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Investigating the role of the cerebellum in reading

研究小脑在阅读中的作用

基本信息

批准号：
10673870
负责人：
Julie A Fiez
金额：
$ 49.76万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-09-12 至 2024-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10673870
关键词：
Academic achievement Address Adult Affect Brain Brain imaging Cerebellar Diseases Cerebellum Cerebral cortex Cerebrum Data Development Developmental reading disorder Disease Dorsal Dyslexia Economics Effectiveness Excision Exhibits Functional Magnetic Resonance Imaging Functional disorder Head Health Impairment Individual Infratentorial Neoplasms Learning Learning Skill Lesion Link Literature Maps Measures Mediating Meta-Analysis Methods Modeling Motor Names Neuroanatomy Operative Surgical Procedures Orthography Outcome Parietal Pathway interactions Pattern Pediatric Neoplasm Phenotype Play Population Printing Protocols documentation Reading Reading Disorder Research Rest Role Semantics Statistical Models Symptoms System Testing Theoretical model Variant Work autism spectrum disorder behavioral phenotyping behavioral study comorbidity imaging study improved innovation learning ability lexical neural neurobehavioral test phonology reading ability response skills success theories

项目摘要

ABSTRACT The predominant theories of developmental dyslexia view the underlying disorder as arising from dysfunction in the cerebral cortex. Similarly, efforts to understand the neural basis of reading development have focused largely upon the cerebral cortex. However, because predominant theories of dyslexia do not capture its full behavioral phenotype, there has been continued consideration of alternative perspectives on the neural substrates of reading development and dyslexia. The current proposal evaluates one such alternative theory, the “cerebellar deficit hypothesis” proposed by Nicolson and colleagues. We propose a variant of this hypothesis that arose from a meta-analytic review of the reading literature, the CDH* model. In the CDH* model, a fusiform-parietal-frontal (dorsal) pathway supports the decoding of unfamiliar printed words, with cerebellar connectivity into this pathway improving the representational similarity between the parietal and frontal nodes. This increases the likelihood that a given item will be decoded successfully, and thus induce orthographic learning. A ventrally connected cerebellar-cerebral circuit involving a fusiform-temporal-frontal pathway is proposed to play an assistive role, by providing lexical-semantic constraints when decoding demands are high. We investigate the CDH* model across three aims involving functional magnetic resonance imaging and behavioral studies in adult subjects, and the use of orthographic learning protocols to study reading development from an item-based (rather than stage-based) perspective. In Aim 1, we study adults reading words printed in a newly learned artificial orthography, and test for predicted relationships between cerebellar-cerebral connectivity, representational similarity, decoding success, and orthographic learning, and the impact of phonological demands on these relationships. In Aim 2, we will test whether individuals with and without dyslexia have differences in cerebellar- cerebral connectivity that can account for group differences in effective connectivity, decoding ability, and orthographic learning. In Aim 3, we will use the lesion method to test for a causal relationship between acquired cerebellar damage and impairments in decoding and orthographic learning. By advancing current understanding of how the cerebellum – one of the brain's core learning systems – interfaces with a cerebral reading network, the work has the potential to widely influence theories of reading development and dyslexia.

摘要