Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors.
Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors.
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DOI：
10.1111/j.1467-7687.2006.00542.x
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发表时间：
2006-11
影响因子：
3.7
通讯作者：
Kimberly G Noble;M. Wolmetz;Lisa Ochs;M. Farah;Bruce D. McCandliss
中科院分区：
文献类型：
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作者：
Kimberly G Noble;M. Wolmetz;Lisa Ochs;M. Farah;Bruce D. McCandliss
功能性神经影像学可以提供对社会经济地位（SES）中常见的阅读技能成就差距的见解。阅读任务中的大脑激活与儿童语音语言技能的个体差异有关。通过选择孩子的语音技能相当，但不同的社会经济背景，我们使用功能性磁共振成像（fMRI）来证明，一个孩子的经验，操作SES，可以系统地调节语音语言技能和阅读相关的大脑活动之间的关系在左梭状回和侧裂周区域。具体来说，在较低的社会经济水平上，技能的个体差异导致大脑激活的巨大差异。相反，随着SES的增加，语音语言技能和激活之间的关系减弱。因此，社会经济背景因素被发现调节大脑行为关系的阅读，表明认知，社会和神经生物学的影响阅读发展是从根本上交织在一起。
Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can systematically modulate the relationship between phonological language skills and reading-related brain activity in left fusiform and perisylvian regions. Specifically, at lower socioeconomic levels, individual differences in skill result in large differences in brain activation. In contrast, as SES increases, this relationship between phonological language skill and activation is attenuated. Socioeconomic background factors are thus found to modulate brain-behavior relationships in reading, indicating that cognitive, social, and neurobiological influences on reading development are fundamentally intertwined.