Milene Bonte

Milene Bonte
Maastricht University | UM · Department of Cognitive Neuroscience

PhD

About

92
Publications
16,205
Reads
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2,614
Citations

Publications

Publications (92)
Article
Full-text available
While children are able to name letters fairly quickly, the automatisation of letter-speech sound mappings continues over the first years of reading development. In the current longitudinal fMRI study, we explored developmental changes in cortical responses to letters and speech sounds across 3 yearly measurements in a sample of 18 8–11 year old ch...
Article
Full-text available
Background Most of the literature on the relation between mindset and effort depends on subjective self-reports, which may not reliably capture the actual investment of effort. In the current study we (1) operationalized mental effort as the chosen and executed difficulty level in a self-adapted arithmetic task, and (2) combined variable-oriented a...
Article
Full-text available
Developmental dyslexia is often accompanied by altered phonological processing of speech. Underlying neural changes have typically been characterized in terms of stimulus- and/or task-related responses within individual brain regions or their functional connectivity. Less is known about potential changes in the more global functional organization o...
Article
Full-text available
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child’s brain can ac...
Article
Full-text available
Capturing developmental and learning-induced brain dynamics is extremely challenging as changes occur interactively across multiple levels and emerging functions. Different levels include the (social) environment, cognitive and behavioral levels, structural and functional brain changes, and genetics, while functions include domains such as math, re...
Presentation
Full-text available
In this project we investigate thalamo-cortical connectivity in 8-10 year-old children with and without developmental dyslexia comparing connectivity outcomes for matching letter-speech sound pairs and meaningless symbol-speech sound pairs. Our findings show: - Meaningful letter-sound associations affect thalamo-corticalconnectivity - Reading-rela...
Poster
Full-text available
While children are able to name letters fairly quickly, the automatization of letter-speech sound mappings continues over the first years of reading development. In the current longitudinal fMRI study, we explored developmental changes in cortical responses to letters and speech sounds across 3 yearly measurements in 8-11 year old children employin...
Article
Full-text available
The different ways students deal with mistakes is an integral part of mindset theory. While previous error-monitoring studies found supporting neural evidence for mindset-related differences, they may have been confounded by overlapping stimulus processing. We therefore investigated the relationship between mindset and event-related potentials (ERP...
Article
Full-text available
Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40-60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 227...
Preprint
Full-text available
Some theories of predictive processing propose reduced sensory and neural responses to anticipated events. Support comes from M/EEG studies, showing reduced auditory N1 and P2 responses to self- compared to externally generated events, or when stimulus properties are more predictable (e.g. prototypical). The current study examined the sensitivity o...
Article
Full-text available
Statistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition and reading development. Here we employed electroencephalography (EEG) with frequency-tagging measures to track the temporal evolution of speech-structure learning in individuals with reading difficult...
Preprint
Full-text available
The different ways students deal with mistakes is an integral part of mindset theory. While previous error-monitoring studies found supporting neural evidence for mindset-related differences, they may have been confounded by overlapping stimulus processing. We therefore investigated the relationship between mindset and event-related potentials (ERP...
Article
Full-text available
One of the proposed issues underlying reading difficulties in dyslexia is insufficiently automatized letter-speech sound associations. In the current fMRI experiment, we employ text-based recalibration to investigate letter-speech sound mappings in 8-10 year-old children with and without dyslexia. Here an ambiguous speech sound /a?a/ midway between...
Article
Full-text available
Reading skills are usually assessed in silent conditions, but children often experience noisy educational settings. Effects of auditory distraction on children's reading skills remain relatively unexplored. The present study investigates the influence of two features of background speech—intelligibility and loudness—on children's reading speed and...
Article
Full-text available
Predictions of our sensory environment facilitate perception across domains. During speech perception, formal and temporal predictions may be made for phonotactic probability and syllable stress patterns, respectively, contributing to the efficient processing of speech input. The current experiment employed a passive EEG oddball paradigm to probe t...
Poster
Full-text available
Statistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition. Recent studies have shown that the acquisition of novel word structures can be tracked over time via EEG. Here we track the implicit learning of speech structures in typical and dyslexic readers and i...
Article
Full-text available
There is an ongoing debate whether phonological deficits in dyslexics should be attributed to (1) less specified representations of speech sounds, like suggested by studies in young children with a familial risk for dyslexia, or (2) to an impaired access to these phonemic representations, as suggested by studies in adults with dyslexia. These confl...
Poster
Poster presented during the "Capturing Developmental Brain Dynamics" workshop in Leiden, 2019.
Poster
Full-text available
Poster presented during the "Capturing Developmental Brain Dynamics" workshop in Leiden, 2019.
Preprint
Machine learning can be used to find meaningful patterns characterizing individual differences. Deploying a machine learning classifier fed by local features derived from graph analysis of electroencephalographic (EEG) data, we aimed at designing a neurobiologically-based classifier to differentiate two groups of children, one group with and the ot...
Article
Full-text available
Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapi...
Article
Full-text available
