An fMRI study of the neural substrates underlying both reading and spelling

对阅读和拼写背后的神经基质的功能磁共振成像研究

• 批准号: 7851180
• 负责人: Jeremy Joseph Purcell
• 金额: $ 2.88万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2012-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7851180
• 关键词: Acquired Alexia; Agraphia; Area; Base of the Brain; Behavioral; Brain; Brain imaging; Brain region; Child; Cognitive; Communication; Coupling; Data; Detection; Development; Disease; Dissociation; Dyslexia; Educational process of instructing; Event; Exhibits; Functional Magnetic Resonance Imaging; Future; Goals; Hearing; Hearing Impaired Persons; Imaging Techniques; Individual; Inferior; Inferior frontal gyrus; Injury; Knowledge; Language; Language Development; Learning Disorders; Left; Lesion; Letters; Literature; Nature; Neurobiology; Neurons; Orthography; Parietal; Population; Population Intervention; Process; Reading; Reporting; Research; Resolution; Resources; Risk; Role; Schools; Semantics; Societies; Specificity; Stimulus; Techniques; Testing; Time; Validation; Visual; Work; Writing; base; lexical; literacy; literate; novel; phonology; relating to nervous system; remediation; research study; skills; spelling

DESCRIPTION (provided by applicant): The importance of literacy pervades modern society. Unfortunately, acquiring written language skills can be a challenge for those with developmental learning disorders or for deaf individuals who, without complete access to phonology, rely primarily on orthographic knowledge when developing literacy skills. Importantly, skilled written communication requires word spelling. To date our understanding of the neurobiological basis of spelling is very limited and especially poor when compared to the rich literature available on the neural signature of reading. Although behavioral data alludes to the fact that there are common cognitive processes shared by reading and spelling, it is unknown if these processes rely on the same neuronal resources. The proposed experiments will investigate this by concurrently examining the brain basis of reading and spelling. Recently, a novel functional magnetic resonance imaging (fMRI) technique has been developed to probe neural activity associated with unique or common populations of neurons within a brain area for a given stimulus or task. We will use this technique, called fMRI-adaptation, to test hypotheses regarding the functional coupling of reading and spelling in the brain. Aim 1 will be to identify brain areas which are used for both reading and spelling. An fMRI-adaptation paradigm combining reading and spelling will be used to independently determine if regions which contain neuronal populations selective to reading also contain neuronal populations that are selective to spelling. Aim 2 will be to determine if the same neuronal substrates used to read are also used to spell. The same fMRI-adaptation paradigm used in Aim 1 will be used to determine if there are brain regions which contain populations of neurons that are used to both read and spell the same exact word. These aims provide two complementary ways to examine the interaction of reading and spelling in the brain. This work will help facilitate a more complete understanding of how written language skills both develop and are impaired. Literacy is one of the most important skills taught in schools today. The goal of this proposal is to use fMRI to determine if the neural representations used to read a word are also used to spell that word. Understanding how these different aspects of written language interact at the neural level is relevant to future research into why one or both forms of written communication are impaired in at-risk populations and how interventions or instructional approaches can be refined to accommodate this understanding. This is of particular importance for those with developmental learning disorders such as dyslexia or dysgraphia or people who rely heavily on word spelling knowledge, such as deaf or hard of hearing.

描述(申请人提供)：识字的重要性弥漫在现代社会。不幸的是，对于那些患有发展性学习障碍的人或聋人来说，获得书面语言技能可能是一个挑战，因为他们在发展识字技能时，没有完全获得音标，主要依赖拼写知识。重要的是，熟练的书面交流需要单词拼写。到目前为止，我们对拼写的神经生物学基础的了解非常有限，与有关阅读的神经标记的丰富文献相比，我们的理解尤其有限。尽管行为数据暗示了这样一个事实，即阅读和拼写有共同的认知过程，但这些过程是否依赖于相同的神经元资源尚不清楚。拟议中的实验将通过同时检查阅读和拼写的大脑基础来研究这一点。最近，一种新的功能磁共振成像(FMRI)技术被开发出来，以探测与给定刺激或任务的大脑区域内独特或常见的神经元群体相关的神经活动。我们将使用这项名为fMRI自适应的技术来测试有关大脑中阅读和拼写的功能耦合的假设。目标1将是确定同时用于阅读和拼写的大脑区域。结合阅读和拼写的功能磁共振适应范式将被用来独立确定包含选择性阅读的神经元群体的区域是否也包含选择性拼写的神经元群体。目标2将确定用于阅读的相同神经元底物是否也用于拼写。目标1中使用的相同的功能磁共振适应范式将被用来确定是否存在包含用于阅读和拼写相同单词的神经元群体的大脑区域。这些目的提供了两种互补的方法来检验大脑中阅读和拼写的相互作用。这项工作将有助于更全面地了解书面语言技能是如何发展和受损的。识字是当今学校教授的最重要的技能之一。这项提议的目标是使用功能磁共振成像来确定用于阅读单词的神经表征是否也用于拼写该单词。了解书面语的这些不同方面如何在神经层面上相互作用，对于未来的研究相关，即为什么高危人群中一种或两种形式的书面交流受到损害，以及如何改进干预或教学方法以适应这种理解。这对那些患有阅读障碍或书写困难等发育性学习障碍的人或严重依赖单词拼写知识的人(如聋人或重听人)尤其重要。