FMRI OF NORMAL LANGUAGE DEVELOPMENT IN CHILDREN

人类语言发展已经用行为方法研究了几十年，但这一主要童年成就的神经生物学基础还没有得到很好的理解。 绘制整个正常发育过程中语言在大脑中的功能分布图，可以为正常语言习得和儿童语言障碍的本质提供相当深入的了解。 在临床上，语言是发育性或获得性儿科神经系统疾病的最早标志之一。 在儿童中，语言功能障碍的评估还必须考虑可能存在的正常发育变化。 功能磁共振成像（fMRI）提供了一种非侵入性的技术，可应用于语言发展的研究。 虽然功能磁共振成像已被用于检查成人的语言和语言病理学，但这项技术在儿童中的应用有限。 这部分是由于fMRI固有的低信噪比和对运动的敏感性。 然而，通过使用3特斯拉MRI扫描仪和经验丰富的儿科神经成像团队，我们能够定期获得高质量的fMRI语言图，年龄小至5岁。 我们建议使用功能磁共振成像技术在3特斯拉映射正常的语言发展的儿童从5岁到18岁的特定方面。 我们将研究旨在跨越语言发展进程的四项语言任务：其中两项是在学龄前获得的技能，其中两项是继续发展到学龄的技能。 这些技能领域的规范语言地图将构建从复合fMRI数据从10个男孩和10个女孩在每个年龄从5岁到18岁（N=280正常受试者）。 这些地图的变化将被认为是相对于受试者的年龄和语言技能水平（通过标准化测试测量）。 最后，正常的语言数据的效用将通过比较它与从一组20例语言能力受损的患者中获得的数据，导致围产期中风的大脑中动脉进行评估。 本研究将建立语言功能磁共振成像研究的规范性数据，作为儿童神经系统疾病研究的参考。

Human language development has been studied using behavioral methods for decades, yet the neurobiologic basis of this major childhood accomplishment is not well understood. Mapping the functional distribution of language in the brain throughout normal development could provide considerable insight into the nature of both normal language acquisition and disorders that disrupt language in pediatric populations. Clinically, language is one of the earliest markers for developmental or acquired pediatric neurologic disorders. In children, assessment of language dysfunction must also take into account normal developmental changes that may exist. Functional magnetic resonance imaging (fMRI) offers a noninvasive technique which could be applied to the study of language development. Whereas fMRI has been used to examine language and language pathology in adults, applications of this technology in children have been limited. This is due in part to the inherently low signal-to- noise ratio and sensitivity to motion of fMRI. However, with the use of a 3 Tesla MRI scanner and an experienced pediatric neuroimaging team, we are able to routinely obtain high quality fMRI language maps in children as young as five years of age. We propose to use fMRI techniques at 3 Tesla to map specific aspects of normal language development in children from ages 5 to 18. We will examine four language tasks designed to span the progression of language development: two of which tap skills acquired during the preschool years and two of which tap skills that continue to develop into the school years. Normative language maps for each of these skill domains will be constructed from composite fMRI data from 10 boys and 10 girls at each year of age from 5 through 18 (N=280 normal subjects). Variations in these maps will be considered relative to both subject age and level of language skill (as measured by standardized testing). Finally, the utility of the normal language data will be evaluated by comparing it against data obtained from a group of 20 patients with impaired language ability resulting from perinatal stroke in the middle cerebral artery. This project will establish normative data for fMRI studies of language to be used as a reference in studies of a wide range of neurologic disorders in children.