Mismatch Response to Polysyllabic Nonwords: A Neurophysiological Signature of Language Learning Capacity

Johanna G. Barry,Dorothy V. M. Bishop,Mervyn J. Hardiman,Jan Lauwereyns

doi:10.1371/journal.pone.0006270

Abstract

BackgroundThe ability to repeat polysyllabic nonwords such as “blonterstaping” has frequently been shown to correlate with language learning ability but it is not clear why such a correlation should exist. Three alternative explanations have been offered, stated in terms of differences in: (a) perceptual ability; (b) efficiency of phonological loop functioning; (c) pre-existing vocabulary knowledge and/or articulatory skills. In the present study, we used event-related potentials to assess the contributions from these three factors to explaining individual variation in nonword repetition ability.Methodology/Principal Findings59 adults who were subdivided according to whether they were good or poor nonword-repeaters participated. Electrophysiologically measured mismatch responses were recorded to changes in consonants as participants passively listened to a repeating four syllable CV-string. The consonant change could occur in one of four positions along the CV-string and we predicted that: (a) if nonword repetition depended purely on auditory discrimination ability, then reduced mismatch responses to all four consonant changes would be observed in the poor nonword-repeaters, (b) if it depended on encoding or decay of information in a capacity-limited phonological store, then a position specific decrease in mismatch response would be observed, (c) if neither cognitive capacity was involved, then the two groups of participants would provide equivalent mismatch responses. Consistent with our second hypothesis, a position specific difference located on the third syllable was observed in the late discriminative negativity (LDN) window (230–630 ms post-syllable onset).Conclusions/SignificanceOur data thus confirm that people who are poorer at nonword repetition are less efficient in early processing of polysyllabic speech materials, but this impairment is not attributable to deficits in low level auditory discrimination. We conclude by discussing the significance of the observed relationship between LDN amplitude and nonword repetition ability and describe how this relatively little understood ERP component provides a biological window onto processes required for successful language learning.

Highlights

Language dominates almost every aspect of human life, yet the biological basis for this central component of human functioning remains largely a matter of debate
There are numerous reports in the literature demonstrating an association between deficits in phonological loop functioning and language learning difficulties associated with certain developmental disorders such as dyslexia [e.g., 11]; specific language impairment (SLI) [e.g., 12,13]; and autism [e.g., 14,15]
Analysis of mismatch negativity (MMN) amplitude and latency As a first analysis, we compared the amplitudes of the MMN for the two groups of nonword-repeaters across the four deviants (Electrode 6 Deviant 6 Group)

Summary

Introduction

Language dominates almost every aspect of human life, yet the biological basis for this central component of human functioning remains largely a matter of debate. The focus of the present research is on probing the functioning of one such cognitive component which is postulated to be intimately involved in language learning, namely, the phonological loop. The notion of an ‘articulatory loop’ was introduced by Baddeley and Hitch [4] to refer to a core component of verbal short-term memory which they hypothesised functioned to enable people to retain unfamiliar sequences of phonological material for short periods of time. In the context of language learning, numerous studies have shown a strong correlation between phonological loop capacity and vocabulary development in children, even when effects due to nonverbal IQ are partialed out [6,7,8]. As an interesting counterpoint to these disorders, children with William’s syndrome, who have fairly intact language learning abilities, show no deficits in phonological loop functioning, despite significant intellectual impairments [e.g., 16]. We used event-related potentials to assess the contributions from these three factors to explaining individual variation in nonword repetition ability

Methods

Results

Conclusion