Turkeltaub Peter E, Gareau Lynn, Flowers D Lynn, Zeffiro Thomas A, Eden Guinevere F
Georgetown University Medical Center, 4000 Reservoir Road, Building D Suite 150, Washington, DC 20057, USA.
Nat Neurosci. 2003 Jul;6(7):767-73. doi: 10.1038/nn1065.
The complexities of pediatric brain imaging have precluded studies that trace the neural development of cognitive skills acquired during childhood. Using a task that isolates reading-related brain activity and minimizes confounding performance effects, we carried out a cross-sectional functional magnetic resonance imaging (fMRI) study using subjects whose ages ranged from 6 to 22 years. We found that learning to read is associated with two patterns of change in brain activity: increased activity in left-hemisphere middle temporal and inferior frontal gyri and decreased activity in right inferotemporal cortical areas. Activity in the left-posterior superior temporal sulcus of the youngest readers was associated with the maturation of their phonological processing abilities. These findings inform current reading models and provide strong support for Orton's 1925 theory of reading development.
儿童脑成像的复杂性使得追踪儿童时期获得的认知技能的神经发育的研究难以开展。我们采用一项任务来分离与阅读相关的大脑活动，并将混淆表现的影响降至最低，对年龄在6至22岁之间的受试者进行了一项横断面功能磁共振成像（fMRI）研究。我们发现，学习阅读与大脑活动的两种变化模式相关：左半球颞中回和额下回的活动增加，以及右颞下回皮质区域的活动减少。最年幼读者的左后颞上沟的活动与他们语音处理能力的成熟有关。这些发现为当前的阅读模型提供了信息，并为奥顿1925年的阅读发展理论提供了有力支持。
