The effects of handwriting experience on functional brain development in pre-literate children.
The effects of handwriting experience on functional brain development in pre-literate children.
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DOI：
10.1016/j.tine.2012.08.001
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发表时间：
2012-12
影响因子：
3.3
通讯作者：
Engelhardt, Laura
中科院分区：
文献类型：
--
作者：
James, Karin H;Engelhardt, Laura
在技术日益发展的时代，键盘打字取代手写的可能性引发了人们对手写技能未来有用性的疑问。在这里，我们提供的证据表明，字母感知过程中的大脑激活以不同的、重要的方式受到先前手写字母和先前打字或追踪这些相同字母的影响。尚未识字的五岁儿童打印、打字或描画字母和形状，然后在进行功能性核磁共振扫描时向他们展示这些刺激的图像。先前记录的“阅读回路”仅在手写之后的字母感知过程中被招募，而不是在打字或追踪经验之后。这些发现表明，手写对于早期招募已知构成成功阅读基础的大脑区域的字母处理非常重要。因此，手写可以促进幼儿的阅读能力。
In an age of increasing technology, the possibility that typing on a keyboard will replace handwriting raises questions about the future usefulness of handwriting skills. Here we present evidence that brain activation during letter perception is influenced in different, important ways by previous handwriting of letters versus previous typing or tracing of those same letters. Preliterate, five-year old children printed, typed, or traced letters and shapes, then were shown images of these stimuli while undergoing functional MRI scanning. A previously documented “reading circuit” was recruited during letter perception only after handwriting—not after typing or tracing experience. These findings demonstrate that handwriting is important for the early recruitment in letter processing of brain regions known to underlie successful reading. Handwriting therefore may facilitate reading acquisition in young children.