Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging.

Are There Separate Neural Systems for Spelling? New Insights into the Role of Rules and Memory in Spelling from Functional Magnetic Resonance Imaging.
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是否有单独的拼写神经系统?

DOI:
10.1111/j.1751-228x.2007.00005.x
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发表时间:
2007
期刊:
Mind, brain and education : the official journal of the International Mind, Brain, and Education Society
影响因子:
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通讯作者:
Petitto,Laura-Ann
Petitto,Laura-Ann
中科院分区:
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文献类型:
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作者:
Norton,ElizabethS;Kovelman,Ioulia;Petitto,Laura-Ann

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人们如何拼写舌尖上的成千上万个单词?是否有规律的音信对应(例如,“眨眼”)使用与具有不规则对应的那些相同的神经系统拼写(例如,“游艇”)?通过提供新的神经影像学证据,我们的目标是推进当代关于人们是否使用单一词汇记忆过程或词汇记忆和亚词汇语音规则的双重机制是否协同工作的争论。我们进一步的目标是通过重新审视相关但不同的拼写能力来促进对人们阅读方式的理解。在功能磁共振成像扫描期间,12名参与者听到低频规则词,不规则词和非词(例如,“shelm”),并回答该词的视觉呈现是否拼写正确。虽然行为测量表明不同单词类型的准确性和反应时间存在一些差异,但神经影像学结果单独显示了强大的差异处理,并支持拼写的双路模型,这对临床和教育环境中如何教授和纠正拼写有影响。
How do people spell the thousands of words at the tips of their tongues? Are words withregularsound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those withirregularcorrespondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use asinglelexical memory process or whetherdualmechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts.