Le rôle du collicule inférieur dans les divers processus auditif demeure à ce jour méconnu chez l’humain. À l’aide d’évaluations comportementales et électrophysiologiques, le but des études consiste à examiner l’intégrité fonctionnelle du système nerveux auditif chez une personne ayant une lésion unilatérale du collicule inférieur. Les résultats de ces études suggèrent que le collicule inférieur n’est pas impliqué dans la détection de sons purs, la reconnaissance de la parole dans le silence et l’interaction binaurale. Cependant, ces données suggèrent que le collicule inférieur est impliqué dans la reconnaissance de mots dans le bruit présentés monauralement, la discrimination de la fréquence, la reconnaissance de la durée, la séparation binaurale, l’intégration binaurale, la localisation de sources sonores et, finalement, l’intégration multisensorielle de la parole. / The role of the inferior colliculus in human auditory processing is still poorly understood. We report the results obtained from a 12-year-old boy who suffered a very circumscribed lesion at the level of the right inferior colliculus without additional neurological damage. The child underwent an extensive battery of psychophysical and electrophysiological tests. Results revealed that tonal detection thresholds, speech recognition in the absence of competing auditory input and performance on binaural interaction tasks were unimpaired. However, the pattern of results suggests that auditory functions such as the recognition of low-redundancy speech presented monaurally, frequency discrimination, the recognition of tone-duration patterns, binaural separation, binaural integration, sound-source localization in space as well as mutlisensory integration depend on the integrity of the bilateral auditory pathways at the level of the inferior colliculus.

Abstract To be able to acquire, produce, and comprehend language, precise central auditory processing (CAP), neural processes utilized for managing auditory input, is essential. However, the auditory environments are not always optimal for CAP because noise levels in children’s daily environments can be surprisingly high. In young children, CAP and its developmental trajectory as well as the influence of noise on it have scarcely been investigated. Event-related potentials (ERPs) offer promising means to study different stages of CAP in small children. Sound processing, preattentive auditory discrimination, and attention shifting processes can be addressed with obligatory responses, mismatch negativity (MMN), and novelty P3 of ERPs, respectively. In this thesis the developmental trajectory of CAP from 2 to 4 years of age as well as noise-induced changes on it, were investigated. In addition, the feasibility of the multi-feature paradigm with syllable stimuli and novel sounds in children was evaluated. To this end, obligatory responses (P1, N2, and N4) and MMNs for consonant, frequency, intensity, vowel, and vowel duration changes, as well as novelty P3 responses, were recorded in a silent condition and with babble noise using the multi-feature paradigm. The participants were voluntary, typically developing children. Significant P1, N2, N4, and MMN responses were elicited at both ages. Also a significant novelty P3, studied at the age of 2 years, was found. From 2 to 4 years, the P1 and N2 latencies shortened. The amplitudes of N2, N4, and MMNs increased and the increment was the largest at frontal electrode locations. During noise, P1 decreased, N2 increased, and the latency of N4 diminished as well as MMNs degraded. The noise-induced changes were largely similar at both ages. In conclusion, the multi-feature paradigm with five syllable deviant types and novel sounds was found to be an appropriate measure of CAP in toddlers. The changes in ERP morphology from 2 to 4 years of age suggest maturational changes in CAP. Noise degraded sound encoding, representation forming, and auditory discrimination. The children were similarly vulnerable to hampering effects of noise at both ages. Thus, noise might potentially harmfully influence language processing and thereby its acquisition in childhood. / Tiivistelmä Kielen omaksumiselle, tuottamiselle sekä ymmärtämiselle on tärkeää tarkka keskushermostollinen kuulotiedon käsittely eli ne hermostolliset prosessit, joita käytetään kuullun aineksen käsittelyyn. Kuunteluympäristöt eivät kuitenkaan aina ole optimaalisia kuulotiedon käsittelylle, sillä melutasot lasten elinympäristöissä voivat olla hyvinkin korkeita. Pienten lasten kuulotiedon käsittelyä, sen kehittymistä ja melun vaikutusta siihen on tutkittu vähän. Kuuloherätevasteet ovat toimiva tapa tarkastella pienten lasten kuulotiedon käsittelyä eri näkökulmista. Äänen käsittelyä, esitietoista kuuloerottelua ja tarkkaavuuden siirtymistä voidaan tarkastella obligatoristen vasteiden, poikkeavuusnegatiivisuuden ja novelty P3 -vasteiden avulla. Tässä väitöskirjassa tarkastellaan kuulotiedon käsittelyn kehittymistä kahden vuoden iästä neljän vuoden ikään sekä melun vaikutusta siihen. Lisäksi arvioidaan tavuärsykkeitä ja poikkeavia ääniä sisältävän monipiirreparadigman soveltuvuutta lapsitutkimuksiin. Tutkimuksissa rekisteröitiin monipiirreparadigman avulla obligatorisia vasteita (P1, N2 ja N4); konsonantin, taajuuden, intensiteetin, vokaalin ja vokaalin keston muutokselle syntyneitä MMN-vasteita sekä novelty P3 -vasteita hiljaisuudessa ja taustamelussa. Tutkimuksen osallistujat olivat vapaaehtoisia tyypillisesti kehittyviä lapsia. Molemmilla tutkimuskerroilla P1, N2, N4 ja MMN poikkesivat merkitsevästi nollatasosta samoin kuin kaksivuotiailta tutkittu novelty P3. Kahden vuoden iästä neljään vuoteen P1- ja N2-vasteiden latenssi lyheni sekä N2, N4 ja MMN vahvistuivat, muutoksen ollessa suurinta frontaalisilla elektrodeilla. Melun aikana P1 heikkeni, N2 vahvistui ja N4-vasteen latenssi lyhentyi. Lisäksi MMN-vaste heikkeni. Melun aiheuttamat muutokset olivat samankaltaisia sekä kahden että neljän vuoden iässä. Johtopäätöksenä voidaan todeta viittä eri tavuärsyketyyppiä ja yllättäviä ääniä sisältävän monipiirreparadigman olevan toimiva menetelmä taaperoiden kuulotiedon käsittelyn tutkimiseen. Kahden ja neljän ikävuoden välillä tapahtuvat muutokset vasteissa kuvastavat kehityksellisiä muutoksia kuulotiedon käsittelyssä. Melu heikentää äänitiedon peruskäsittelyä, edustumien muodostumista ja esitietoista kuuloerottelua. Lapset olivat lähes yhtä alttiita melun vaikutuksille sekä kahden että neljän vuoden iässä. Melu voi siis haitata kielen prosessointia ja sen omaksumista.

