Working Memory and Brain Morphology in Dyslexia and ADHD

阅读障碍和多动症的工作记忆和大脑形态

• 批准号: 6968424
• 负责人: MICHELLE Y KIBBY
• 金额: $ 7.15万
• 依托单位: SOUTHERN ILLINOIS UNIVERSITY CARBONDALE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6968424
• 关键词: adolescence (12-20); attention deficit disorder; behavioral /social science research tag; bioimaging /biomedical imaging; brain imaging /visualization /scanning; brain morphology; clinical research; dyslexia; executive function; human subject; magnetic resonance imaging; middle childhood (6-11); neuropsychological tests; patient oriented research; phonology; short term memory

DESCRIPTION (provided by applicant): Children with dyslexia frequently present with poor phonological processing and working memory (WM). Furthermore, there is a strong association between their poor phonological processing skills and their inability to store verbal material. Several brain regions have been found to be structurally atypical in dyslexia in MRI studies, and these brain abnormalities have been linked to poor phonological processing. Nonetheless, the relationship between brain structure and WM has received limited attention in the dyslexia literature. Children with ADHD also present with WM deficits. However, the central executive (CE) is primarily affected in ADHD. Hence, there is an interesting dichotomy between the 2 disorders with dyslexia displaying impaired verbal short-term storage and intact CE functioning, and ADHD displaying intact verbal storage but impaired CE functioning. Similar to research on dyslexia, the relationship between WM and brain morphology has received limited attention in the ADHD literature using structural MRI techniques. Thus, the goal of this project is to ascertain the relationship between brain structure and WM functioning in children with dyslexia, ADHD or controls, while determining the extent linguistic processing influences this relationship. Participants will include children with dyslexia, ADHD and controls between the ages of 8-12 years. They will engage in neuropsychological testing of their WM, linguistic functioning, intelligence, and reading ability. Along with cognitive testing, a structural MRI scan will be conducted on each child. Each scan will be analyzed using quantitative structural neuroimaging techniques. Through a correlational design, the relationships between brain morphology, WM and linguistic processing will be examined in children with and without neurodevelopmental disorders. This study will benefit children with dyslexia in terms of providing knowledge that may aid in diagnosis and intervention. For example, through a better understanding of the biological correlates of dyslexia and ADHD, a more rapid diagnosis may be possible than is provided by traditional techniques. Furthermore, earlier diagnosis will allow for earlier placement into intervention, and early intervention has been linked with better treatment outcome than intervention started later.

描述(由申请人提供)：阅读障碍儿童经常表现出语音处理和工作记忆(WM)较差。此外，他们糟糕的语音处理技能与他们存储语言材料的能力之间存在着强烈的联系。核磁共振研究发现，在阅读障碍中，有几个大脑区域在结构上不典型，这些大脑异常与语音处理不良有关。尽管如此，在阅读困难症文献中，大脑结构和工作记忆之间的关系受到的关注有限。患有ADHD的儿童也存在WM缺陷。然而，ADHD主要影响中央执行器(CE)。因此，两种阅读障碍之间有一个有趣的二分法，即表现为言语短期存储受损和CE功能完整的诵读障碍，和表现为完整言语存储但CE功能受损的ADHD。类似于阅读障碍的研究，在使用结构磁共振技术的ADHD文献中，WM和脑形态之间的关系得到了有限的关注。因此，本项目的目标是确定阅读障碍、ADHD或对照组儿童的大脑结构和WM功能之间的关系，同时确定语言处理对这种关系的影响程度。参与者将包括阅读困难、ADHD儿童和8-12岁的对照组儿童。他们将对自己的工作记忆、语言功能、智力和阅读能力进行神经心理测试。在进行认知测试的同时，还将对每个儿童进行结构性磁共振扫描。每一次扫描都将使用定量结构神经成像技术进行分析。通过相关设计，将在患有和不患有神经发育障碍的儿童中检查大脑形态、WM和语言处理之间的关系。这项研究将为阅读障碍儿童提供有助于诊断和干预的知识。例如，通过更好地了解阅读障碍和ADHD的生物学相关性，可能会比传统技术提供更快的诊断。此外，更早的诊断将允许更早地进行干预，早期干预与更好的治疗结果有关，而干预开始得更晚。