Neural Correlates of Discourse Processing in Adolescents

青少年话语处理的神经相关性

基本信息

批准号：
10687822
负责人：
Laurie E Cutting
金额：
$ 67.6万
依托单位：
VANDERBILT UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-01 至 2027-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10687822
关键词：
Address Adolescent Adult Age Arousal Behavioral Brain Child Cognitive Coupled Education Educational Models Emotional Emotions Failure Foundations Frequencies Goals Growth Health Individual Differences Instruction Knowledge Language Learning Left Link Literature Methods Modeling Neurocognitive Outcome Positioning Attribute Prefrontal Cortex Process Psyche structure Public Health Reader Reading Research Schools Science Testing Text Variant Vocation Work behavioral study cognitive control comprehension deficit executive function experience improved insight model building neural neural correlate neural network neural patterning neuroimaging neuromechanism prevent reading ability reading comprehension skills success support network syntax theories third grade trait

Address Adolescent Adult Age Arousal Behavioral Brain Child Cognitive Coupled Education Educational Models Emotional Emotions Failure Foundations Frequencies Goals Growth Health Individual Differences Instruction Knowledge Language Learning Left Link Literature Methods Modeling Neurocognitive Outcome Positioning Attribute Prefrontal Cortex Process Psyche structure Public Health Reader Reading Research Schools Science Testing Text Variant Vocation Work behavioral study cognitive control comprehension deficit executive function experience improved insight model building neural neural correlate neural network neural patterning neuroimaging neuromechanism prevent reading ability reading comprehension skills success support network syntax theories third grade trait

展开

项目摘要

PROJECT SUMMARY About 60% of children can’t read proficiently, which is concerning as reading comprehension (RC) is linked to educational, vocational, and health outcomes. While a robust neurocognitive literature exists on word-level processes, a necessary but not sufficient skill for RC, similar studies at the discourse level (i.e., while reading passages/connected text) are largely absent in developing readers. This proposal tackles this needed research by systematically interrogating how adolescents’ neural variations during situation model formation (or building mental models while reading) results in RC success/failure. A critical consideration for such research is that texts are not monolithic, even though they are often treated as such: they vary by granular text features (e.g., word frequency) and by their superstructures, or whether a text is narrative (NarrT, stories) or expository (ExpT, informational text such as science passages). This is important, as ExpT is central for learning new material, while NarrT for socio-emotional growth. Notably, NarrT RC is easier than ExpT RC, a phenomenon which is poorly understood and not explained by granular text feature differences. Building upon our initial neurocognitive findings, along with existing theoretical and empirical work, we use neuroimaging coupled with behavioral methods to garner insights as to where (in the brain), when (at which text junctures), and thus how NarrT vs ExpT RC breaks down. Initial findings suggest that while both NarrT and ExpT rely on shared neurocognitive processes, they have distinctions that may be key for enhancing RC. NarrT uniquely relies on regions in a neural network linked to socio-emotional processes (e.g., dorsomedial prefrontal cortex), while ExpT uniquely relies on regions in a neural network that supports executive function/cognitive control (e.g., left dorsolateral prefrontal cortex). Our overarching hypothesis is that readers’ use of SocEMDMN vs FPN is a critical determinant of proficient situation model formation, and, thus, RC. We also posit that the enhanced socio- emotional NarrT context provokes greater connectivity between DisPDMN and SocEMDMN at key junctures in text, resulting in enriched intrinsic access to readers’ internal states, and thus a neurocognitive benefit for RC. Critically, pilot findings suggest that this enhanced socioemotional context can also be achieved in ExpT by embedding high emotion words [words with high arousal ratings] in ExpT, perhaps paving the way to bolster ExpT RC. Given that RC is a central avenue for learning new information after ~3rd grade, we are addressing a highly significant public health issue. To systematically test our hypotheses, we target 10-12 yo (N=220) who have crossed into the “reading to learn” stage to examine dynamic neural processes of ExpT vs NarrT online reading (situation model building; Aim 1); how readers’ individual differences (e.g., executive function, socio- emotional) modulate Aim 1’s findings (Aim 2); how Aims 1 & 2’s neural findings predict RC (Aim 3a); and, if enhancing the socioemotional context helps RC (Aim 3b). Our ultimate goal is to identify the best ways adolescents learn new information while reading so as to maximize academic success and prevent RC failure.

项目摘要大约60％的孩子无法正确阅读，这是因为阅读理解（RC）链接到教育，选民和健康成果。虽然在文字级别上存在强大的神经认知文献流程，是RC的必要但不足的技能，在话语层面上的类似研究（即，在阅读时传递/连接的文本）在发展读者中很大程度上不存在。该提案解决了这项需要的研究通过系统地询问在情况模型形成期间青少年的神经元变化（或建立）阅读时的心理模型会导致RC成功/失败。对此类研究的关键考虑是即使经常被对待，文本也不是单片的：它们因粒状文本特征而异（例如，单词频率）及其上层建筑，或文本是叙述（纳尔特，故事）还是说明性（expt，信息文本，例如科学段落）。这很重要，因为expt是学习新的核心材料，同时为社会情感增长而进行。值得注意的是，Narrt RC比Expt RC容易，这是一种现象这是鲜为人知的，而不是由粒状文本特征差异来解释。建立在我们的最初神经认知发现，以及现有的理论和经验工作，我们使用神经影像学结合在何处（大脑中），（在哪个文本连接）以及如何如何获得洞察力的行为方法，从而 Narrt vs Expt RC分解。最初的发现表明，虽然Narrt和Expt都依赖共享神经认知过程，它们的区别可能是增强RC的关键。纳尔特独特地依靠与社会情感过程相关的神经网络中的区域（例如背额前额叶皮层），而 expt独特地依赖于支持执行功能/认知控制的神经网络中的区域（例如，左背外侧前额叶皮层）。我们的总体假设是读者对SoceMDMN与FPN的使用是关键提高状况模型形成的决定因素，因此是RC。我们还确认，增强的社会 - 情感纳尔特语境会在文本中的关键处引起dispdmn和socemdmn之间更大的连接性，从而使读者内部状态具有丰富的内在访问，因此对RC具有神经认知益处。重要的是，试点调查结果表明，这种增强的社会情感背景也可以通过嵌入高情绪单词[具有高唤醒评级的单词]中，也许铺平了促进的方式 expt rc。鉴于RC是〜3年级后学习新信息的中心大道，我们正在解决高度重大的公共卫生问题。为了系统地检验我们的假设，我们以10-12的目标（n = 220）为目标已经进入了“阅读学习”阶段，以检查expt vs narrt在线的动态神经过程阅读（情况模型构建；目标1）；读者的个体差异如何（例如执行功能，社会 - 情感）调节目标1的发现（AIM 2）；目标1和2的神经发现如何预测RC（AIM 3A）；而且，如果增强社会情感环境有助于RC（AIM 3B）。我们的最终目标是确定最佳方法青少年在阅读时学习新信息，以最大程度地提高学术成功并防止RC失败。