 16 |
Sowing Seeds of Literacy: Factors That Promote Language and Reading Acquisition Along the Neurodevelopmental Trajectory From Infancy to School Age
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| 17 |
Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children
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| 18 |
Emergence of the neural network underlying phonological processing from the pre-reading to the emergent reading stage: a longitudinal study
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| 19 |
Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings
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| 20 |
Revisiting the ‘enigma’ of musicians with dyslexia: auditory sequencing and speech abilities
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