Castro-Caldas A, Nunes M V, Maestu F, Ortiz T, Simoes R, Fernandes R, de La Guia E, Garcia E, Goncalves M
Neurological Clinical Research Unit, Lisbon, Portugal; Institute of Health Sciences of Portuguese Catholic University, Portugal.
J Neuropsychol. 2009 Mar;3(Pt 1):17-30. doi: 10.1348/174866408X289953.
Previous work demonstrated that there were differences between literate and comparable illiterate adult subjects. These differences were found in the performance on several tests and on patterns of activation on PET and fMRI. In the present study subjects that learned to read and to write in adulthood (being previously completely illiterate) were compared to controls, that is subjects that learned at school at the proper age. Magnetoencephalography was done while subjects were reading words. Results showed that, although the reading performance was the same in both groups while performing the task, the pattern of source distribution was different between groups. There were more late sources in right temporo-parietal areas of late literates compared to controls and more late sources in left inferior frontal cortex in control subjects. It is concluded that learning to read in adulthood is a process supported by different brain structures from the ones used when learning occurs at the proper age. This may suggest that the same task can be similarly performed by relying on diverse functional brain anatomic networks.
先前的研究表明，有文化的成年受试者与不识字但情况相当的成年受试者之间存在差异。这些差异体现在多项测试的表现以及正电子发射断层扫描（PET）和功能磁共振成像（fMRI）的激活模式上。在本研究中，将成年后才学会阅读和写作（此前完全不识字）的受试者与对照组进行了比较，对照组是在适当年龄在学校学习的受试者。在受试者阅读单词时进行了脑磁图检查。结果显示，虽然两组在执行任务时的阅读表现相同，但组间源分布模式不同。与对照组相比，成年后识字者右侧颞顶叶区域的晚期源更多，而对照组受试者左侧额下回皮质的晚期源更多。得出的结论是，成年后学习阅读是一个由与在适当年龄学习时所使用的不同脑结构支持的过程。这可能表明，依靠不同的功能性脑解剖网络可以类似地执行相同的任务。
