Yoncheva Yuliya N, Wise Jessica, McCandliss Bruce
Department of Child and Adolescent Psychiatry, Child Study Center, New York University Langone Medical Center, New York, NY, United States.
Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX, United States.
Brain Lang. 2015 Jun-Jul;145-146:23-33. doi: 10.1016/j.bandl.2015.04.001. Epub 2015 May 16.
Selective attention to grapheme-phoneme mappings during learning can impact the circuitry subsequently recruited during reading. Here we trained literate adults to read two novel scripts of glyph words containing embedded letters under different instructions. For one script, learners linked each embedded letter to its corresponding sound within the word (grapheme-phoneme focus); for the other, decoding was prevented so entire words had to be memorized. Post-training, ERPs were recorded during a reading task on the trained words within each condition and on untrained but decodable (transfer) words. Within this condition, reaction-time patterns suggested both trained and transfer words were accessed via sublexical units, yet a left-lateralized, late ERP response showed an enhanced left lateralization for transfer words relative to trained words, potentially reflecting effortful decoding. Collectively, these findings show that selective attention to grapheme-phoneme mappings during learning drives the lateralization of circuitry that supports later word recognition. This study thus provides a model example of how different instructional approaches to the same material may impact changes in brain circuitry.
学习过程中对字素-音素映射的选择性关注会影响后续阅读时所调动的神经回路。在此，我们训练有读写能力的成年人在不同指导下阅读两种包含嵌入字母的新型符号文字。对于一种文字，学习者将每个嵌入字母与单词内相应的发音相联系（字素-音素聚焦）；对于另一种文字，则阻止解码，因此必须记住整个单词。训练后，在每种条件下对训练过的单词以及未训练但可解码（迁移）的单词进行阅读任务时记录脑电图（ERP）。在这种情况下，反应时间模式表明训练过的单词和迁移单词都是通过次词汇单元进行处理的，然而，一种左侧化的晚期ERP反应显示，相对于训练过的单词，迁移单词的左侧化增强，这可能反映了费力的解码过程。总体而言，这些发现表明，学习过程中对字素-音素映射的选择性关注驱动了支持后续单词识别的神经回路的侧化。因此，本研究提供了一个典型示例，说明对同一材料采用不同的教学方法可能会影响大脑神经回路的变化。
