When listening to temporally regular rhythms, most people are able to extract the beat. Evidence suggests that the neural mechanism underlying this ability is the phase alignment of endogenous oscillations to the external stimulus, allowing for the prediction of upcoming events (i.e., dynamic attending). Relatedly, individuals with dyslexia may have deficits in the entrainment of neural oscillations to external stimuli, especially at low frequencies. The current experiment investigated rhythmic processing in adults with dyslexia and matched controls. Regular and irregular rhythms were presented to participants while electroencephalography was recorded. Regular rhythms contained the beat at 2 Hz; while acoustic energy was maximal at 4 Hz and 8 Hz. These stimuli allowed us to investigate whether the brain responds non-linearly to the beat-level of a rhythmic stimulus, and whether beat-based processing differs between dyslexic and control participants. Both groups showed enhanced stimulus-brain coherence for regular compared to irregular rhythms at the frequencies of interest, with an overrepresentation of the beat-level in the brain compared to the acoustic signal. In addition, we found evidence that controls extracted subtle temporal regularities from irregular stimuli, whereas dyslexics did not. Findings are discussed in relation to dynamic attending theory and rhythmic processing deficits in dyslexia.

中文翻译：

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对患有阅读障碍和对照的成年人的规则和不规则节律进行的脑刺激耦合分析。

在听时间规律的节奏时，大多数人都能够提取节拍。有证据表明，这种能力的神经机制是内源性振荡与外部刺激的相位对准，从而可以预测即将发生的事件（即动态参与）。相关地，患有阅读障碍的个体在神经振动对外部刺激的夹带中可能存在缺陷，特别是在低频时。当前的实验研究了患有阅读障碍和相匹配对照的成年人的节律处理。在记录脑电图的同时向参与者呈现规律和不规则的节律。规律的节奏包含2 Hz的节拍；而声能在4 Hz和8 Hz时最大。这些刺激使我们能够研究大脑是否对节律性刺激的搏动水平做出非线性反应，以及阅读障碍者和对照组参与者的基于搏动的处理是否有所不同。相对于不规则节律，两组在感兴趣的频率下均表现出增强的刺激-大脑连贯性，与声音信号相比，大脑的搏动水平过高。此外，我们发现证据表明控制者从不规则刺激中提取了微妙的时间规律，而阅读障碍者则没有。讨论了有关动态参与理论和诵读困难的节奏处理缺陷的发现。相对于不规则节律，两组在感兴趣的频率下均表现出增强的刺激-大脑连贯性，与声音信号相比，大脑的搏动水平过高。此外，我们发现证据表明控制者从不规则刺激中提取了微妙的时间规律，而阅读障碍者则没有。讨论了有关动态参与理论和诵读困难的节奏处理缺陷的发现。相对于不规则节律，两组在感兴趣的频率下均表现出增强的刺激-大脑连贯性，与声音信号相比，大脑的搏动水平过高。此外，我们发现证据表明控制者从不规则刺激中提取了微妙的时间规律，而阅读障碍者则没有。讨论了有关动态参与理论和诵读困难的节奏处理缺陷的发现。