Greater Utilization of Neural-Circuits Related to Executive Functions is Associated with Better Reading: A Longitudinal fMRI Study Using the Verb Generation Task.
Greater Utilization of Neural-Circuits Related to Executive Functions is Associated with Better Reading: A Longitudinal fMRI Study Using the Verb Generation Task.
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DOI：
10.3389/fnhum.2014.00447
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发表时间：
2014
影响因子：
2.9
通讯作者：
Holland SK
中科院分区：
文献类型：
--
作者：
Horowitz-Kraus T;Vannest JJ;Gozdas E;Holland SK
阅读是一种后天发展的能力，依赖于完整的语言和执行功能技能。语言流畅性任务（如动词生成）也涉及语言和执行功能技能。这些任务的执行随着正常的语言发展而成熟，并且与阅读熟练程度无关。在这项纵向fMRI研究中，我们的目标是检查支持执行功能和语言（使用动词生成评估）的神经回路的成熟与青少年阅读熟练度之间的关联，重点是语言熟练度的典型左侧化。研究方法：从16名7岁、11岁和17岁的健康儿童中收集了动词生成任务的标准化fMRI数据，并与17岁时的阅读分数相关。在所有年龄组中计算关键语言、阅读和执行功能相关区域的偏侧化指数。结果如下：典型的发展与以下因素有关：（i）语言区域的左侧化模式越来越多;（ii）当与阅读分数相关时，阅读和执行功能相关区域的左侧化激活更深;（iii）额叶和顶叶区域（年龄较大的儿童）以及前额叶皮层（年龄较小的儿童）的参与程度更高。结论：我们认为，阅读和动词生成在发展过程中共享共同的神经回路，主要依赖于与执行功能和阅读相关的区域。结果进行了讨论的背景下，双网络架构模型。
Introduction: Reading is an acquired-developmental ability that relies on intact language and executive function skills. Verbal fluency tasks (such as verb generation) also engage language and executive function skills. Performance of such tasks matures with normal language development, and is independent of reading proficiency. In this longitudinal fMRI study, we aim to examine the association between maturation of neural-circuits supporting both executive functions and language (assessed using verb generation) with reading proficiency achieved in adolescence with a focus on left-lateralization typical for language proficiency. Methods: Normalized fMRI data from the verb generation task was collected from 16 healthy children at ages 7, 11, and 17 years and was correlated with reading scores at 17 years of age. Lateralization indices were calculated in key language, reading, and executive function-related regions in all age groups. Results: Typical development was associated with (i) increasingly left-lateralized patterns in language regions (ii) more profound left-lateralized activation for reading and executive function-related regions when correlating with reading scores, (iii) greater involvement of frontal and parietal regions (in older children), and of the anterior frontal cortex (in younger children). Conclusion: We suggest that reading and verb generation share mutual neural-circuits during development with major reliance on regions related to executive functions and reading. The results are discussed in the context of the dual-networks architecture model.
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