Neural Development of Lexical Processing

词汇处理的神经发展

基本信息

批准号：
7318668
负责人：
James R Booth
金额：
$ 43.58万
依托单位：
NORTHWESTERN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2002
资助国家：
美国
起止时间：
2002-01-01 至 2008-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7318668
关键词：
11 year old 13 year old 15 year old 17 year old 7 year old Acceleration Address Adolescence Age Area Auditory Behavioral Behavioral Research Bilateral Brain Brain region Child Childhood Cognitive Cohort Effect Comprehension Data Development Developmental Delay Disorders Diagnosis Disease Frequencies Functional Magnetic Resonance Imaging Fusiform gyrus Genetic Crossing Over Goals Grant Growth Individual Individual Differences Inferior Inferior frontal gyrus Intervention Judgment Knowledge Language Left Linear Models Lobule Magnetic Resonance Imaging Modality Modeling Oral Orthography Parietal Participant Pattern Procedures Process Rate Reader Reading Reading Disorder Reporting Research Research Personnel Scanning Semantics Shapes Signal Transduction Stimulus Structure of middle temporal gyrus Study Section Techniques Testing Time Variant Visual Work base design innovation interest language processing lexical lexical processing neurodevelopment phonology programs relating to nervous system response semantic processing skills spelling

项目摘要

DESCRIPTION (provided by applicant): Over the past several years, we have formulated a developmental neuro-cognitive model of lexical processing in normal readers based on cross-sectional functional magnetic resonance imaging (fMRI) data and we have collected our first longitudinal data on these children 2 years after their initial assessment. The proposed grant will longitudinally follow normal children (7- to 17-year-olds) and children with reading disorders (11- to 15-year-olds) when they perform a variety of lexical tasks. These tasks will include orthographic (spelling), phonological (rhyming) and semantic (meaning) judgments in the visual and auditory modalities. Not only is this proposal innovative because we use a variety of lexical tasks, but we also have multiple perceptual controls and multiple parametric manipulations of difficulty so we can more effectively examine developmental and group effects specific to lexical processing. The aim of this study is to determine whether different groups have different developmental trajectories. A longitudinal design is crucial to rule out cohort effects and to examine the predictability of the individual's subsequent brain development from their earlier reading skill and brain activation patterns. To our knowledge, only two studies have used a longitudinal design to examine neural changes over development. In addition to examining whether higher and lower skill normal readers have different developmental trajectories, we will examine whether dyslexic children with specific deficits in decoding orthographic stimuli have different developmental trajectories from language-impaired children with deficits in decoding orthographic stimuli in addition to general language processing deficit. We will also compare the children with disorders to age-match versus reading-match normal readers to address the question of developmental delay versus deviance. Our general hypothesis is that individual differences in brain activation between readers will increase with age. This will be tested using hierarchical linear modeling to examine growth curves in the rate of change (e.g. slope) and in the shape of change (e.g. acceleration). We will use this technique to look at developmental changes in signal intensity in our critical regions of interest, but also for changes in effective connectivity using Dynamic Causal Modeling. This analysis procedure allows the assessment of the directional influence of one brain region on another. This proposal will give us basic information about how the brain changes throughout childhood and adolescence, but also how the brains of children with reading disorders differ in their development. This grant has implications for diagnosis and intervention in children with reading and language problems

描述（由申请人提供）：在过去的几年中，我们基于横截面功能磁共振成像（fMRI）数据制定了正常阅读者词汇处理的发育神经认知模型，并且我们收集了第一个纵向数据这些孩子在初次评估两年后。拟议的拨款将纵向跟踪正常儿童（7至17岁）和患有阅读障碍的儿童（11至15岁）执行各种词汇任务时的情况。这些任务将包括视觉和听觉方式中的正字法（拼写）、语音（押韵）和语义（意义）判断。该提议不仅具有创新性，因为我们使用了各种词汇任务，而且我们还具有多种感知控制和多种难度参数操作，因此我们可以更有效地检查特定于词汇处理的发展和群体效应。本研究的目的是确定不同群体是否有不同的发展轨迹。纵向设计对于排除群体效应并根据个体早期的阅读技能和大脑激活模式检查其后续大脑发育的可预测性至关重要。据我们所知，只有两项研究使用纵向设计来检查发育过程中的神经变化。除了检查较高和较低技能的正常阅读者是否有不同的发展轨迹外，我们还将检查在解码正字刺激方面有特定缺陷的阅读障碍儿童是否与在一般语言处理之外在解码正字刺激方面有缺陷的语言障碍儿童有不同的发展轨迹赤字。我们还将患有疾病的儿童与年龄匹配的正常读者和阅读匹配的正常读者进行比较，以解决发育迟缓与异常的问题。我们的一般假设是，读者之间大脑激活的个体差异会随着年龄的增长而增加。这将使用分层线性模型进行测试，以检查变化率（例如斜率）和变化形状（例如加速度）的增长曲线。我们将使用这种技术来观察我们关键感兴趣区域中信号强度的发展变化，同时也使用动态因果模型来观察有效连接的变化。该分析程序可以评估一个大脑区域对另一大脑区域的方向影响。该提案将为我们提供有关大脑在整个童年和青春期如何变化的基本信息，以及患有阅读障碍的儿童的大脑在发育过程中有何不同的基本信息。这笔赠款对有阅读和语言问题的儿童的诊断和干预具有影响