Rules and regularities of language are typically processed in an implicit and effortless way in the human brain. Individuals with developmental dyslexia have problems in implicit learning of regularities in sequential stimuli but the neural basis of this deficit has not been studied. This study investigated extraction and utilization of a complex auditory rule at neural and perceptual levels in 18 adults with dyslexia and 20 typical readers. Mismatch negativity (MMN) and P3a responses to rule violations in speech stimuli, reflecting change detection and attention switch, respectively, were recorded with electroencephalogram. Both groups reported no or little explicit awareness of the rule, suggesting implicit processing. People with dyslexia showed deficient extraction of the rule evidenced by diminished MMNs estimated to originate particularly from the left perisylvian region. The group difference persisted in attentive condition after the participants were told about the rule, and behavioral detection of the rule violations was poor in people with dyslexia, possibly suggesting difficulties also in utilizing explicit information of the rule. Based on these results, the speech processing difficulties in dyslexia extend beyond phoneme discrimination and basic auditory feature extraction. Challenges in implicit extraction and effortless adoption of complex auditory rules may be central for language learning difficulties in dyslexia.

中文翻译：

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发育性阅读障碍中规则的感知和神经处理受损

语言的规则和规律通常在人脑中以一种隐含而轻松的方式进行处理。患有发展性阅读障碍的个体在连续刺激中的规律性的内隐学习方面存在问题，但尚未研究这种缺陷的神经基础。本研究调查了 18 名患有阅读障碍的成年人和 20 名典型读者在神经和感知层面上提取和利用复杂的听觉规则。失配负性 (MMN) 和 P3a 对语音刺激中违反规则的反应，分别反映了变化检测和注意力转换，用脑电图记录。两组都报告没有或很少明确意识到该规则，这表明隐性处理。患有阅读障碍的人表现出对规则的提取不足，这可以通过估计特别来自左侧侧裂区的 MMN 减少来证明。在参与者被告知规则后，在注意力集中的情况下，群体差异仍然存在，并且阅读障碍者对违反规则的行为检测很差，这可能表明在利用规则的明确信息方面也存在困难。基于这些结果，阅读障碍的语音处理困难超出了音素识别和基本听觉特征提取。内隐提取和轻松采用复杂的听觉规则的挑战可能是阅读障碍语言学习困难的核心。阅读障碍者对违反规则的行为检测很差，这可能表明在利用规则的明确信息方面也存在困难。基于这些结果，阅读障碍的语音处理困难超出了音素识别和基本听觉特征提取。内隐提取和轻松采用复杂的听觉规则的挑战可能是阅读障碍语言学习困难的核心。阅读障碍者对违反规则的行为检测很差，这可能表明在利用规则的明确信息方面也存在困难。基于这些结果，阅读障碍的语音处理困难超出了音素识别和基本听觉特征提取。内隐提取和轻松采用复杂的听觉规则的挑战可能是阅读障碍语言学习困难的核心。