权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

CAREER: Mapping the neural locus of cognitive processes in word reading

职业：绘制单词阅读中认知过程的神经轨迹

基本信息

批准号：
1752751
负责人：
Randi Martin
金额：
$ 41.87万
依托单位：
William Marsh Rice University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-04-01 至 2024-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1752751&HistoricalAwards=false
关键词：
CAREER Mapping neural locus cognitive

项目摘要

The ability to read written words depends on a complex series of transformations, ranging from patterns of stimulation on the eye to neural representations of a word's spelling, pronunciation and meaning. These transformations occur quickly and automatically in literate adults, despite the fact that written language is a relatively recent cultural invention and that reading is something learned in school rather than acquired without formal teaching. Rapid advances have been made in the understanding of how people read words - both in terms of better models of the computational processes involved in these transformations and better understanding of how the brain responds to written stimuli. This project aims to bridge these computational and cognitive neuroscience approaches, using brain activity data from neuroimaging studies to answer some fundamental questions about how people read. What code does the brain use to recognize written words? How do individuals differ in how they process written words? Do people read words differently depending on the context in which they are read? In answering these questions, the ultimate goal of this research is to develop a neurocognitive theory of reading that can provide critical insights into how people read words. This in turn can benefit society by informing literacy education, the treatment of learning disabilities or the remediation of language loss after brain injury.This project's goal will be achieved by collecting functional neuroimaging data while people read, and analyzing it with an approach that maps between different cognitive reading processes and different patterns of brain activity. By using this approach, the PI can identify the pattern of brain activity elicited by individual stimuli, and calculate the similarity in the pattern between all pairs of stimuli. They can then compare these brain-based similarity measures to formal predictions of similarity derived from computational models of reading. Consider how DOUGH relates to the words TOUGH, SEW and BREAD; DOUGH is spelled similarly to TOUGH, sounds similar to SEW, and has a meaning related to BREAD. Using the logic of this analysis, brain regions in which DOUGH elicits a similar response to TOUGH, but not to BREAD or SEW can be interpreted as regions involved in the neural representation of word spellings. In this way, the current approach provides a tool for linking neural activity to cognitive operations. Using this technique, the proposed research will test competing computational models of the front end of the reading system, evaluate how differences in a task alter reading-related processes and assess individual differences in the cognitive processes used by skilled readers. This project will advance research methods in bridging computational theories of cognition and neuroscience data that could be useful for many questions in cognitive science. Along the same lines, the project includes the educational goal of developing new approaches to teaching students from high school, through college, and into graduate school how to think about the relationship between brain data and cognitive theories.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

阅读书面文字的能力依赖于一系列复杂的转换，从眼睛受到的刺激模式到单词拼写、发音和含义的神经表征。这些转变在有文化的成年人身上迅速而自动地发生，尽管书面语言是一种相对较新的文化发明，而且阅读是在学校里学到的东西，而不是在没有正式教学的情况下获得的。在理解人们如何阅读文字方面已经取得了快速进展——无论是在这些转换中涉及的计算过程的更好模型方面，还是在更好地理解大脑如何对书面刺激作出反应方面。这个项目旨在连接这些计算和认知神经科学的方法，利用来自神经成像研究的大脑活动数据来回答一些关于人们如何阅读的基本问题。大脑使用什么代码来识别书面文字？个人在处理书面文字的方式上有什么不同？人们阅读单词的方式是否会因语境的不同而不同？在回答这些问题的过程中，这项研究的最终目标是发展一种关于阅读的神经认知理论，从而为人们如何阅读单词提供重要的见解。这反过来又可以为扫盲教育、学习障碍的治疗或脑损伤后语言丧失的补救提供信息，从而造福社会。该项目的目标是通过收集人们阅读时的功能性神经成像数据，并用一种映射不同认知阅读过程和不同大脑活动模式的方法对其进行分析。通过使用这种方法，PI可以识别单个刺激引起的大脑活动模式，并计算所有对刺激之间模式的相似性。然后，他们可以将这些基于大脑的相似性测量与从阅读计算模型中得出的正式相似性预测进行比较。想想DOUGH与TOUGH、SEW和BREAD这三个单词的关系吧；DOUGH的拼写与TOUGH相似，听起来与SEW相似，并且有与面包相关的含义。使用这种分析的逻辑，大脑中面团引起与TOUGH类似反应的区域，而不是面包或SEW，可以被解释为涉及单词拼写神经表征的区域。通过这种方式，目前的方法提供了一种将神经活动与认知操作联系起来的工具。使用这种技术，本研究将测试阅读系统前端的竞争性计算模型，评估任务的差异如何改变阅读相关过程，并评估熟练读者使用的认知过程的个体差异。该项目将推进认知计算理论和神经科学数据之间的桥梁研究方法，这可能对认知科学中的许多问题有用。按照同样的思路，该项目还包括一个教育目标，即开发新的方法，教高中、大学和研究生如何思考大脑数据和认知理论之间的关系。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。