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拼写和语音一致性对有阅读障碍和无阅读障碍儿童大脑皮层的不同影响。

Differential effects of orthographic and phonological consistency in cortex for children with and without reading impairment.

作者信息

Bolger Donald J, Minas Jennifer, Burman Douglas D, Booth James R

机构信息

Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Drive, Evanston, IL 60208, USA.

出版信息

Neuropsychologia. 2008 Dec;46(14):3210-24. doi: 10.1016/j.neuropsychologia.2008.07.024.

Abstract

One of the central challenges in mastering English is becoming sensitive to consistency from spelling to sound (i.e. phonological consistency) and from sound to spelling (i.e. orthographic consistency). Using functional magnetic resonance imaging (fMRI), we examined the neural correlates of consistency in 9-15-year-old Normal and Impaired Readers during a rhyming task in the visual modality. In line with our previous study [Bolger, D.J., Hornickel, J., Cone, N. E., Burman, D. D., & Booth,J. R. (in press). Neural correlates of orthographic and phonological consistency effects in children. Human Brain Mapping], for Normal Readers, lower phonological and orthographic consistency were associated with greater activation in several regions including bilateral inferior/middle frontal gyri, bilateral anterior cingulate cortex as well as left fusiform gyrus. Impaired Readers activated only bilateral anterior cingulate cortex in response to decreasing consistency. Group comparisons revealed that, relative to Impaired Readers, Normal Readers exhibited a larger response in this network for lower phonological consistency whereas orthographic consistency differences were limited. Lastly, brain-behavior correlations revealed a significant relationship between skill (i.e. Phonological Awareness and non-word decoding) and cortical consistency effects for Impaired Readers in left inferior/middle frontal gyri and left fusiform gyrus. Impaired Readers with higher skill showed greater activation for higher consistency. This relationship was reliably different from that of Normal Readers in which higher skill was associated with greater activation for lower consistency. According to single-route or connectionist models, these results suggest that Impaired Readers with higher skill devote neural resources to representing the mapping between orthography and phonology for higher consistency words, and therefore do not robustly activate this network for lower consistency words.

摘要

掌握英语的核心挑战之一是要对从拼写到发音(即语音一致性)以及从发音到拼写(即正字法一致性)的一致性保持敏感。我们使用功能磁共振成像(fMRI),在9至15岁的正常读者和阅读障碍读者进行视觉模态押韵任务期间,研究了一致性的神经关联。与我们之前的研究一致[博尔格,D.J.,霍尼克尔,J.,科恩,N.E.,伯曼,D.D.,& 布斯,J.R.(即将发表)。儿童正字法和语音一致性效应的神经关联。人类大脑图谱],对于正常读者,较低的语音和正字法一致性与包括双侧额下回/额中回、双侧前扣带回皮质以及左侧梭状回在内的多个区域的更大激活相关。阅读障碍读者仅在一致性降低时激活双侧前扣带回皮质。组间比较显示,相对于阅读障碍读者,正常读者在该网络中对较低语音一致性表现出更大的反应,而正字法一致性差异有限。最后,脑行为相关性揭示了技能(即语音意识和非词解码)与阅读障碍读者左侧额下回/额中回和左侧梭状回的皮质一致性效应之间存在显著关系。技能较高的阅读障碍读者在一致性较高时表现出更大的激活。这种关系与正常读者的关系可靠地不同,在正常读者中,较高的技能与较低一致性时的更大激活相关。根据单一路径或联结主义模型,这些结果表明,技能较高的阅读障碍读者将神经资源用于表示较高一致性单词的正字法和语音之间的映射,因此对于较低一致性单词不会强烈激活该网络。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/8671/2658621/a5d93d11c34c/nihms-87587-f0001.jpg

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