Training by visual identification and writing leads to different visual word expertise N170 effects in preliterate Chinese children
Training by visual identification and writing leads to different visual word expertise N170 effects in preliterate Chinese children
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通讯作者：
Pei Zhao;Su Li;Jing Zhao-;C. Gaspar;X. Weng
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作者：
Pei Zhao;Su Li;Jing Zhao-;C. Gaspar;X. Weng
视觉词汇诱发的脑电N170成分是不同书写系统中视觉词汇知觉特长的指标。在本研究中，我们考察了汉语这一非常复杂的文字在短期学习(∼100min)后是否能够迅速出现，以及早期写作经验是否能够促进这些专门知识的神经标记的获得。两组学龄前儿童分别接受视觉识别和自由书写训练。短期的字符训练导致N170有选择地增强到字符，这与正常的专家处理一致。视觉识别训练导致右脑对文字的N170波幅增加，文字与面孔的N170波幅差异减小，而文字与工具的波幅差异增大。书写训练导致右半球人物和面孔之间的初始幅度差异消失。这些结果表明，N170视觉特长标记在幼儿词汇学习后迅速出现，与幼儿学习的文字类型无关；视觉识别和书写产生不同的效果。
The N170 component of EEG evoked by visual words is an index of perceptual expertise for the visual word across different writing systems. In the present study, we investigated whether these N170 markers for Chinese, a very complex script, could emerge quickly after short-term learning (∼100 min) in young Chinese children, and whether early writing experience can enhance the acquisition of these neural markers for expertise. Two groups of preschool children received visual identification and free writing training respectively. Short-term character training resulted in selective enhancement of the N170 to characters, consistent with normal expert processing. Visual identification training resulted in increased N170 amplitude to characters in the right hemisphere, and N170 amplitude differences between characters and faces were decreased; whereas the amplitude difference between characters and tools increased. Writing training led to the disappearance of an initial amplitude difference between characters and faces in the right hemisphere. These results show that N170 markers for visual expertise emerge rapidly in young children after word learning, independent of the type of script young children learn; and visual identification and writing produce different effects.