Abnormal auditory ERP N100 in children with dyslexia: comparison with their control siblings

• Main Authors: Papageorgiou Charalabos, Giannakakis Giorgos A, Nikita Konstantina S, Anagnostopoulos Dimitris, Papadimitriou George N, Rabavilas Andreas
• Format: Article
• Language: English
• Published: BMC 2009-06-01
• Series: Behavioral and Brain Functions
• Online Access: http://www.behavioralandbrainfunctions.com/content/5/1/26

<p>Abstract</p> <p>Background</p> <p>Recent research has implicated deficits of the working memory (WM) and attention in dyslexia. The N100 component of event-related potentials (ERP) is thought to reflect attention and working memory operation. However, previous studies showed controversial results concerning the N100 in dyslexia. Variability in this issue may be the result of inappropriate match up of the control sample, which is usually based exclusively on age and gender.</p> <p>Methods</p> <p>In order to address this question the present study aimed at investigating the auditory N100 component elicited during a WM test in 38 dyslexic children in comparison to those of 19 unaffected sibling controls. Both groups met the criteria of the International Classification of Diseases (ICD-10). ERP were evoked by two stimuli, a low (500 Hz) and a high (3000 Hz) frequency tone indicating forward and reverse digit span respectively.</p> <p>Results</p> <p>As compared to their sibling controls, dyslexic children exhibited significantly reduced N100 amplitudes induced by both reverse and forward digit span at Fp1, F3, Fp2, Fz, C4, Cz and F4 and at Fp1, F3, C5, C3, Fz, F4, C6, P4 and Fp2 leads respectively. Memory performance of the dyslexics group was not significantly lower than that of the controls. However, enhanced memory performance in the control group is associated with increased N100 amplitude induced by high frequency stimuli at the C5, C3, C6 and P4 leads and increased N100 amplitude induced by low frequency stimuli at the P4 lead.</p> <p>Conclusion</p> <p>The present findings are in support of the notion of weakened capture of auditory attention in dyslexia, allowing for a possible impairment in the dynamics that link attention with short memory, suggested by the anchoring-deficit hypothesis.</p>