Development of Orthographic Knowledge: fMRI Studies

正字法知识的发展：功能磁共振成像研究

• 批准号: 7469338
• 负责人: Bradley L Schlaggar
• 金额: $ 16.29万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-15 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7469338
• 关键词: Adult; Anatomy; Child; Cognition Disorders; Complex; Data; Dependence; Development; Dimensions; Education; Environment; Foundations; Functional Magnetic Resonance Imaging; Goals; Independent Scientist Award; Investigation; Knowledge; Learning; Left; Letters; Link; Names; Neuroanatomy; Neurobiology; Orthography; Patients; Pediatric Neurology; Performance; Physicians; Population; Principal Investigator; Process; Psycholinguistics; Reader; Reading; Research; Research Personnel; Resources; Scientist; Support of Research; Training; Translation Process; Universities; Visual; Washington; base; career; cognitive neuroscience; developmental neurobiology; experience; improved; insight; lexical processing; literate; neuroimaging; neuromechanism; phonology; prevent; research study; skills; sound; spelling

DESCRIPTION (provided by applicant): An understanding of how skilled reading is achieved is fundamental to generating improved strategies for reading education, and toward identifying, treating, and preventing developmental deficits in reading and spelling. Skilled reading is the consequence of a complex interplay of experience and the development of neurobiological substrates. Investigation of the developmental neurobiology of reading is likely to yield important insight into its skilled performance. This proposal focuses on the linking of visual orthographic (i.e., letters) information to phonology, critical in the acquisition of reading skills. By extension, characterization of the developmental functional neuroanatomy of the relationship between orthographic and phonologic processing will provide an important context for studying the cognitive neuroscience of typical (and atypical) reading development. This proposal aims to identify and characterize the developmental functional anatomy of orthographic knowledge, and of the spelling-to-sound translation processes involved in word reading. The principal investigator (PI) is an academic physician-scientist trained in pediatric neurology and specializing in disorders of cognitive development. Although the PI has substantial experience in developmental neurobiology and the functional neuroimaging of typically and atypically developing children, the added dimension of integrating developmental psycholinguistics supported by this Research Career Award (K02) should provide important insights into mechanisms of the developmental neurobiology of reading and significantly aid the PI in further developing his independent research career. Washington University possesses excellent resources in cognitive neuroscience, access to patient populations, and expert researchers in developmental psycholinguistics and represents an ideal environment for the PI to complete the goals of this proposal.

描述（由申请人提供）：了解如何实现熟练阅读的理解是为了产生阅读教育的改进策略，以及识别，治疗和预防阅读和拼写中的发展缺陷的基础。熟练的阅读是经验的复杂相互作用和神经生物学底物的发展的结果。对阅读的发育神经生物学的研究可能会对其熟练的表现产生重要的见解。该提案重点是将视觉拼字法（即字母）信息与语音学的联系，这对于获得阅读技能至关重要。通过扩展，拼字和语音处理之间关系的发展功能神经解剖学将为研究典型（和非典型）阅读发展的认知神经科学的认知神经科学提供重要背景。该提案旨在识别和表征拼字法知识的发展功能解剖以及单词阅读所涉及的拼写转换过程。首席研究员（PI）是一位学术医师科学家，接受了儿科神经病学培训，专门研究认知发展的疾病。尽管PI在发育神经生物学方面具有丰富的经验，并且通常在典型和非典型发育的儿童的功能性神经影像学上，但整合由本研究职业奖支持的发展心理语言学（K02）的额外的维度应提供对阅读发展的发展机制的重要见解，并为PI的发展和进一步发展他的独立研究职业提供了重大帮助。华盛顿大学在认知神经科学，与患者人群的访问以及发育心理语言学方面的专家研究人员中拥有丰富的资源，这是PI完成该提案目标的理想环境。