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AutorenHertrich, Ingo; Dietrich, Susanne; Ackermann, Hermann
TitelTracking the Speech Signal--Time-Locked MEG Signals during Perception of Ultra-Fast and Moderately Fast Speech in Blind and in Sighted Listeners
QuelleIn: Brain and Language, 124 (2013) 1, S.9-21 (13 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0093-934X
DOI10.1016/j.bandl.2012.10.006
SchlagwörterSyllables; Oral Language; Blindness; Language Processing; Brain Hemisphere Functions; Diagnostic Tests; Auditory Perception; Phonology; Speech; Lateral Dominance; Correlation; Listening Comprehension
AbstractBlind people can learn to understand speech at ultra-high syllable rates (ca. 20 syllables/s), a capability associated with hemodynamic activation of the central-visual system. To further elucidate the neural mechanisms underlying this skill, magnetoencephalographic (MEG) measurements during listening to sentence utterances were cross-correlated with time courses derived from the speech signal (envelope, syllable onsets and pitch periodicity) to capture phase-locked MEG components (14 blind, 12 sighted subjects; speech rate = 8 or 16 syllables/s, pre-defined source regions: auditory and visual cortex, inferior frontal gyrus). Blind individuals showed stronger phase locking in auditory cortex than sighted controls, and right-hemisphere visual cortex activity correlated with syllable onsets in case of ultra-fast speech. Furthermore, inferior-frontal MEG components time-locked to pitch periodicity displayed opposite lateralization effects in sighted (towards right hemisphere) and blind subjects (left). Thus, ultra-fast speech comprehension in blind individuals appears associated with changes in early signal-related processing mechanisms both within and outside the central-auditory terrain. (Contains 4 tables and 6 figures.) (As Provided).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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