Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia.
Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia.
复制标题
阅读障碍患者的大脑对第二语言单词的反应减弱与母语读写能力有关。
DOI：
10.1016/j.neuropsychologia.2018.11.005
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发表时间：
2019
期刊：
影响因子：
2.6
通讯作者：
Ylinen S
中科院分区：
文献类型：
--
作者：
Ylinen S
诵读困难症的特点是阅读能力差，但通常在第二语言学习方面也有困难。然而，对于母语和第二语言语音处理之间的差异，以及在阅读障碍中第二语言口语的新大脑表征的建立，目前还没有得到很好的理解。我们使用事件相关电位错配负性成分的记录来确定在学校学习英语作为第二语言的9 - 11岁芬兰语儿童中，有或没有阅读障碍的儿童对母语和第二语言单词形式的长期记忆表征的激活之间可能存在的差异。此外，我们试图探讨失读症读者的第二语言学习瓶颈是否存在于单词表征水平或较小的单位水平，以及失配负性的幅度是否与母语读写能力和相关技能相关。我们发现，患有阅读障碍的儿童对熟悉的第二语言单词的大脑表征的激活比典型读者弱，而对第二语言语音或母语单词的大脑表征则没有。来源定位表明，阅读障碍与右半颞叶皮层的弱激活有关，而右半颞叶皮层先前与词汇学习有关。重要的是，对熟悉的第二语言单词的错配负性的振幅与母语读写能力和快速命名得分相关，这表明第二语言处理与这些技能之间存在密切联系。
Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9–11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills.