Brain lateralization of phonological awareness varies by maternal education.
Brain lateralization of phonological awareness varies by maternal education.
复制标题
语音意识的大脑偏侧化因母亲教育程度而异。
DOI：
10.1111/desc.12807
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发表时间：
2019
影响因子：
3.7
通讯作者：
Booth,JamesR
中科院分区：
文献类型：
--
作者：
Younger,JessicaW;Lee,Keun-Woo;Demir-Lira,OzlemE;Booth,JamesR
社会经济地位（SES）已被证明会影响语言技能，与SES较高的同龄人相比，SES背景较低的儿童在语言评估中表现较差。虽然有大量的行为研究的SES的影响，是否有差异的神经机制，用于支持语言技能是不太确定的。在这项研究中，我们探讨了母亲的教育（ME），SES的组成部分，和语言的神经机制之间的关系。我们关注幼儿园儿童，在正式阅读教育的开始，并在前阅读技能，语音意识，区分或操纵语言的声音的能力。我们通过检查一个技能匹配的样本，确定了ME相关的神经活动差异，这些样本是典型的5岁儿童，因为他们执行了押韵判断任务。我们检查了两个语言处理区域（额下回（IFG）和上级颞回（STG））的大脑侧化。在IFG中，偏侧化与ME有关，但与技能无关：ME低的儿童显示双侧激活，而ME高的儿童显示双侧激活。在STG中，有一个由ME交互偏侧化的技能，这样，高ME的儿童表现出偏侧化和技能之间的正相关，低ME的儿童表现出偏侧化和技能之间的正相关。因此，我们证明ME与语言处理过程中神经募集的差异有关，但这种募集的差异并不表明幼儿园儿童的语言处理存在缺陷。
Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less established. In this study, we examined the relation between maternal education (ME), a component of SES, and neural mechanisms of language. We focused on Kindergarten children, at the beginning of formal reading education, and on a pre‐reading skill, phonological awareness—the ability to distinguish or manipulate the sounds of language. We determined ME‐related differences in neural activity by examining a skill‐matched sample of typically achieving 5‐year‐old children as they performed a rhyme judgment task. We examined brain lateralization in two language processing regions, the inferior frontal gyrus (IFG) and superior temporal gyrus (STG). In the IFG, lateralization was related to ME but not skill: children with low ME showed bilateral activation compared to children with higher ME who showed leftward lateralization. In the STG, there was a skill by ME interaction on lateralization, such that children with high ME showed a positive relation between rightward lateralization and skill and children with low ME showed a positive relation between leftward lateralization and skill. Thus, we demonstrated ME is related to differences in neural recruitment during language processing, yet this difference in recruitment is not indicative of a deficit in linguistic processing in Kindergarten children.