Department of Psychology, Georgia State University, Atlanta, GA 30303, United States.
Department of Psychology, Georgia State University, Atlanta, GA 30303, United States; Department of Pediatrics, Yale University School of Medicine, New Haven, CT 06520, United States; Haskins Laboratories, New Haven, CT 06511, United States.
Dev Cogn Neurosci. 2019 Aug;38:100674. doi: 10.1016/j.dcn.2019.100674. Epub 2019 Jun 19.
The aim of the current study was to develop an fMRI task capable of characterizing individual differences in reading and attentional domains. Forty-nine students with a range of reading and attentional control abilities completed an event-related fMRI oddball task consisting of printed word and false font stimuli. Reading network activation was assessed by contrasting printed words with false font stimuli. Left inferior frontal gyrus and superior/middle temporal gyrus showed a main effect of stimulus type. The magnitude of the difference in activation between words and false font was correlated with word reading for both regions and reading fluency for superior/middle temporal gyrus. Regions including bilateral middle cingulate, insula and right inferior frontal gyrus showed a main effect of trial type. The difference in activation between oddball and standard trials in the right superior/middle temporal gyrus and left cerebellum was correlated with attentional control measures. Results indicate the task tapped both reading and attentional control resources. Understanding the contribution of the neural networks supporting each of these domains may provide insight into the shared neural deficits underlying the co-morbidity between developmental dyslexia and attention deficit hyperactivity disorder.
本研究旨在开发一种 fMRI 任务，以描述阅读和注意力领域的个体差异。49 名阅读和注意力控制能力不同的学生完成了一项事件相关的 fMRI oddball 任务，该任务包括印刷单词和虚假字体刺激。通过对比印刷单词和虚假字体来评估阅读网络的激活情况。左侧额下回和颞上/中回显示出刺激类型的主效应。这两个区域的单词和虚假字体之间的激活差异与单词阅读和颞上/中回的阅读流畅度相关。包括双侧扣带回中部、脑岛和右侧额下回在内的多个区域显示出试验类型的主效应。右侧颞上/中回和左小脑的 oddball 与标准试验之间的激活差异与注意力控制测量值相关。结果表明，该任务同时涉及阅读和注意力控制资源。了解支持这些领域的神经网络的贡献，可能有助于理解发展性阅读障碍和注意缺陷多动障碍共病的共同神经缺陷。
