Accessing Newly Learned Names and Meanings in the Native Language
Accessing Newly Learned Names and Meanings in the Native Language
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DOI：
10.1002/hbm.20561
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发表时间：
2009-03-01
影响因子：
4.8
通讯作者：
Salmelin, Riitta
中科院分区：
文献类型：
--
作者：
Hulten, Annika;Vihla, Minna;Salmelin, Riitta
10个健康的成年人看到了不熟悉的古代工具的图片，并成功地学会了它们的名字，它们的用法的口头定义，或者两者兼而有之。用脑磁图研究了学习前、学习后的显性图片命名任务和学习后的两个分类任务中新获得信息的神经表征。在400 ms内，激活从枕叶经顶叶到左颞叶皮层、额叶下皮层（命名）和右颞叶皮层（分类）。新习与熟悉图片的命名比较表明，单词形式的习得和维持是由同一个神经网络支持的。当新学习的音系信息被明确地知道时，这些信息会强烈地增强左颞激活。相比之下，获得新学的语义没有类似的、直接的神经效应。行为学习模式和神经生理学结果都指出，在处理图像物体时，语音和语义特征的实现和获取是根本不同的。中国生物医学工程学报（英文版），2009。(c) 2008 Wiley-Liss, Inc。
Ten healthy adults encountered pictures of unfamiliar archaic tools and successfully learned either their name, verbal definition of their usage, or both. Neural representation of the newly acquired information was probed with magnetoencephalography in an overt picture-naming task before and after learning, and in two categorization tasks after learning. Within 400 ms, activation proceeded from occipital through parietal to left temporal cortex, inferior frontal cortex (naming) and right temporal cortex (categorization). Comparison of naming of newly learned versus familiar pictures indicated that acquisition and maintenance of word forms are supported by the same neural network. Explicit access to newly learned phonology when such information was known strongly enhanced left temporal activation. By contrast, access to newly learned semantics had no comparable, direct neural effects. Both the behavioral learning pattern and neurophysiological results point to fundamentally different implementation of and access to phonological versus semantic features in processing pictured objects. Hum Brain Mapp 30:976-989, 2009. (c) 2008 Wiley-Liss, Inc.