不同文字体系下阅读障碍儿童神经功能障碍的比较研究：一项荟萃分析研究。
Comparative research on neural dysfunction in children with dyslexia under different writing systems: A meta-analysis study.
机构信息
CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China.
CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China.
出版信息
Neurosci Biobehav Rev. 2022 Jun;137:104650. doi: 10.1016/j.neubiorev.2022.104650. Epub 2022 Mar 31.
Developmental dyslexia is a special learning disorder which is prevalent in all languages. A central question in dyslexia is whether the neural mechanism of their defects is universal or distinct in different writing systems. Using meta-analytic approach, we created meta-images using activation abnormalities in Chinese and alphabetic children with dyslexia to find convergence and divergence under different writing systems. The results revealed that dyslexic children have a universal attention-related dysfunction with hypoactivation in the left inferior frontal cortex (IFC) and the anterior cingulate cortex (ACC) under different writing systems, in spite of differences of degree and spatial extent in those regions. Alphabetic dyslexic children additionally showed hypoactivation in the left occipito-temporo-parietal regions. Chinese dyslexic children showed specific hyperactivation in the right postcentral gyrus, the left rectus, and the right middle temporal gyrus. The present meta-analysis for the first time showed both shared and distinct abnormalities in children with dyslexia under Chinese and alphabetic writing systems.
发展性阅读障碍是一种普遍存在于所有语言中的特殊学习障碍。阅读障碍的一个核心问题是，其神经机制在不同的书写系统中是否具有普遍性或独特性。我们使用元分析方法，对患有阅读障碍的中文字符和字母文字儿童的激活异常进行了元图像创建，以在不同的书写系统下寻找趋同和分歧。结果表明，尽管在这些区域的程度和空间范围存在差异，但阅读障碍儿童在不同的书写系统下都存在普遍的与注意力相关的功能障碍，表现为左额下回（IFC）和前扣带回皮质（ACC）的激活不足。字母阅读障碍儿童还表现出左侧枕颞顶叶区域的激活不足。中国阅读障碍儿童则表现出右侧中央后回、左侧直回和右侧中颞叶的特异性过度激活。本元分析首次表明，中文字符和字母文字书写系统下的阅读障碍儿童存在共同和独特的异常。
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