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Vulnerability and plasticity of brain systems implicated in language and reading disorders.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Vulnerability and plasticity of brain systems implicated in language and reading disorders./
Author:	Stevens, Courtney Elizabeth.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 69-06, Section: B.
Contained By:	Dissertations Abstracts International69-06B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780549165279

Vulnerability and plasticity of brain systems implicated in language and reading disorders.
Stevens, Courtney Elizabeth.

Vulnerability and plasticity of brain systems implicated in language and reading disorders. - 1 online resource (163 pages)

Source: Dissertations Abstracts International, Volume: 69-06, Section: B.

Thesis (Ph.D.)--University of Oregon, 2007.

Includes bibliographical references

The overarching goal of the dissertation research was to examine the nature and modifiability of aspects of nonlinguistic processing implicated in specific language impairment (SLI) and specific reading disorder (SRD). The first study (Chapter II) examined nonlinguistic visual processing in adults with SRD. Adults with SRD showed selective deficits in peripheral motion processing. In contrast, congenitally deaf adults showed selective enhancements on the same motion processing task. This latter finding provided preliminary support for the hypothesis that those aspects of perceptual and cognitive processing that are selectively vulnerable to deficit in SRD might, under different circumstances, be selectively modifiable and show enhancement. The second study (Chapter III) employed event-related brain potentials (ERPs) to examine selective auditory attention in children with SLI. Typically developing children showed attentional modulation of early (100-200 msec) neural responses to both linguistic and nonlinguistic probe stimuli embedded in an attended versus ignored auditory story. In contrast, children with SLI showed no evidence of attentional modulation during this same epoch. These findings suggested that when attending to language, a deficit in the earliest effects of selective attention on auditory processing could influence online speech perception. The third study (Chapter IV) employed the same ERP paradigm to examine whether the magnitude of early attentional modulation could be increased through training. After six weeks of high intensity (100 min/day) computerized training, both children with SLI and typically developing children displayed increased effects of attention on early neural processing, as well as improvements on standardized measures of language. Comparison to a no-contact control group indicated that these increases could not be accounted for by maturational or test-retest effects. These findings indicated that the early effects of selective auditory attention, which were previously shown to be deficient in children with SLI, could be remediated following training. Taken together, the dissertation research supported models of SLI/SRD positing a role for nonlinguistic deficits in language and reading disorders. Moreover, the results indicated that training could induce changes in the neural mechanisms of selective auditory attention during language listening tasks. This dissertation includes both my previously published and co-authored materials.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780549165279Subjects--Topical Terms:

557458
Developmental psychology.
Subjects--Index Terms:

BrainIndex Terms--Genre/Form:

554714
Electronic books.

Vulnerability and plasticity of brain systems implicated in language and reading disorders.
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520 $a The overarching goal of the dissertation research was to examine the nature and modifiability of aspects of nonlinguistic processing implicated in specific language impairment (SLI) and specific reading disorder (SRD). The first study (Chapter II) examined nonlinguistic visual processing in adults with SRD. Adults with SRD showed selective deficits in peripheral motion processing. In contrast, congenitally deaf adults showed selective enhancements on the same motion processing task. This latter finding provided preliminary support for the hypothesis that those aspects of perceptual and cognitive processing that are selectively vulnerable to deficit in SRD might, under different circumstances, be selectively modifiable and show enhancement. The second study (Chapter III) employed event-related brain potentials (ERPs) to examine selective auditory attention in children with SLI. Typically developing children showed attentional modulation of early (100-200 msec) neural responses to both linguistic and nonlinguistic probe stimuli embedded in an attended versus ignored auditory story. In contrast, children with SLI showed no evidence of attentional modulation during this same epoch. These findings suggested that when attending to language, a deficit in the earliest effects of selective attention on auditory processing could influence online speech perception. The third study (Chapter IV) employed the same ERP paradigm to examine whether the magnitude of early attentional modulation could be increased through training. After six weeks of high intensity (100 min/day) computerized training, both children with SLI and typically developing children displayed increased effects of attention on early neural processing, as well as improvements on standardized measures of language. Comparison to a no-contact control group indicated that these increases could not be accounted for by maturational or test-retest effects. These findings indicated that the early effects of selective auditory attention, which were previously shown to be deficient in children with SLI, could be remediated following training. Taken together, the dissertation research supported models of SLI/SRD positing a role for nonlinguistic deficits in language and reading disorders. Moreover, the results indicated that training could induce changes in the neural mechanisms of selective auditory attention during language listening tasks. This dissertation includes both my previously published and co-authored materials.
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