阅读障碍的认知神经科学
Cognitive Neuroscience of Dyslexia.
作者信息
D'Mello Anila M, Gabrieli John D E
机构信息
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge.
McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge.
出版信息
Lang Speech Hear Serv Sch. 2018 Oct 24;49(4):798-809. doi: 10.1044/2018_LSHSS-DYSLC-18-0020.
PURPOSE
This review summarizes what is known about the structural and functional brain bases of dyslexia.
METHOD
We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions.
RESULTS
We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention.
CONCLUSION
Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.
目的
本综述总结了关于阅读障碍的大脑结构和功能基础的已知信息。
方法
我们回顾了当前关于阅读障碍患者大脑结构和功能差异的文献。这包括有关灰质解剖结构、白质连通性以及对印刷品和语言做出反应时的功能激活差异的证据。我们还总结了关于大脑对干预措施的可塑性的研究结果。
结果
我们强调了将大脑功能和结构与诊断和预后等教学问题相关联的证据。我们还强调了在学校正式阅读教学之前的幼儿期大脑差异的证据，这支持了早期识别和干预的重要性。
结论
阅读障碍的神经影像学研究揭示了该障碍如何与多个神经回路的结构和功能差异相关。
Zotero 插件