Working Memory and Brain Morphology in Dyslexia and ADHD

阅读障碍和多动症的工作记忆和大脑形态

• 批准号: 6968424
• 负责人: MICHELLE Y KIBBY
• 金额: $ 7.15万
• 依托单位: SOUTHERN ILLINOIS UNIVERSITY CARBONDALE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6968424
• 关键词: adolescence (12-20); attention deficit disorder; behavioral /social science research tag; bioimaging /biomedical imaging; brain imaging /visualization /scanning; brain morphology; clinical research; dyslexia; executive function; human subject; magnetic resonance imaging; middle childhood (6-11); neuropsychological tests; patient oriented research; phonology; short term memory

DESCRIPTION (provided by applicant): Children with dyslexia frequently present with poor phonological processing and working memory (WM). Furthermore, there is a strong association between their poor phonological processing skills and their inability to store verbal material. Several brain regions have been found to be structurally atypical in dyslexia in MRI studies, and these brain abnormalities have been linked to poor phonological processing. Nonetheless, the relationship between brain structure and WM has received limited attention in the dyslexia literature. Children with ADHD also present with WM deficits. However, the central executive (CE) is primarily affected in ADHD. Hence, there is an interesting dichotomy between the 2 disorders with dyslexia displaying impaired verbal short-term storage and intact CE functioning, and ADHD displaying intact verbal storage but impaired CE functioning. Similar to research on dyslexia, the relationship between WM and brain morphology has received limited attention in the ADHD literature using structural MRI techniques. Thus, the goal of this project is to ascertain the relationship between brain structure and WM functioning in children with dyslexia, ADHD or controls, while determining the extent linguistic processing influences this relationship. Participants will include children with dyslexia, ADHD and controls between the ages of 8-12 years. They will engage in neuropsychological testing of their WM, linguistic functioning, intelligence, and reading ability. Along with cognitive testing, a structural MRI scan will be conducted on each child. Each scan will be analyzed using quantitative structural neuroimaging techniques. Through a correlational design, the relationships between brain morphology, WM and linguistic processing will be examined in children with and without neurodevelopmental disorders. This study will benefit children with dyslexia in terms of providing knowledge that may aid in diagnosis and intervention. For example, through a better understanding of the biological correlates of dyslexia and ADHD, a more rapid diagnosis may be possible than is provided by traditional techniques. Furthermore, earlier diagnosis will allow for earlier placement into intervention, and early intervention has been linked with better treatment outcome than intervention started later.

描述（由申请人提供）：患有阅读障碍的儿童经常表现出语音处理和工作记忆（WM）较差的症状。此外，他们较差的语音处理能力和他们无法存储言语材料之间存在着密切的联系。核磁共振研究发现，阅读障碍患者的几个大脑区域在结构上不典型，这些大脑异常与语音处理不良有关。尽管如此，大脑结构与 WM 之间的关系在阅读障碍文献中受到的关注有限。患有 ADHD 的儿童也存在 WM 缺陷。然而，注意力缺陷多动症主要影响的是中央执行系统（CE）。因此，这两种障碍之间存在有趣的二分法，其中阅读障碍显示言语短期存储受损且CE功能完整，而ADHD则显示言语存储完整但CE功能受损。与阅读障碍的研究类似，WM 与大脑形态之间的关系在使用结构 MRI 技术的 ADHD 文献中受到的关注有限。因此，该项目的目标是确定患有阅读障碍、多动症或对照儿童的大脑结构和 WM 功能之间的关系，同时确定语言处理影响这种关系的程度。参与者将包括患有阅读障碍、多动症的儿童以及 8 至 12 岁的对照儿童。他们将对其 WM、语言功能、智力和阅读能力进行神经心理学测试。除了认知测试外，还将对每个孩子进行结构核磁共振扫描。每次扫描都将使用定量结构神经成像技术进行分析。通过相关设计，将检查患有或不患有神经发育障碍的儿童的大脑形态、WM 和语言处理之间的关系。这项研究将有助于患有阅读障碍的儿童提供有助于诊断和干预的知识。例如，通过更好地理解阅读障碍和多动症的生物学相关性，可能比传统技术提供更快速的诊断。此外，早期诊断将允许更早进行干预，并且早期干预比稍后开始的干预具有更好的治疗结果。