Noble Kimberly G, Wolmetz Michael E, Ochs Lisa G, Farah Martha J, McCandliss Bruce D
Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, NY 10021, USA.
Dev Sci. 2006 Nov;9(6):642-54. doi: 10.1111/j.1467-7687.2006.00542.x.
Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can systematically modulate the relationship between phonological language skills and reading-related brain activity in left fusiform and perisylvian regions. Specifically, at lower socioeconomic levels, individual differences in skill result in large differences in brain activation. In contrast, as SES increases, this relationship between phonological language skill and activation is attenuated. Socioeconomic background factors are thus found to modulate brain-behavior relationships in reading, indicating that cognitive, social, and neurobiological influences on reading development are fundamentally intertwined.
功能神经影像学可能有助于深入了解社会经济地位（SES）普遍存在的阅读技能成就差距。已知阅读任务期间的大脑激活与儿童语音语言技能的个体差异有关。通过选择语音技能相当但社会经济背景多样的儿童，我们使用功能磁共振成像（fMRI）来证明，以SES衡量的儿童经历可以系统地调节语音语言技能与左梭状回和颞周区域与阅读相关的大脑活动之间的关系。具体而言，在社会经济水平较低时，技能上的个体差异会导致大脑激活的巨大差异。相比之下，随着SES的提高，语音语言技能与激活之间的这种关系会减弱。因此发现社会经济背景因素会调节阅读中的脑-行为关系，表明对阅读发展的认知、社会和神经生物学影响在根本上是相互交织的。
