Towards a unified theory of word reading

项目III的主要目标是通过以下方式促进对阅读及其大脑基础的理解 融合了神经成像、行为和 计算建模结果。在这个框架下，熟练的单词阅读需要高度的发展 整合了单词的拼写、语音和词汇语义特征的有组织的皮层系统 这体现了关键的计算原理(例如，单词识别是通过吸引子完成的 动态；学习是一个渐进的过程，它使读者适应语言的结构 环境)。这项拟议的研究在很大程度上是由两组限制所推动的。首先，交叉- 对阅读的语言研究揭示了阅读行为和大脑的共性和差异 激活不同语言的读者。第二，语言内部的研究揭示了系统性 一种特定语言的读者之间的差异。指导我们工作的一个关键见解是跨语言和 个体差异并不是无关的，而是两个过程的结果，通过这个过程 每个人都在学习阅读。根据我们的理论方法，大脑的神经认知组织 阅读系统是普遍限制(包括生物和计算)的结果，这些限制决定了 个人可以体现的可能的组织范围。然而，它也是一个后果 导致语言群体内部和跨语言群体差异的经验和体质因素。这个 这个项目的目标是促进我们对决定神经认知的过程的理解 阅读系统的组织，并在这一组织中既有共性又有差异。 为了实现这一目标，我们将使用行为和神经成像实验以及计算机模拟来：(A) 研究阅读系统的组织是如何由书写系统的属性和 书写系统代表的语言，(B)表征系统在正常情况下的可变性 获得特定写作系统的读者及其决定因素，以及(C)深化我们的 理解个体读者的学习轨迹及其潜在的神经计算 机械装置。 相关性(请参阅说明)： 这项计划与理解口语和书面语言能力的发展有关 这对成功的学业和生活成果至关重要。项目三有助于实现以下目标： 该计划通过发展阅读系统的组织如何从互动中产生的理论来实现 一种通用的神经计算机制和语言环境。

The primary goal of Project III is to advance the understanding of reading and its brain bases through the conflnued development of a theoreflcal framework that integrates neuroimaging, behavioral, and computational modeling results. In this framework, skilled word reading entails the development of a highly organized cortical system that integrates orthographic, phonological and lexical-semantic features of words and that embodies key computational principles (e.g., word recogniflon is accomplished via attractor dynamics; learning is an incremental process that attunes the reader to the structure of the linguistic environment). The proposed research is motivated in large part by two sets of flndings. First, cross- language studies of reading have revealed both commonalities and differences in the behavior and brain activation of readers of different languages. Second, within-language studies have revealed systematic variaflon among the readers of a given language. A key insight guiding our work is that cross-language and individual differences are not unrelated, but rather are both consequences of the process by which individuals learn to read. According to our theoreflcal approach, the neurocognitive organization of the reading system is a consequence of universal constraints (both biological and computational) that determine the range of possible organizaflons that an individual can embody. However, it is also a consequence of experiential and constitutional factors that give rise to variation within and across linguistic populations. The goal of this project is to advance our understanding of the processes that determine the neurocognitive organizaflon of the reading system and give rise to both commonalifles and differences in this organization. To achieve this, we will use behavioral and neuroimaging experiments and computaflonal modeling to: (a) Investigate how the organization of the reading system is shaped by the properties of the writing system and the language that writing system represents, (b) Characterize the systemaflc variability among normally achieving readers of a given wriflng system and the factors that determine them, and (c) Deepen our understanding of the learning trajectories of individual readers and their underlying neurocomputational mechanisms. RELEVANCE (See instructions): This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. Project III contributes to the overall objectives of the program by developing a theory of how the organization of the reading system arises from the interaction of a universal neurocomputational mechansim and a linguistic environment.