Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.
Can cognitive models explain brain activation during word and pseudoword reading? A meta-analysis of 36 neuroimaging studies.
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DOI：
10.1037/a0030266
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发表时间：
2013-07
影响因子：
22.4
通讯作者：
J. S. H. Taylor;K. Rastle;Matthew H. Davis
中科院分区：
文献类型：
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作者：
J. S. H. Taylor;K. Rastle;Matthew H. Davis
在许多字母书写系统中，阅读既依赖于用于阅读不规则单词（sew, yacht）的特定项目知识，也依赖于用于阅读假词（tew, yash）的生成拼写声音知识。对这些能力的神经基础的研究在很大程度上是由双路级联和三角阅读模型提出的认知理论指导的。我们开发了一个框架，使神经活动的预测能够从阅读的认知模型中得出，使用2个原则：(a)模型组件或大脑区域参与刺激的程度；(b)在处理刺激时施加了多少努力。为了评估得出的预测，我们使用定量激活似然估计技术对36项阅读神经影像学研究进行了荟萃分析。在单词与假单词、不规则与规则单词的阅读过程中，可靠的活动集群被定位，并表明认知模型提出的阅读系统的功能组织与阅读任务中激活的神经系统之间有很大的趋同。具体来说，左半球的激活簇反映了正字法分析（枕颞皮质）、词汇和/或语义处理（前梭状回、颞中回）、拼写-声音转换（下顶叶皮质）和语音输出分辨（额下回）。我们的框架和结果表明，阅读的认知模型与解释神经影像学研究相关，神经科学研究可以为推进认知模型提供相关数据。因此，本文为提高阅读过程的认知和神经解释之间的整合提供了坚实的经验基础。
Reading in many alphabetic writing systems depends on both item-specific knowledge used to read irregular words (sew, yacht) and generative spelling-sound knowledge used to read pseudowords (tew, yash). Research into the neural basis of these abilities has been directed largely by cognitive accounts proposed by the dual-route cascaded and triangle models of reading. We develop a framework that enables predictions for neural activity to be derived from cognitive models of reading using 2 principles: (a) the extent to which a model component or brain region is engaged by a stimulus and (b) how much effort is exerted in processing that stimulus. To evaluate the derived predictions, we conducted a meta-analysis of 36 neuroimaging studies of reading using the quantitative activation likelihood estimation technique. Reliable clusters of activity are localized during word versus pseudoword and irregular versus regular word reading and demonstrate a great deal of convergence between the functional organization of the reading system put forward by cognitive models and the neural systems activated during reading tasks. Specifically, left-hemisphere activation clusters are revealed reflecting orthographic analysis (occipitotemporal cortex), lexical and/or semantic processing (anterior fusiform, middle temporal gyrus), spelling-sound conversion (inferior parietal cortex), and phonological output resolution (inferior frontal gyrus). Our framework and results establish that cognitive models of reading are relevant for interpreting neuroimaging studies and that neuroscientific studies can provide data relevant for advancing cognitive models. This article thus provides a firm empirical foundation from which to improve integration between cognitive and neural accounts of the reading process.