Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children.
Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children.
复制标题
语音处理的神经相关性：患有阅读障碍的儿童受到干扰，而受过音乐训练的儿童则得到增强。
DOI：
10.1016/j.dcn.2018.07.001
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发表时间：
2018
影响因子：
4.7
通讯作者：
Gaab,Nadine
中科院分区：
文献类型：
--
作者：
Zuk,Jennifer;Perdue,MeaghanV;Becker,Bryce;Yu,Xi;Chang,Michelle;Raschle,NoraMaria;Gaab,Nadine
语音处理被认为是诵读困难儿童的核心缺陷。阅读障碍儿童在语音加工过程中，左半球颞顶区域的大脑活动减少。音乐训练已显示出与语音处理能力的积极联系，但这种关系背后的神经机制仍未明确。本研究旨在利用功能磁共振成像（fMRI）区分学龄期正常发育的音乐训练儿童、未训练的音乐训练儿童和未训练的阅读障碍儿童语音加工的神经关联。考虑到性别和非语言认知能力的全脑ANCOVA，确定了双侧颞顶区群体的主要影响。随后的兴趣区分析证实，相对于正常发育的儿童，阅读障碍儿童的颞顶叶活性降低。相比之下，受过音乐训练的儿童在颞顶叶区域表现出更大的双侧激活，与每个未受过音乐训练的儿童相比。因此，音乐训练显示了与增强双侧激活有关的左半球区域对阅读很重要。研究结果表明，通过音乐训练这些区域的参与可能是音乐对阅读发展的积极影响的基础。这支持了一种假设，即音乐训练可能促进双侧代偿神经网络的发展，这有助于左半球颞顶区域功能不典型的儿童。
Phonological processing has been postulated as a core area of deficit among children with dyslexia. Reduced brain activation during phonological processing in children with dyslexia has been observed in left-hemispheric temporoparietal regions. Musical training has shown positive associations with phonological processing abilities, but the neural mechanisms underlying this relationship remain unspecified. The present research aims to distinguish neural correlates of phonological processing in school-age typically developing musically trained children, musically untrained children, and musically untrained children with dyslexia utilizing fMRI. A whole-brain ANCOVA, accounting for gender and nonverbal cognitive abilities, identified a main effect of group in bilateral temporoparietal regions. Subsequent region-of-interest analyses replicated temporoparietal hypoactivation in children with dyslexia relative to typically developing children. By contrast, musically trained children showed greater bilateral activation in temporoparietal regions when compared to each musically untrained group. Therefore, musical training shows associations with enhanced bilateral activation of left-hemispheric regions known to be important for reading. Findings suggest that engagement of these regions through musical training may underlie the putative positive effects of music on reading development. This supports the hypothesis that musical training may facilitate the development of a bilateral compensatory neural network, which aids children with atypical function in left-hemispheric temporoparietal regions.