Neural Correlates of Discourse Processing in Adolescents

项目摘要 大约60%的儿童不能熟练阅读，这是令人担忧的，因为阅读理解（RC）与 教育、职业和健康成果。虽然有大量的神经认知文献存在于词汇水平上， 过程，一个必要的，但不是充分的技能，为RC，类似的研究在话语水平（即，当阅读时 段落/连接文本）在发展中的读者中基本上不存在。这项建议解决了这一需要的研究 通过系统地询问青少年在情境模型形成（或建立）过程中的神经变化， 阅读时的心理模型）导致RC成功/失败。这种研究的一个关键考虑因素是， 文本不是整体的，即使它们经常被这样对待：它们根据粒度文本特征而变化（例如， 词频）和它们的上层结构，或者一个文本是叙事性的（叙事，故事）还是非叙事性的 (ExpT诸如科学段落的信息文本）。这一点很重要，因为ExpT是学习新知识的核心。 材料，而NarRT为社会情感的成长。值得注意的是，NarrT RC比ExpT RC更容易，这是一种现象。 这是很难理解的，并且不能用颗粒文本特征差异来解释。基于我们最初的 神经认知的发现，沿着现有的理论和实证工作，我们使用神经成像结合 行为方法，以获得洞察力，如在哪里（在大脑中），何时（在哪些文本交界处），从而如何 NarrT vs ExpT RC崩溃。初步研究结果表明，虽然NarRT和ExpT都依赖于共享的 在神经认知过程中，它们具有可能是增强RC的关键的区别。Narrt独特地依赖于 神经网络中链接到社会情绪过程的区域（例如，背内侧前额叶皮层），而 ExpT独特地依赖于神经网络中支持执行功能/认知控制的区域（例如，左 背外侧前额叶皮层）。我们的总体假设是，读者使用SocEMDMN与FPN是一个关键的 决定因素的熟练情况模型的形成，因此，RC。我们还认为，加强社会- 情感叙事语境在文本的关键节点处激发了DisPDMN和SocEMDMN之间更大的连通性， 导致对读者的内部状态的丰富的内在访问，并且因此对RC的神经认知益处。 至关重要的是，试点研究结果表明，这种增强的社会情感背景也可以在ExpT中实现， 在ExpT中嵌入高情感词（具有高唤醒等级的词），也许为支持 预期RC。鉴于RC是三年级后学习新信息的中心途径，我们正在解决一个 非常重要公共卫生问题。为了系统地检验我们的假设，我们以10-12岁（N=220）为目标， 我已经进入了“阅读学习”阶段，在线检查ExpT与NarRT的动态神经过程 阅读（情境模型建立;目标1）;读者的个体差异（例如，执行功能，社会- 情绪）调节目标1的发现（目标2）;目标1和2的神经发现如何预测RC（目标3a）;以及，如果 增强社会情感背景有助于RC（目标3b）。我们的最终目标是找出 青少年在阅读的同时学习新的信息，以最大限度地提高学业成功率，防止RC失败。

PROJECT SUMMARY About 60% of children can’t read proficiently, which is concerning as reading comprehension (RC) is linked to educational, vocational, and health outcomes. While a robust neurocognitive literature exists on word-level processes, a necessary but not sufficient skill for RC, similar studies at the discourse level (i.e., while reading passages/connected text) are largely absent in developing readers. This proposal tackles this needed research by systematically interrogating how adolescents’ neural variations during situation model formation (or building mental models while reading) results in RC success/failure. A critical consideration for such research is that texts are not monolithic, even though they are often treated as such: they vary by granular text features (e.g., word frequency) and by their superstructures, or whether a text is narrative (NarrT, stories) or expository (ExpT, informational text such as science passages). This is important, as ExpT is central for learning new material, while NarrT for socio-emotional growth. Notably, NarrT RC is easier than ExpT RC, a phenomenon which is poorly understood and not explained by granular text feature differences. Building upon our initial neurocognitive findings, along with existing theoretical and empirical work, we use neuroimaging coupled with behavioral methods to garner insights as to where (in the brain), when (at which text junctures), and thus how NarrT vs ExpT RC breaks down. Initial findings suggest that while both NarrT and ExpT rely on shared neurocognitive processes, they have distinctions that may be key for enhancing RC. NarrT uniquely relies on regions in a neural network linked to socio-emotional processes (e.g., dorsomedial prefrontal cortex), while ExpT uniquely relies on regions in a neural network that supports executive function/cognitive control (e.g., left dorsolateral prefrontal cortex). Our overarching hypothesis is that readers’ use of SocEMDMN vs FPN is a critical determinant of proficient situation model formation, and, thus, RC. We also posit that the enhanced socio- emotional NarrT context provokes greater connectivity between DisPDMN and SocEMDMN at key junctures in text, resulting in enriched intrinsic access to readers’ internal states, and thus a neurocognitive benefit for RC. Critically, pilot findings suggest that this enhanced socioemotional context can also be achieved in ExpT by embedding high emotion words [words with high arousal ratings] in ExpT, perhaps paving the way to bolster ExpT RC. Given that RC is a central avenue for learning new information after ~3rd grade, we are addressing a highly significant public health issue. To systematically test our hypotheses, we target 10-12 yo (N=220) who have crossed into the “reading to learn” stage to examine dynamic neural processes of ExpT vs NarrT online reading (situation model building; Aim 1); how readers’ individual differences (e.g., executive function, socio- emotional) modulate Aim 1’s findings (Aim 2); how Aims 1 & 2’s neural findings predict RC (Aim 3a); and, if enhancing the socioemotional context helps RC (Aim 3b). Our ultimate goal is to identify the best ways adolescents learn new information while reading so as to maximize academic success and prevent RC failure.