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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Hearing01:31

Hearing

When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.

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Related Experiment Video

Updated: Jul 1, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

Speech motor learning in profoundly deaf adults.

Sazzad M Nasir1, David J Ostry

  • 1Department of Psychology, McGill University, 1205 Dr. Penfield Avenue, Montreal, Quebec H3A1B1, Canada.

Nature Neuroscience
|September 17, 2008
PubMed
Summary

Deaf individuals can speak intelligibly, suggesting somatosensory feedback is crucial for speech motor control. This study confirms that precise somatosensory input significantly drives speech motor learning and adaptation.

Area of Science:

  • Neuroscience
  • Speech Science
  • Motor Control

Background:

  • Speech production integrates auditory and somatosensory inputs.
  • Intelligible speech in deaf individuals highlights the role of somatosensory feedback.
  • Somatosensory information is vital for refining speech motor control.

Purpose of the Study:

  • To investigate the role of somatosensory feedback in speech motor learning.
  • To assess adaptation to altered somatosensory input during speech production.
  • To quantify the precision of somatosensory expectations in speech.

Main Methods:

  • Speech motor learning was assessed in cochlear implant recipients with implants deactivated.
  • A robotic device introduced mechanical perturbations by displacing the jaw during speech.

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Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
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  • Adaptation to altered jaw proprioception was measured.

    • Main Results:

    • Participants demonstrated progressive adaptation to mechanical jaw perturbations during speech.
    • Adaptations occurred for very small movement deviations (millimeters), indicating precise somatosensory expectations.
    • Speech motor learning was substantially dependent on somatosensory input.

    Conclusions:

    • Somatosensory feedback plays a critical role in speech motor learning.
    • The somatosensory system possesses high precision in guiding speech movements.
    • These findings underscore the importance of somatosensory input for speech production and learning.