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: 8064015
• 负责人: Jeremy Joseph Purcell
• 金额: $ 2.93万
• 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/8064015
• 关键词: Acquired Alexia; Agraphia; Area; Base of the Brain; Behavioral; Brain; Brain Injuries; 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; Knowledge; Language; Language Development; Learning Disorders; Left; Lesion; Letters; Literature; Nature; Neurobiology; Neurons; Orthography; Parietal; Population; Population Intervention; Process; Reading; Reporting; 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（由申请人提供）：识字的重要性渗透到现代社会。不幸的是，获得书面语言技能可能是一个挑战，对于那些发展性学习障碍或聋人，没有完全获得语音，主要依靠正字法知识时，发展识字技能。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理解非常有限，尤其是与阅读的神经特征的丰富文献相比。虽然行为数据暗示了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资源还不得而知。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，一种新的功能性磁共振成像（fMRI）技术已被开发出来，以探测与特定刺激或任务的大脑区域内的独特或常见的神经元群体相关的神经活动。我们将使用这种称为fMRI适应的技术来测试关于大脑中阅读和拼写功能耦合的假设。目标1将是识别用于阅读和拼写的大脑区域。结合阅读和拼写的fMRI适应范例将用于独立确定包含对阅读具有选择性的神经元群体的区域是否也包含对拼写具有选择性的神经元群体。目标2将是确定用于阅读的相同神经元基质是否也用于拼写。目标1中使用的相同fMRI适应范例将用于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。这些目标提供了两种互补的方法来研究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。这项提案的目的是利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。了解书面语言的这些不同方面如何在神经水平上相互作用，与未来的研究有关，即为什么一种或两种形式的书面交流在高危人群中受损，以及如何改进干预或教学方法以适应这种理解。这对于那些患有发展性学习障碍的人特别重要，如阅读障碍或书写困难，或者严重依赖单词拼写知识的人，如聋人或听力困难的人。