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

项目概要 项目 III：特定领域的功能和解剖学研究 和基础神经系统中的一般领域改变 数学和阅读困难 这个高风险/高回报项目的目标是使用新的视角来调查 阅读和数学困难的神经基础。特别是，在一个新颖的理论概念化中，这 该项目将特定的神经系统与具有学习能力的个体表现出的特定行为特征联系起来 残疾。该项目所在的中心重点关注三种类型的行为 改变阅读和数学障碍：处理速度、需要的特定领域流程 实现给定的能力（例如，阅读时的文字识别；数学时的数字感）和执行过程 有助于选择特定信息并确定其优先级以支持特定领域的流程。本项目测试 一个模型，假设这三种行为中的每一种的改变都与每一种行为的改变相关联 神经功能的三个具体方面。该项目将检查处理速度是否减慢，即 跨诊断观察到的阅读和数学障碍与较差的整体整合有关 以及整个大脑的信息协调。大脑组织将通过最先进的技术进行评估 方法。在一种从图论中得出的方法中，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）。要检验的假设认为，第一个行为特征是处理速度减慢， 与大脑信息流效率降低有关。在另一种方法中，大脑 分为内在连接网络，其中活动随时间共同变化的大脑区域 组合在一起（就像世界是由不同的联盟组成，例如欧盟和 北美自由贸易协会）。从这个角度来看，建议在速度缓慢的个体中 处理速度快，这些网络内的处理彼此之间没有很好的隔离。该项目将 还检验第二个行为特征，特定领域缺陷（即数学困难， 阅读困难）反映在对特定领域至关重要的大脑区域的处理过程的改变。如果是 阅读时，此类关键区域包括与语言相关的颞上/顶下区域以及 左半球的额下区域。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个假设：那些有学习困难但也表现出执行力的人 功能障碍，第三个行为特征，将显示外侧前额叶区域功能的改变，如 以及该区域与涉及特定领域（例如数学、 读）处理。从而提高对学习者的识别和治疗的相关性 残疾，另一个项目目标是确定这些神经标记是否可以一起使用 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，该项目汇集了具有必要专业领域的科学家。

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.