Zobrazeno 1 - 10
of 90
pro vyhledávání: '"Jarmo A. Hämäläinen"'
Publikováno v:
Frontiers in Neuroscience, Vol 16 (2022)
Neural correlates in reading and speech processing have been addressed extensively in the literature. While reading skills and speech perception have been shown to be associated with each other, their relationship remains debatable. In this study, we
Externí odkaz:
https://doaj.org/article/84926dfafebe4621970a147ac8883d43
Autor:
Orsolya B. Kolozsvári, Weiyong Xu, Georgia Gerike, Tiina Parviainen, Lea Nieminen, Aude Noiray, Jarmo A. Hämäläinen
Publikováno v:
Neurobiology of Language, Vol 2, Iss 2, Pp 226-253 (2021)
AbstractSpeech perception is dynamic and shows changes across development. In parallel, functional differences in brain development over time have been well documented and these differences may interact with changes in speech perception during infanc
Externí odkaz:
https://doaj.org/article/87419f53129a4e1780d10728fab80029
Autor:
Najla Azaiez, Otto Loberg, Kaisa Lohvansuu, Sari Ylinen, Jarmo A. Hämäläinen, Paavo H. T. Leppänen
Publikováno v:
Brain Sciences, Vol 13, Iss 1, p 76 (2022)
The association between impaired speech perception and reading difficulty has been well established in native language processing, as can be observed from brain activity. However, there has been scarce investigation of whether this association extend
Externí odkaz:
https://doaj.org/article/5e151959ccf1414c975b8e04aedfc7e0
Publikováno v:
Frontiers in Human Neuroscience, Vol 15 (2021)
Mismatch brain responses to unpredicted rare stimuli are suggested to be a neural indicator of prediction error, but this has rarely been studied in the somatosensory modality. Here, we investigated how the brain responds to unpredictable and predict
Externí odkaz:
https://doaj.org/article/ebc4bdda587141cca118bb7610e82db7
Publikováno v:
Frontiers in Communication, Vol 6 (2021)
School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evide
Externí odkaz:
https://doaj.org/article/c011cb5fdcf04a6db06ceca2301362e5
Publikováno v:
NeuroImage, Vol 207, Iss , Pp 116355- (2020)
According to the predictive coding model of perception, the brain constantly generates predictions of the upcoming sensory inputs. Perception is realised through a hierarchical generative model which aims at minimising the discrepancy between predict
Externí odkaz:
https://doaj.org/article/7db4172e63584d0aabc124c13546b1a1
Top-Down Predictions of Familiarity and Congruency in Audio-Visual Speech Perception at Neural Level
Publikováno v:
Frontiers in Human Neuroscience, Vol 13 (2019)
During speech perception, listeners rely on multimodal input and make use of both auditory and visual information. When presented with speech, for example syllables, the differences in brain responses to distinct stimuli are not, however, caused mere
Externí odkaz:
https://doaj.org/article/9f9ecd198e684c0594d58f8424a43c28
Publikováno v:
Frontiers in Human Neuroscience, Vol 13 (2019)
The predictive coding model of perception proposes that successful representation of the perceptual world depends upon canceling out the discrepancy between prediction and sensory input (i.e., prediction error). Recent studies further suggest a disti
Externí odkaz:
https://doaj.org/article/339214b1afcc4f9db6e96fae86c905d9
Autor:
Kaisa Lohvansuu, Minna Torppa, Timo Ahonen, Kenneth Eklund, Jarmo A. Hämäläinen, Paavo H. T. Leppänen, Heikki Lyytinen
Publikováno v:
Brain Sciences, Vol 11, Iss 4, p 427 (2021)
This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and contro
Externí odkaz:
https://doaj.org/article/876853d5894d42ebb9b67e7aa5bfb499
Publikováno v:
Frontiers in Human Neuroscience, Vol 12 (2018)
Letter-speech sound (LSS) integration is crucial for initial stages of reading acquisition. However, the relationship between cortical organization for supporting LSS integration, including unimodal and multimodal processes, and reading skills in ear
Externí odkaz:
https://doaj.org/article/2f3b7b93f0614c35a73a0afd03bdb40d