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： 一个理论框架的混乱发展，该框架整合了神经影像学，行为学， 计算建模结果。在这个框架内，熟练的单词阅读需要发展一种高度 整合词的拼写、语音和词汇语义特征的有组织的皮层系统 并且体现了关键的计算原理（例如，通过吸引子实现字的自动识别 动态;学习是一个渐进的过程，使读者适应语言的结构 环境）。所提出的研究在很大程度上是由两组调查结果。首先，交叉- 对阅读的语言研究揭示了行为和大脑的共性和差异 激活不同语言的读者。其次，语言内研究揭示了系统的 一种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 个体差异不是无关的，而是这两个过程的结果， 个人学习阅读。根据我们的理论方法，大脑皮层的神经认知组织 阅读系统是一个普遍的约束（生物和计算）的结果，决定了 一个人所能体现的可能组织的范围。然而，这也是一个后果， 经验和体质因素，导致内部和跨语言群体的变化。的 这个项目的目标是推进我们对决定神经认知过程的理解。 阅读系统的组织结构，既有共同点，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建模来：（a） 研究阅读系统的组织是如何由书写系统的属性塑造的， 书写系统所代表的语言，（B）表征系统在正常 实现一个给定的写作系统的读者和决定他们的因素，（c）加深我们的 理解个体读者的学习轨迹及其潜在的神经计算 机制等 相关性（参见说明）： 本课程与理解口语和书面语言能力的发展有关 这对成功的学术和生活成果至关重要。项目三有助于实现 该计划通过开发一个理论，如何组织的阅读系统产生的互动 of a universal普遍neurocomputational神经计算mechanism机制and a linguistic语言environment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.