Development of Orthographic Knowledge: fMRI Studies

正字法知识的发展：功能磁共振成像研究

• 批准号: 7469338
• 负责人: Bradley L Schlaggar
• 金额: $ 16.29万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-15 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7469338
• 关键词: Adult; Anatomy; Child; Cognition Disorders; Complex; Data; Dependence; Development; Dimensions; Education; Environment; Foundations; Functional Magnetic Resonance Imaging; Goals; Independent Scientist Award; Investigation; Knowledge; Learning; Left; Letters; Link; Names; Neuroanatomy; Neurobiology; Orthography; Patients; Pediatric Neurology; Performance; Physicians; Population; Principal Investigator; Process; Psycholinguistics; Reader; Reading; Research; Research Personnel; Resources; Scientist; Support of Research; Training; Translation Process; Universities; Visual; Washington; base; career; cognitive neuroscience; developmental neurobiology; experience; improved; insight; lexical processing; literate; neuroimaging; neuromechanism; phonology; prevent; research study; skills; sound; spelling

DESCRIPTION (provided by applicant): An understanding of how skilled reading is achieved is fundamental to generating improved strategies for reading education, and toward identifying, treating, and preventing developmental deficits in reading and spelling. Skilled reading is the consequence of a complex interplay of experience and the development of neurobiological substrates. Investigation of the developmental neurobiology of reading is likely to yield important insight into its skilled performance. This proposal focuses on the linking of visual orthographic (i.e., letters) information to phonology, critical in the acquisition of reading skills. By extension, characterization of the developmental functional neuroanatomy of the relationship between orthographic and phonologic processing will provide an important context for studying the cognitive neuroscience of typical (and atypical) reading development. This proposal aims to identify and characterize the developmental functional anatomy of orthographic knowledge, and of the spelling-to-sound translation processes involved in word reading. The principal investigator (PI) is an academic physician-scientist trained in pediatric neurology and specializing in disorders of cognitive development. Although the PI has substantial experience in developmental neurobiology and the functional neuroimaging of typically and atypically developing children, the added dimension of integrating developmental psycholinguistics supported by this Research Career Award (K02) should provide important insights into mechanisms of the developmental neurobiology of reading and significantly aid the PI in further developing his independent research career. Washington University possesses excellent resources in cognitive neuroscience, access to patient populations, and expert researchers in developmental psycholinguistics and represents an ideal environment for the PI to complete the goals of this proposal.

描述（由申请人提供）：理解熟练的阅读是如何实现的，对于产生用于阅读教育的改进策略，以及对于识别、治疗和预防阅读和拼写的发展缺陷是至关重要的。熟练的阅读是经验和神经生物学基础发展复杂相互作用的结果。对阅读的发育神经生物学的研究可能会对阅读的熟练表现产生重要的影响。该建议的重点是视觉正交（即，字母）信息到语音学，在阅读技能的获得至关重要。由此推而广之，正字法和语音加工之间的关系的发育功能神经解剖学的表征将为研究典型（和非典型）阅读发展的认知神经科学提供重要的背景。本研究的目的是确定和表征正字法知识的发展功能解剖学，以及单词阅读中涉及的拼写到声音的翻译过程。主要研究者（PI）是一名接受过儿科神经病学培训的学术医生兼科学家，专门研究认知发育障碍。虽然PI在发育神经生物学和典型发育儿童的功能性神经成像方面具有丰富的经验，但本研究职业奖（K02）所支持的整合发展心理语言学的额外维度应该为阅读的发育神经生物学机制提供重要的见解，并显着帮助PI进一步发展其独立的研究生涯。华盛顿大学拥有认知神经科学方面的优秀资源、接触患者人群的途径以及发展心理语言学方面的专家研究人员，为PI完成本提案的目标提供了理想的环境。