Brainstem correlates of temporal auditory processing in children with specific language impairment
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Bibliographic record
Abstract
Deficits in identification and discrimination of sounds with short inter-stimulus intervals or short formant transitions in children with specific language impairment (SLI) have been taken to reflect an underlying temporal auditory processing deficit. Using the sustained frequency following response (FFR) and the onset auditory brainstem responses (ABR) we evaluated if children with SLI show abnormalities at the brainstem level consistent with a temporal processing deficit. To this end, the neural encoding of tonal sweeps, as reflected in the FFR, for different rates of frequency change, and the effects of reducing inter-stimulus interval on the ABR components were evaluated in 10 4-11-year-old SLI children and their age-matched controls. Results for the SLI group showed degraded FFR phase-locked neural activity that failed to faithfully track the frequency change presented in the tonal sweeps, particularly at the faster sweep rates. SLI children also showed longer latencies for waves III and V of the ABR and a greater prolongation of wave III at high stimulus rates (>30/sec), suggesting greater susceptibility to neural adaptation. These results taken together appear to suggest a disruption in the temporal pattern of phase-locked neural activity necessary to encode rapid frequency change and an increased susceptibility to desynchronizing factors related to faster rates of stimulus presentation in children with SLI.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it