Understanding Basic Reading Processes: A Behavioural and Neuroanatomical Approach

人们已经做了很多工作来理解阅读过程中的基本过程。然而，关于哪种模型最能反映基本架构（即，单/双和并联/级联机制）。尽管广泛认识到某些因素影响阅读性能（例如，拼写到声音的规律性、印刷字频率），关于这些因素如何影响字识别性能存在很多讨论。本提案的总体目标是将我们对基本阅读过程如何在行为、功能和结构领域展开的知识联系起来，这将有助于开发一个全面和综合的阅读模型。 为了做到这一点，我让成年参与者参与行为和大脑成像任务，以获得有关词汇和亚词汇处理贡献的急需信息。本提案中概述的实验将通过调查阅读因素（例如，规律性，频率）在多个阅读范例中（例如，基本命名，词汇决定，去/不去命名）使用行为和大脑成像方法。我将测量反应时间，准确性，大脑的参与和白色物质束的完整性，以确定词汇和亚词汇系统在不同任务要求下的作用。我在行为和神经生物学单词识别模型以及整合大脑行为方法的方法方面的专业知识将使我能够使用研究中的信息来构建阅读的综合模型。

Much work has been done to understand the underlying processes at work during reading. Yet, considerable debate still exists regarding which model best reflects the fundamental architecture (i.e., single/dual and parallel/cascaded mechanisms). Although it is widely recognized that certain factors influence reading performance (e.g., spelling-to-sound regularity, printed word frequency), there is much discussion as to how these factors influence word recognition performance. The overall objective of this proposal is to connect our knowledge of how basic reading processes unfold in behavioural, functional and structural domains, which will serve to develop a comprehensive and integrated model of reading. To do this, I am having adult participants take part in both behavioural and brain imaging tasks to gain much needed information on the contribution of lexical and sub-lexical processing. The experiments outlined in this proposal will provide answers to the 'how' question by investigating reading factors (e.g., regularity, frequency) in multiple reading paradigms (e.g., basic naming, lexical decision, go/no-go naming) using behavioural and brain imaging approaches. I will measure performance on reaction time, accuracy, the involvement of the brain and the integrity of the white matter tracts, to determine the role of lexical and sub-lexical systems under varying task demands. My expertise with behavioural and neurobiological word recognition models and approaches for integrating brain-behaviour methods will allow me to use the information from the research to build an integrated model of reading.