Anti-phasic oscillatory development for speech and noise processing in cochlear implanted toddlers

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2024-05-14 DOI:10.1111/cdev.14105

Meiyun Wu, Yuyang Wang, Xue Zhao, Tianyu Xin, Kun Wu, Haotian Liu, Shinan Wu, Min Liu, Xiaoke Chai, Jinhong Li, Chaogang Wei, Chaozhe Zhu, Yuhe Liu, Yu-Xuan Zhang

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Abstract

Human brain demonstrates amazing readiness for speech and language learning at birth, but the auditory development preceding such readiness remains unknown. Cochlear implanted (CI) children (n = 67; mean age 2.77 year ± 1.31 SD; 28 females) with prelingual deafness provide a unique opportunity to study this stage. Using functional near-infrared spectroscopy, it was revealed that the brain of CI children was irresponsive to sounds at CI hearing onset. With increasing CI experiences up to 32 months, the brain demonstrated function, region and hemisphere specific development. Most strikingly, the left anterior temporal lobe showed an oscillatory trajectory, changing in opposite phases for speech and noise. The study provides the first longitudinal brain imaging evidence for early auditory development preceding speech acquisition.

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植入人工耳蜗的幼儿在语音和噪音处理方面的反相振荡发展。

人类大脑在出生时就为语言学习做好了准备，但在此之前的听觉发育却仍不为人知。人工耳蜗植入（CI）儿童（n = 67；平均年龄为 2.77 岁 ± 1.31 SD；28 名女性）是研究这一阶段的独特机会。通过使用功能性近红外光谱，我们发现 CI 儿童的大脑在 CI 听力开始时对声音没有反应。随着 CI 经验的增加，直至 32 个月大时，大脑在功能、区域和半球方面都有了特定的发展。最引人注目的是，左前颞叶显示出一种振荡轨迹，在语音和噪音的相反阶段发生变化。这项研究首次提供了纵向脑成像证据，证明早期听觉发育先于语言习得。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.