Physiologically constrained computational modeling of visual word recognition

描述(由申请人提供)：本提案中概述的研究旨在使用计算建模和电生理学的新方法组合来产生一个阅读模型，该模型不仅模拟对文本的理解已经发生的行为符号--例如词汇决定--而且模拟实现理解本身的实际大脑过程--例如N400事件相关电位成分或前颞叶的激活。虽然已经存在许多优秀的阅读模型，但没有一个能够模拟任何生理结果，第一部分是因为很难将功能神经成像数据集简化为适合计算模拟的参数，第二部分是因为创建一个包含神经成像数据的模型需要计算建模和神经成像方面的跨学科专业知识。拟议的研究计划为这两个困难提供了牵引力；第一个是通过概述一个程序，以便于计算模拟的方式描述丰富的电生理数据(例如，一个时间窗口的平均幅度)，第二个是通过将卡内基梅隆大学在计算建模方面的卓越表现与伊利诺伊大学在心理生理学研究方面的突出优势结合起来。对于流利的读者来说，阅读是一种自然而然、毫不费力的技能，以至于阅读的复杂性和阅读障碍的严重后果往往只有在阅读障碍时才会注意到。阅读障碍可以通过脑损伤获得，也可以在教育过程中发展，尽管S很普遍，但人们对它仍然没有很好的了解。这项研究旨在开发一种基于阅读大脑记录的阅读模式--该模式可以作为针对发展中的和获得性阅读障碍的靶向治疗的基础。

DESCRIPTION (provided by applicant): The research outlined in this proposal aims to use a methodologically novel combination of computational modeling and electrophysiology to produce a model of reading that simulates not just the behavioral signifiers that comprehension of text has taken place -- such as lexical decision -- but the actual brain processes that instantiate that comprehension itself -- such as the N400 ERP component or activation of the anterior temporal lobe. While many excellent models of reading already exist, not one of them is able to simulate any physiological results, in first part because it is difficult to reduce functional neuroimaging data sets down to parameters that are appropriate for computational simulation, and in second part because creating a model which incorporates neuroimaging data requires interdisciplinary expertise in both computational modeling and neuroimaging. The proposed research plan provides traction on both of these difficulties; the first by outlining a procedure for describing rich electrophysiological data in a manner tractable for computational simulation (e.g., mean amplitude over a time window), the second by bringing together Carnegie Mellon's excellence in computational modeling with the University of Illinois' noted strength in psychophysiological research. Reading is such an automatic and effortless skill in fluent readers that its complexity, and the serious consequences of its impairment, are often only noticed in dysfunction. Dyslexia can be acquired through brain damage or developed during education, and despite its prevalence s still not well understood. This research aims at developing a model of reading based on recordings from reading brains-a model which can be used as the basis for targeted treatments of both developed and acquired dyslexia.