One of the proposed mechanisms underlying reading difficulties observed in developmental dyslexia is impaired mapping of visual to auditory speech representations. We investigate these mappings in 20 typically reading and 20 children with dyslexia aged 8-10 years using text-based recalibration. In this paradigm, the pairing of visual text and ambig...
Article
Full-text available
Atypical structural properties of the brain’s white matter bundles have been associated with failing reading acquisition in developmental dyslexia. Because these white matter properties may show dynamic changes with age and orthographic depth, we examined fractional anisotropy (FA) along 16 white matter tracts in 8-11 year old dyslexic (DR) and typ...
Article
Full-text available
Upon hearing an ambiguous speech sound, listeners may adjust their perceptual interpretation of the speech input in accordance with contextual information, like accompanying text or lipread speech (i.e., phonetic recalibration; Bertelson et al., 2003). As developmental dyslexia (DD) has been associated with reduced integration of text and speech so...
Preprint
Full-text available
Developmental dyslexia (DD) is one of the most prevalent learning disorders among children and is characterized by deficits in different cognitive skills, including reading, spelling, short term memory and others. To help unravel the genetic basis of these skills, we conducted a Genome Wide Association Study (GWAS), including nine cohorts of readin...
Article
Full-text available
Learning to read requires the formation of efficient neural associations between written and spoken language. Whether these associations influence the auditory cortical representation of speech remains unknown. Here we address this question by combining multivariate functional MRI analysis and a newly-developed ‘text-based recalibration’ paradigm....
Poster
Full-text available
Fluency oriented intervention for struggling readers: reading fluency gains and neural changes in visual word processing
Article
Full-text available
We use a neurocognitive perspective to discuss the contribution of learning letter-speech sound (L-SS) associations and visual specialization in the initial phases of reading in dyslexic children. We review findings from associative learning studies on related cognitive skills important for establishing and consolidating L-SS associations. Then we...
Article
Full-text available
Reading is a complex cognitive skill subserved by a distributed network of visual and language-related regions. Disruptions of connectivity within this network have been associated with developmental dyslexia but their relation to individual differences in the severity of reading problems remains unclear. Here we investigate whether dysfunctional c...
Article
Full-text available
Objective: Neuroimaging research suggested a mixed pattern of functional connectivity abnormalities in developmental dyslexia. We examined differences in the topological properties of functional networks between 29 dyslexics and 15 typically reading controls in 3rd grade using graph analysis. Graph metrics characterize brain networks in terms of i...
Article
Full-text available
The present study examined training effects in dyslexic children on reading fluency and the amplitude of N170, a negative brain-potential component elicited by letter and symbol strings. A group of 18 children with dyslexia in 3rd grade (9.05 ± 0.46 years old) was tested before and after following a letter-speech sound mapping training. A group of...
Article
Development typically leads to optimized and adaptive neural mechanisms for the processing of voice and speech. In this fMRI study we investigated how this adaptive processing reaches its mature efficiency by examining the effects of task, age and phonological skills on cortical responses to voice and speech in children (8–9 years), adolescents (14...
Article
Listeners adjust their phonetic categories to cope with variations in the speech signal (phonetic recalibration). Previous studies have shown that lipread speech (and word knowledge) can adjust the perception of ambiguous speech and can induce phonetic adjustments (Bertelson, Vroomen, & de Gelder in Psychological Science, 14(6), 592-597, 2003; Norr...
Article
Full-text available
A recent account of dyslexia assumes that a failure to develop automated letter-speech sound integration might be responsible for the observed lack of reading fluency. This study uses a pre-test-training-post-test design to evaluate the effects of a training program based on letter-speech sound associations with a special focus on gains in reading...
Data
Touchscreen used in the training. (TIFF)
Article
Full-text available
Unlabelled: The brain's circuitry for perceiving and producing speech may show a notable level of overlap that is crucial for normal development and behavior. The extent to which sensorimotor integration plays a role in speech perception remains highly controversial, however. Methodological constraints related to experimental designs and analysis...
Poster
Full-text available
Reading is a complex cognitive skill subserved by a distributed network of visual and language-related regions. Disruptions of the connections within this network are proposed as a possible cause of reading dysfunction in developmental dyslexia. Here we investigated effective connectivity in the reading network of 9-year-old typically reading child...
Chapter
Audition is central in our life. It is crucial to interpersonal communication and social relations. It also provides us with vital and unique information for interacting optimally with the environment.
Article
Full-text available
A failure to build solid letter-speech sound associations may contribute to reading impairments in developmental dyslexia. Whether this reduced neural integration of letters and speech sounds changes over time within individual children and how this relates to behavioral gains in reading skills remains unknown. In this research, we examined changes...
Poster
Full-text available
Introduction Although most children learn to read fluently, up to 10% of children are diagnosed with developmental dyslexia exhibiting deficient reading skills despite normal cognitive abilities and schooling opportunities (Snowling, 2013). The formation of letter-speech sound pairs, an important first step in obtaining reading expertise in alphabe...
Poster
Full-text available
Graph Analysis of EEG Resting State Functional Networks in Dyslexic and Typically Reading Children
Article
Full-text available
Spoken word recognition and production require fast transformations between acoustic, phonological, and conceptual neural representations. Bilinguals perform these transformations in native and non-native languages, deriving unified semantic concepts from equivalent, but acoustically different words. Here we exploit this capacity of bilinguals to i...