A correlation between the corpus callosum and "developmental language disorders"
Abstract:
Various types of language disorders affect a considerable amount of children academically and socially worldwide. This article focuses on developmental language disorders (DLD) caused by central auditory processing disorders (CAPD). A CAPD is defined as showing "difficulties discriminating, identifying and retaining sounds after the ears have "heard" the sounds." Both language and auditory are processed in an infinite number of nuclei throughout both hemispheres of the brain. Thus it has been hypothesized that abnormalities of the corpus callosum (CC) are correlated with deficiencies in auditory and language processes. This article reviews studies that have tried to prove this hypothesis. Due to the homogenous nature of either process, it is too complicated to try to identify a single cause of a single structure of the brain. Studies have yet to be found of having strong evidence that the CC correlates (or does not correlate) with DLDs and CAPDs.
Keywords: Developmental language disorder, central auditory processing disorder, dyslexia,
x-linked adrenoleukodystrophy, and corpus callosum
A correlation between the corpus callosum and "developmental language disorders"
Audition is a complex process that involves multiple areas of the brain. To be able to hear sound is just the beginning. Understanding speech and appreciating music requires an intensive and complex network of processes still yet to be understood. Many auditory processing deficits have been discovered with varying degrees of specificity and severities. A whole area of research has been dedicated to finding solutions to these auditory deficits that many ...
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CAS is a very specific disorder with a very specific profile, and is thus different from “typical” speech sound disorders. The hypothesis of CAS in ASD (the CAS-ASD hypothesis) is that “CAS contributes to the inappropriate speech, prosody, and/or voice features reported in some children and adults with verbal ASD” (Shriberg et al., 2011, p. 405). For this to be true, the speech, prosody, and voice findings in children with ASD must not only be unusual or disordered, but they must also fit into the particular profile of CAS.
People who cannot sing are missing a structure that enables a response to inform the motor system and person that he/ she is singing off tune. Gottlieb proposes a research method, involving how music making engages and modifies the brain. As Gottlieb understood, music making can be used as a therapeutic tool to improve neurological impairments and
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Music and the Brain: Processing and Responding (A General Overview). For any individual who either avidly listens to or performs music, it is understood that many melodies have amazing effects on both our emotions and our perception. To address the effects of music on the brain, it seems most logical to initially map the auditory and neural pathways of sound. In the case of humans, the mechanism responsible for receiving and transmitting sound to the brain is the ears.
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Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
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Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
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