Page 28 - Volume 12, Issue 2 - Spring 2012
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Recording brain waves from a group of Mandarin-speaking subjects, Luo and colleagues (2006) found a parsimonious answer in that hemisphere specialization of tonal processing is timing dependent. In early pre-attentive processing (<160 ms), like music, tonal information is processed by the right hemisphere, in which pitch information is presumably extracted. After that time mark and the extraction of pitch, tonal information encoding the lexical meaning is then processed, and guess where—in the left hemisphere. Combining the results from the Wong and Luo studies, we can infer that the failure for some English-speakers to learn Mandarin tones is not due to their inability to process pitch information in the right hemisphere, but rather their ineffi- ciency to convert this pitch information into lexical meaning in the left hemisphere.
Processing deficits in both the ear and the brain con- tribute to tonal language perception and development by hearing-impaired listeners. In post-lingually hearing- impaired listeners, the deficit is mostly in the ear due to either poor spectral resolution as a result of hearing loss (Wang et al., 2010), or lack of proper pitch extraction and delivery in auditory prostheses (Zeng et al., 2008). For exam- ple, current cochlear implants do not extract, nor can they properly deliver, the salient pitch cue conveyed by the funda- mental frequency or its lower harmonics. Instead, they only extract and deliver the less salient temporal envelope cue. As a result, tones are extremely difficult to produce and perceive by deaf children using a cochlear implant (Han et al., 2007; Lee et al., 2010). One solution to this problem is to deliver the fundamental frequency information acoustically via a hear- ing aid in the residual low-frequency region (<500 Hz) and simultaneously the high-frequency temporal envelope infor- mation via a cochlear implant. This “hybrid hearing” can improve tonal information transfer and speech perception in noise (Kong et al., 2005; Qin and Oxenham, 2006). Surprisingly, introduction of the tonal information via hear- ing aids significantly helps cochlear-implant children to learn English, particularly the expressive part of the language (Nittrouer and Chapman, 2009). After all, tones are not just for tonal languages.AT
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