Presentation Information
[P2-28]Timing Difficulties in Developmental Language Disorder and Stuttering: A planned study on the Role of Dysfunctional Synchronization of Brain Rhythms
*Christian A. Kell1, Lars Meyer2, Joachim Gross2, Katrin Neumann2 (1. Goethe University (Germany), 2. Muenster University (Germany))
Keywords:
Developmental Stuttering,Developmental Language Disorder,Speech-Brain Alignment,Synchronization-Continuation Tapping Paradigm,Auditory-motor interactions,Magnetoencephalography
In this planned study we will characterize the neural underpinnings of timing difficulties in developmental language disorder (DLD) and developmental stuttering. Children suffering from DLD display receptive timing difficulties and misperceive temporal modulations, in particular at high rates. In contrast, children who stutter (CWS) show timing difficulties during actions, such as speech production.
We hypothesize that timing difficulties in DLD and stuttering arise from an underlying deficit in the synchronization of rhythmic brain activity. In DLD, we hypothesize dysfunctionalsynchronization with the external speech signal during perception. In contrast, CWS are hypothesized to display dysfunctional internal auditory–motor synchronization, which is particularly important for the processing of auditory feedback.
Children with DLD, children who stutter, and control children aged 10-15 (66 each) will participate in an MEG study at Muenster and Goethe university Frankfurt. We will investigate speech-brain synchronization, rhythmic deviance detection, and synchronization/ continuation tapping with and without feedback.
We will present and discuss the details of the study design.
We hypothesize that timing difficulties in DLD and stuttering arise from an underlying deficit in the synchronization of rhythmic brain activity. In DLD, we hypothesize dysfunctionalsynchronization with the external speech signal during perception. In contrast, CWS are hypothesized to display dysfunctional internal auditory–motor synchronization, which is particularly important for the processing of auditory feedback.
Children with DLD, children who stutter, and control children aged 10-15 (66 each) will participate in an MEG study at Muenster and Goethe university Frankfurt. We will investigate speech-brain synchronization, rhythmic deviance detection, and synchronization/ continuation tapping with and without feedback.
We will present and discuss the details of the study design.