Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, 37212, USA.
Department of Psychology, The Pennsylvania State University, University Park, PA, 16801, USA.
Sci Data. 2022 Jan 10;9(1):4. doi: 10.1038/s41597-021-01106-3.
This dataset examines language development with a longitudinal design and includes diffusion- and T1-weighted structural magnetic resonance imaging (MRI), task-based functional MRI (fMRI), and a battery of psycho-educational assessments and parental questionnaires. We collected data from 5.5-6.5-year-old children (ses-5) and followed them up when they were 7-8 years old (ses-7) and then again at 8.5-10 years old (ses-9). To increase the sample size at the older time points, another cohort of 7-8-year-old children (ses-7) were recruited and followed up when they were 8.5-10 years old (ses-9). In total, 322 children who completed at least one structural and functional scan were included. Children performed four fMRI tasks consisting of two word-level tasks examining phonological and semantic processing and two sentence-level tasks investigating semantic and syntactic processing. The MRI data is valuable for examining changes over time in interactive specialization due to the use of multiple imaging modalities and tasks in this longitudinal design. In addition, the extensive psycho-educational assessments and questionnaires provide opportunities to explore brain-behavior and brain-environment associations.
本数据集采用纵向设计研究语言发展，包括弥散张量成像（DTI）和 T1 加权结构磁共振成像（MRI）、基于任务的功能磁共振成像（fMRI），以及一系列心理教育评估和家长问卷。我们收集了 5.5 至 6.5 岁儿童（ses-5）的数据，并在他们 7 至 8 岁（ses-7）时进行随访，然后在 8.5 至 10 岁（ses-9）时再次进行随访。为了增加较年长时间点的样本量，我们招募了另一批 7 至 8 岁的儿童（ses-7），并在他们 8.5 至 10 岁（ses-9）时进行随访。共有 322 名至少完成一次结构和功能扫描的儿童被纳入研究。儿童进行了四项 fMRI 任务，包括两项检查语音和语义处理的单词级任务，以及两项研究语义和句法处理的句子级任务。该 MRI 数据对于研究由于使用多种成像方式和任务进行的纵向设计中，由于时间的推移而导致的交互专业化变化具有重要价值。此外，广泛的心理教育评估和问卷提供了探索大脑行为和大脑环境关联的机会。
