CROSS-MODALITY LANGUAGE PROCESSING

这项研究的总体目标是研究语言理解 在视觉和听觉通道内和之间。这个 使用的方法将需要记录与事件相关的大脑 来自大脑多个区域的电位(ERPs) 作为公开行为测量的记录，而受试者 参与一系列听觉和视觉实验，旨在 点击特定的语言过程。虽然建议的 实验将在正常的成年受试者身上进行，一长 学期目标，这些研究为其提供了一个关键的开始 重点是研究情态之间的语言过程 在正常儿童中，有特定阅读障碍的儿童。 有4个具体目标和相应的实验集： (1)跨通道启动。这些研究将寻求确定 如果口语和书面语使用共同的词汇系统，或者如果 他们维护特定于通道的系统。在这些实验中， 和内的语言刺激对之间的间隔 视觉和听觉模式之间的关系将是系统性的 在语义启动和重复启动任务中都被操纵。 假设是，将会有相当程度的 两种模式使用的系统的共性，但 可能会有细微的差异，反映出不同的初始 编码操作。(2)图片启动。这些研究将 评估用于处理的系统的重叠程度 语言刺激和非语言刺激在同一感觉通道中。 在这些实验中，图片和文字刺激之间的间隔 将被系统地操纵。假设是两者都是 事件相关电位和行为将显示启动效应，但模式将 与纯粹的语言刺激不同。(3) 音位和正字法启动。这项研究将寻求 确定各通道之间的系统的共性是否扩展 关于口语和书面语的拼写和音位特征 字里行间。在这些实验中，受试者将被要求 关于书面语的音位或正字法相似性判断 和/或说出的词对。假设是，在一定程度上 这些特征是初始编码所特有的 语言事件在两种情态中都会有相当大的差异 不同模式之间的事件相关电位和行为模式不同。 (4)队列研究。这些研究的目标是确定 事件相关电位可以为口语中的“独特性”提供证据 单词识别和确定上下文因素是否可以移动 在此之前的单词识别。这些研究还将寻求 要确定口语的独特性是否会限制 视觉单词识别过程。在一次实验中，时间 刺激变为非单词或唯一单词的点将是 系统地操纵，在第二个实验中， 哪句话的最后一个词不再符合语义语境 这一判决将被操纵。假设是ERPs和 行为测量将反映词语的独特性 和非单词，以及单词不再与 句子的上下文。

The global aim of this research is to study language comprehension within and between the visual and auditory modalities. The approach used will entail the recording of event-related brain potentials (ERPs) from over several regions of the brain as well as the recordings of overt behavioral measures while subjects engage in a series of auditory and visual experiments designed to tap specific linguistic processes. Although the proposed experiments will be performed in normal adult subjects, one long term goal, for which these studies provide a critical starting point, will be to study language processes between the modalities in normal children an children with specific reading disabilities. There are 4 specific aims and corresponding sets of experiments: (1) Cross Modality Priming. These studies will seek to determine if spoken and written words engage a common lexical system or if they maintain modality specific systems. In these experiments the interval between pairs of linguistic stimuli both within and between the visual and auditory modalities will be systematically manipulated in both semantic priming and repetition priming tasks. The hypothesis is that there will be a substantial level of commonality in the systems used by the two modalities, but that there may be subtle differences that reflect distinctive initial encoding operations. (2) Picture Priming. These studies will assess the degree of overlap in the systems used to process language and non-language stimuli in the same sensory modality. In these experiments the interval between picture and word stimuli will be systematically manipulated. The hypothesis is that both ERPs and behavior will show priming effects, but the pattern will not be the same as with purely linguistic stimuli. (3) Phonological and Orthographic Priming. This study will seek to determine if commonality of systems between the modalities extends to the orthographic and phonological features of spoken and written words. In these experiments subject will be required to make phonological or orthographic similarity judgments about written and/or spoken pairs of words. The hypothesis is that to the degree these characteristics are unique to the initial encoding of linguistic events in the two modalities there will be quite different patterns of ERPs and behavior between the modalities. (4) Cohort Studies. The goal of these studies is to determine if ERPs can provide evidence for a "point of uniqueness" in spoken word recognition an to determine if contextual factors can move word recognition prior to this point. These studies will also seek to determine if the point of uniqueness of spoken words constrains visual word recognition processes. In one experiment the time point at which stimuli become nonwords or unique words will be systematically manipulated and in a second experiment the point at which sentence final words no longer fit the semantic context of the sentence will be manipulated. The hypotheses are that ERPs and behavioral measures will reflect the point of uniqueness of words and nonwords and the point at which a word no longer fits with the context of a sentence.