fMRI investigation of sentence comprehension by eye and by ear: Modality fingerprints on cognitive processes
fMRI investigation of sentence comprehension by eye and by ear: Modality fingerprints on cognitive processes
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DOI：
10.1002/hbm.1036
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发表时间：
2001-08-01
影响因子：
4.8
通讯作者：
Just, MA
中科院分区：
文献类型：
--
作者：
Michael, EB;Keller, TA;Just, MA
使用功能磁共振成像比较了阅读和听力理解句子的神经基质。解决这个问题的一种方法是通过比较激活模式，特别是在经典的语言处理中涉及的皮层关联区域。两种模式之间激活的精确位置不同。在左侧额下回（Broca's区），与听力相关的激活比与阅读相关的激活更靠前、更靠后，提示听力理解过程中存在更多的语义加工。在左后上级和中颞区（大致为韦尼克区），听觉激活比阅读激活更靠近初级听觉皮层（更靠前，更靠侧）。在几个区域中，阅读的激活比听的激活更偏向左侧。除了激活位置的差异外，两种模式在几个区域的激活总量也存在差异。第二种方式，其中的模态比较是通过检查神经系统如何响应的理解工作量在两种方式，系统地改变结构复杂的句子进行处理。在这里，与处理额外的结构复杂性相关的工作量增加的分布在两种输入方式中非常相似。结果表明，听力理解和阅读理解在认知过程中存在一些细微的差异。(C)2001 Wiley-Liss，Inc.
The neural substrate underlying reading vs. listening comprehension of sentences was compared using fMRI. One way in which this issue was addressed was by comparing the patterns of activation particularly in cortical association areas that classically are implicated in language processing. The precise locations of the activation differed between the two modalities. En the left inferior frontal gyrus (Broca's area), the activation associated with listening was more anterior and inferior than the activation associated with reading, suggesting more semantic processing during listening comprehension. En the left posterior superior and middle temporal region (roughly, Wernicke's area), the activation for listening was closer to primary auditory cortex (more anterior and somewhat more lateral) than the activation for reading. In several regions, the activation was much more left lateralized for reading than for listening. In addition to differences in the location of the activation, there were also differences in the total amount of activation in the two modalities in several regions. A second way in which the modality comparison was addressed was by examining how the neural systems responded to comprehension workload in the two modalities by systematically varying the structural complexity of the sentences to be processed. Here, the distribution of the workload increase associated with the processing of additional structural complexity was very similar across the two input modalities. The results suggest a number of subtle differences in the cognitive processing underlying listening vs. reading comprehension. (C) 2001 Wiley-Liss, Inc.