Effects of alphabeticality, practice and type of instruction on reading an artificial script: An fMRI study
Effects of alphabeticality, practice and type of instruction on reading an artificial script: An fMRI study
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DOI：
10.1016/j.cogbrainres.2005.04.014
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发表时间：
2005-09-01
期刊：
影响因子：
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通讯作者：
Karni, A
中科院分区：
文献类型：
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作者：
Bitan, T;Manor, D;Karni, A
在对自然文字中单词阅读的神经成像研究中，字母顺序的影响经常与练习的效果混淆。在有和没有明确字母指令的情况下，我们使用了一个人工脚本来分别处理训练后练习和字母顺序的效果。参与者接受了阅读人工手稿中的无意义单词的多节训练，其中每个音素由两个离散的符号表示[7]。比较了三种训练条件：有字母解码指令的字母全字词(显性)、字母全字词(隐含)和非字母全字词(任意)。每个参与者都接受了关于任意条件和其中一种字母条件(显性或隐性)的培训。在按字母顺序和任意条件下阅读训练词和相对新词的过程中，训练后获得了fMRI扫描。我们的结果显示，与任意性条件相比，外显性条件下左后额下回(IFG)的激活程度更大，但仅限于相对较新的词汇。在内隐条件下，无论是训练词还是新词，左脑后部IFG都比较活跃。这些结果表明，左脑后部IFG参与了字母解码，并表明对显性训练好的单词的阅读不依赖于字母解码，而在内隐训练的单词中，字母解码持续到后期。在所有训练条件下，顶上小叶对接受更多训练的项目的激活程度都有所降低。综上所述，我们的结果表明，单词的字母顺序、练习的数量和指令的类型对阅读过程中的大脑激活有独立和交互的影响。(C)2005 Elsevier B.V.保留所有权利。
In neuroimaging studies of word reading in natural scripts, the effect of alphabeticality is often confounded with the effect of practice. We used an artificial script to separately manipulate the effects of practice and alphabeticality following training with and without explicit letter instructions. Participants received multi-session training in reading nonsense words, written in an artificial script, wherein each phoneme was represented by 2 discrete symbols [7]. Three training conditions were compared: alphabetical whole words with letter decoding instruction (explicit); alphabetical whole-words (implicit) and non-alphabetical whole-words (arbitrary). Each participant was trained on the arbitrary condition and on one of the alphabetical conditions (explicit or implicit). fMRI scans were acquired after training during reading of trained words and relatively novel words in the alphabetical and arbitrary conditions. Our results showed greater activation in the explicit compared to the arbitrary conditions, but only for relatively-novel words, in the left posterior inferior frontal gyrus (IFG). In the implicit condition, the left posterior IFG was active in both trained and relatively novel words. These results indicate the involvement of the left posterior IFG in letter decoding, and suggest that reading of explicitly well-trained words did not rely on letter decoding, while in implicitly trained words letter decoding persisted into later stages. The superior parietal lobules showed reduced activation for items that received more practice, across all training conditions. Altogether, our results suggest that the alphabeticality of the word, the amount of practice and type of instructions have independent and interacting effects on brain activation during reading. (c) 2005 Elsevier B.V. All rights reserved.