Functional and Anatomical investigations of Domain-specific and Domain-General Alterations in Neural Systems underlying Math & Reading Difficulty

项目总结 项目三：特定领域的功能和解剖学研究 和神经系统的全局性改变 数学与阅读难度 这个高风险/高回报项目的目标将是用一个新的和新颖的视角来调查 阅读和数学困难的神经基础。特别是，在一种新颖的理论概念化中，这 该项目将特定的神经系统与个体在学习过程中表现出的特定行为特征联系起来 残疾人士。本项目所在的中心重点关注以下三种类型的行为 在阅读和数学障碍方面有所改变：处理速度，需要特定领域的过程 具备特定的能力(例如，用于阅读的单词识别；用于数学的数字意识)，以及执行过程 这有助于选择特定信息并确定其优先顺序，以支持特定领域的流程。此项目测试 假设这三种行为中的每一种的改变都与这三种行为中的每一种的改变有关的模型 神经功能的三个具体方面。该项目将检查是否放慢了处理速度，这是 跨阅读和数学障碍的跨诊断观察，与较差的整体整合有关 以及大脑中信息的协调。大脑组织将通过最先进的技术进行评估 方法：研究方法。在一种源于图论的方法中，大脑被概念化为由一组节点组成 或区域，它们之间的连接充当信息流的路线(很像航空公司 网络)。要测试的假设认为，第一个行为特征是处理速度变慢， 将与大脑中信息流的效率降低有关。在另一种方法中，大脑 被划分为内在的连接网络，在这些网络中，大脑区域的活动随着时间的推移一起变化 组合在一起(就像世界是由不同的联盟组成的，如欧盟和 北美自由贸易协会)。从这个角度来看，有人建议，在患有慢性病的人中 处理速度，这些网络中的处理彼此之间没有很好的隔离。该项目将 也测试假设第二行为特征，领域特定缺陷(即，数学困难， 阅读困难)反映在对给定域至关重要的大脑区域的改变处理上。在.的情况下 阅读，这种关键区域包括与语言相关的上颞叶/下顶叶区域以及 左半球额叶下部区域。对于数学来说，关键区域是顶内沟。最后， 该项目将检验这样一种假设，即那些学习困难的人也表现出执行力 功能障碍，第三个行为特征，将显示外侧前额叶区域功能的变化，如 以及中断了该区域到涉及特定领域的后方区域的连接(例如，数学， 读取)处理。从而增加对有学习能力的个人的识别和处理的相关性 残疾，另一个项目目标将是确定这些神经标志物是否可以一起使用 相互预测每个人的阅读(或数学)困难程度 基础。为了实现这些雄心勃勃的目标，该项目将拥有必要专业知识的科学家聚集在一起。

PROJECT SUMMARY PROJECT III: FUNCTIONAL AND ANATOMICAL INVESTIGATIONS OF DOMAIN-SPECIFIC AND DOMAIN-GENERAL ALTERATIONS IN NEURAL SYSTEMS UNDERLYING MATH & READING DIFFICULTY The goal of this high-risk/high-reward project will be to investigate, using a new and novel perspective, the neural underpinnings of reading and math difficulties. In particular, in a novel theoretical conceptualization, this project links specific neural systems to specific behavioral characteristics exhibited by individuals with learning disabilities. The center within which this project is embedded focuses on three types of behaviors proposed to be altered in reading and math disability: processing speed, domain-specific processes that are needed to enable a given ability (e.g., word recognition for reading; numerical sense for math), and executive processes that aid in selecting and prioritizing specific information to support domain-specific processes. This project tests a model which posits that alterations of each of these three behaviors is associated with alterations in each of three specific aspects of neural function. The project will examine whether slowed processing speed, which is observed trans-diagnostically across reading and math disability, is associated with poorer overall integration and coordination of information across the brain. Brain organization will be assessed by state-of-the art methods. In one method drawn from graph theory, the brain is conceptualized as consisting as a set of nodes or regions, with the connections between them acting as a route for information flow (much like an airline network). The hypothesis to be tested argues that the first behavioral characteristic, slowed processing speed, will be associated with reduced efficiency of information flow through the brain. In the other method, the brain is divided into intrinsic connectivity networks, where brain regions whose activity co-varies together over time are grouped together (much as the world is composed of different alliances such as the European Union and North American Free Trade Association). From this perspective, it is proposed that in individuals with slowed processing speed, processing within these networks is not well insulated from one another. The project will also test the hypothesis that the second behavioral characteristic, domain-specific deficits (i.e., math difficulties, reading difficulties) are reflected in altered processing in brain regions critical to a given domain. In the case of reading, such critical areas include the language-related superior temporal/inferior parietal regions along with inferior frontal regions of the left hemisphere. For math, the critical region is the intraparietal sulcus. Finally, the project will test the hypothesis that those individuals with learning difficulty who also exhibit executive dysfunction, the third behavioral characteristic, will show alterations in function of lateral prefrontal regions, as well as disrupted connectivity of this region to posterior regions involved in domain-specific (e.g., math, reading) processing. So as to increase relevance for the identification and treatment of individuals with learning disability, an additional project goal will be to determine whether these neural markers can be used together with one another to predict the level of reading (or math) difficulties exhibited on an individual-by-individual basis. To meet these ambitious goals, the project brings together scientists with requisite areas of expertise.