Neural phase angle from two months when tracking speech and non-speech rhythm linked to language performance from 12 to 24 months.


Journal

Brain and language
ISSN: 1090-2155
Titre abrégé: Brain Lang
Pays: Netherlands
ID NLM: 7506220

Informations de publication

Date de publication:
08 2023
Historique:
received: 07 11 2022
revised: 05 06 2023
accepted: 28 06 2023
medline: 14 8 2023
pubmed: 4 7 2023
entrez: 3 7 2023
Statut: ppublish

Résumé

Atypical phase alignment of low-frequency neural oscillations to speech rhythm has been implicated in phonological deficits in developmental dyslexia. Atypical phase alignment to rhythm could thus also characterize infants at risk for later language difficulties. Here, we investigate phase-language mechanisms in a neurotypical infant sample. 122 two-, six- and nine-month-old infants were played speech and non-speech rhythms while EEG was recorded in a longitudinal design. The phase of infants' neural oscillations aligned consistently to the stimuli, with group-level convergence towards a common phase. Individual low-frequency phase alignment related to subsequent measures of language acquisition up to 24 months of age. Accordingly, individual differences in language acquisition are related to the phase alignment of cortical tracking of auditory and audiovisual rhythms in infancy, an automatic neural mechanism. Automatic rhythmic phase-language mechanisms could eventually serve as biomarkers, identifying at-risk infants and enabling intervention at the earliest stages of development.

Identifiants

pubmed: 37399686
pii: S0093-934X(23)00080-9
doi: 10.1016/j.bandl.2023.105301
pii:
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

105301

Informations de copyright

Copyright © 2023 The Authors. Published by Elsevier Inc. All rights reserved.

Déclaration de conflit d'intérêts

Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Auteurs

Áine Ní Choisdealbha (Á)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Adam Attaheri (A)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Sinead Rocha (S)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Natasha Mead (N)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Helen Olawole-Scott (H)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Perrine Brusini (P)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Samuel Gibbon (S)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Panagiotis Boutris (P)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Christina Grey (C)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Declan Hines (D)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Isabel Williams (I)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Sheila A Flanagan (SA)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom.

Usha Goswami (U)

Centre for Neuroscience in Education, University of Cambridge, United Kingdom. Electronic address: ucg10@cam.ac.uk.

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