The studies investigated the impact of predictive visual information about the pitch and location of a forthcoming sound on the sound processing. In Symbol-to-Sound matching paradigms, symbols induced predictions of particular sounds. The brain’s error signals (IR and N2b components of the event-related potential) were measured in response to occasional violations of the prediction, i.e. when a sound was incongruent to the corresponding symbol. IR and N2b index the detection of prediction violations at different levels, IR at a sensory and N2b at a cognitive level. Participants evaluated the congruency between prediction and actual sound by button press. When the prediction referred to only the pitch or only the location feature (Exp. 1), the violation of each feature elicited IR and N2b. The IRs to pitch and location violations revealed differences in the in time course and topography, suggesting that they were generated in feature-specific sensory areas. When the prediction referred to both features concurrently (Exp. 2), that is, the symbol predicted the sound´s pitch and location, either one or both predictions were violated. Unexpectedly, no significant effects in the IR range were obtained. However, N2b was elicited in response to all violations. N2b in response to concurrent violations of pitch and location had a shorter latency. We conclude that associative predictions can be established by arbitrary rule-based symbols and for different sound features, and that concurrent violations are processed in parallel. In complex situations as in Exp. 2, capacity limitations appear to affect processing in a hierarchical manner. While predictions were presumably not reliably established at sensory levels (absence of IR), they were established at more cognitive levels, where sounds are represented categorially (presence of N2b).

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The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a special needs educational setting. Data analysis and validity were supported by triangulation through informal assessment, observation, my critical friend and my own critical reflection. The support of phonologic, memory, and cohesion skills, auditory skills were the reading educational construct and strategies used as intervention in order to identify the efficacy of said interventions. Both bottom-up and top-down support strategies were used in relation to the participants’ individualised educational needs. The research results and discussion included methods to improve reading and listening skills in the classroom environment. / Inclusive Education / M. Ed. (Inclusive Education)