The Neurobiological Basis of Language Used for Higher Order Thinking

为了在学校取得成功，孩子们需要良好的基础语言技能，但他们也需要更高的语言技能 将想法彼此联系起来所需的订单思维技能。项目III询问语言之间的关系 儿童的技能，他们早期从父母那里输入的语言，以及更高层次思维的大脑发展。 经验依赖发展在语言功能的神经生物学中起着重要的作用。 在青春期，孩子们继续获得复杂的语言技能，他们的大脑经历了主要的 重新布线。为了理解在学校取得成功所需的复杂语言的类型，孩子们必须使用 复杂语篇理解所需的高阶思维技能，如进行推理和 使用模式。众所周知，这些技能涉及比单一大脑区域更多的大脑区域。 单词、句子或简单的故事理解，尤其是在额叶。尽管有越来越多的 在成人这种复杂的语言加工的神经生物学研究中，这样的研究还很少 对儿童的研究，以及早期输入在塑造这一过程中的作用尚不清楚。 尽管患有产前或围产期脑损伤的儿童在早期语言技能方面表现出显著的可塑性， 他们似乎在以后发展更复杂的语言方面有困难。因此，对于这些 对于儿童来说，父母的投入对大脑发育的影响可能会更大。 因此，项目1集中在高阶语言理解的神经基础上 发育中的儿童和有产前和围产期脑损伤的儿童和早期父母投入在儿童中的作用 确定支持这些功能的神经电路的体系结构。项目%1是一个直接 项目I和项目II的补充，以及我们提出的与功能神经解剖学相关的问题 推理与图式使用的相关性，高层次思维所需的关键方面的h/vo 孩子们在学业上取得成功。 项目III有两个具体目标。研究1描述了更高级的大脑结构和功能 思考发展，并将其与行为联系起来。这包括对两个灰质进行量化 结构和白质通路，以及执行高级语言任务的大脑功能和 在休眠状态下。研究2开发了一个可用于预测累积父母投入的模型 青春期高级思维的脑结构和功能。纵向数据的丰富性 这一项目的基础提供了早期对大脑区域差异的影响的详细图像 在结构、功能解剖和连通性方面。 相关性(请参阅说明)： 从这项研究中获得的结果应该会提供关于人脑如何 发展为处理语言和父母的投入在该发展中的作用。基础科学研究 导致了关于大脑不同部分在大脑中的作用的重要发现 儿童语言流畅性、语篇理解和阅读能力的发展。

To succeed in school children need good fundamental language skills, but they also need the higher order thinking skills needed to link ideas to one another. Project III asks about the relation among language skills in children, their eariy language input from parents, and brain development for higher order thinking. Experience-dependent development plays an important role in the neurobiology of language functions. During adolescence, children continue to acquire complex language skills, and their brains undergo a major rewiring. To understand the type of complex language needed for success in school, children must employ higher order thinking skills needed for complex discourse comprehension, such as making inferences and using schemas. These skills are known to involve additional brain regions beyond those used for single word, sentence, or simple story comprehension, particularly in the frontal lobes. Although there is increasing research in the neurobiology of such complex language processing in adults, there is a paucity of such research in children, and the role of eariy input in molding this process is not known. Although children with pre- or perinatal brain injury exhibit remarkable plasticity for early language skills, they appear to have difficulty with later developing, more complex aspects of language. Thus, for these children, the impact of parental input on brain development could have an even greater impact. Project 1 thus focuses on the neural basis of higher order language comprehension in typically developing children and those with pre- and perinatal brain injuries and the role of eariy parental input in determining the architecture of the neural circuitry to support these functions. Project 1 is a direct complement to Projects I and II, and the questions that we ask relate to the functional neuroanatomical correlates of inference and schema use, h/vo of the critical aspects of higher order thinking needed by children for academic success. Project III has two specific aims. Study 1 characterizes brain structure and function for higher order thinking over development and relates them to behavior. This includes quantification of both gray matter structures and white matter pathways, and of brain function performing higher order language tasks and during the resting state. Study 2 develops a model of cumulative parent input that can be used to predict brain structure and function for higher order thinking in adolescence. The richness of the longitudinal data on which this project is based provides a detailed picture of the eariy influences on regional differences in brain structure and in functional anatomy and connectivity. RELEVANCE (See instructions): The results gained from this research should provide valuable information about how the human brain develops to process language and the role of parental input in that development. The basic scientific studies from the previous grant cycle have led to important findings about the role of various parts of the brain in the development of verbal fluency, discourse comprehension, and reading in children.