Physiologically constrained computational modeling of visual word recognition

描述（由申请人提供）：本提案中概述的研究旨在使用计算建模和电生理学在方法上的新颖结合来产生一个阅读模型，该模型不仅模拟理解文本发生的行为能指（如词汇决策），而且模拟实际的大脑过程，例如N400 ERP组件或前颞叶的激活。虽然已经存在许多优秀的阅读模型，但它们中没有一个能够模拟任何生理结果，首先是因为很难将功能神经成像数据集减少到适合计算模拟的参数，第二部分是因为创建一个包含神经成像数据的模型需要跨学科的计算建模和神经成像专业知识。拟议的研究计划为解决这两个困难提供了动力；第一个是概述了一种以易于计算模拟的方式描述丰富电生理数据的程序（例如，时间窗口内的平均振幅），第二个是将卡内基梅隆大学在计算建模方面的卓越成就与伊利诺伊大学在心理生理学研究方面的著名实力结合起来。对于流利的读者来说，阅读是一种自动的、毫不费力的技能，以至于它的复杂性，以及它的损害的严重后果，往往只有在功能障碍的时候才会被注意到。阅读障碍可以通过脑损伤获得，也可以在教育过程中发展，尽管它很普遍，但仍未得到很好的理解。本研究旨在建立一个基于阅读大脑记录的阅读模型，该模型可作为有针对性地治疗发育性和获得性阅读障碍的基础。

DESCRIPTION (provided by applicant): The research outlined in this proposal aims to use a methodologically novel combination of computational modeling and electrophysiology to produce a model of reading that simulates not just the behavioral signifiers that comprehension of text has taken place -- such as lexical decision -- but the actual brain processes that instantiate that comprehension itself -- such as the N400 ERP component or activation of the anterior temporal lobe. While many excellent models of reading already exist, not one of them is able to simulate any physiological results, in first part because it is difficult to reduce functional neuroimaging data sets down to parameters that are appropriate for computational simulation, and in second part because creating a model which incorporates neuroimaging data requires interdisciplinary expertise in both computational modeling and neuroimaging. The proposed research plan provides traction on both of these difficulties; the first by outlining a procedure for describing rich electrophysiological data in a manner tractable for computational simulation (e.g., mean amplitude over a time window), the second by bringing together Carnegie Mellon's excellence in computational modeling with the University of Illinois' noted strength in psychophysiological research. Reading is such an automatic and effortless skill in fluent readers that its complexity, and the serious consequences of its impairment, are often only noticed in dysfunction. Dyslexia can be acquired through brain damage or developed during education, and despite its prevalence s still not well understood. This research aims at developing a model of reading based on recordings from reading brains-a model which can be used as the basis for targeted treatments of both developed and acquired dyslexia.