Neural Development of Lexical Processing

词汇处理的神经发展

基本信息

批准号：
7599650
负责人：
James R Booth
金额：
$ 55.5万
依托单位：
NORTHWESTERN UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-04-01 至 2013-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7599650
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 Characteristics 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 Language Disorders Left Linear Models Lobule Modality Modeling Oral Orthography Parietal Parietal Lobe Participant Pattern Procedures Process Reader Reading Reading Disorder Reporting Research Scanning Semantics Shapes Signal Transduction Stimulus Structure of middle temporal gyrus Study Section Techniques Testing Time Variant Visual Work base design deviant innovation interest language processing lexical lexical processing longitudinal design neurodevelopment phonology public health relevance relating to nervous system response skills spelling

项目摘要

DESCRIPTION (provided by applicant): 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 tasks. These tasks 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 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 aspects of lexical processing. Furthermore, our paradigms allow an examination of priming and lexical effects (e.g. word frequency, phonological consistency and orthographic consistency) so observed developmental and group differences are not likely to be due to specific characteristics of the tasks. The overall 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. In addition to examining whether higher and lower skill normal readers have different developmental trajectories, we will examine whether dyslexic readers with specific deficits in decoding orthographic stimuli have different developmental trajectories from language-impaired readers with deficits in decoding orthographic stimuli in addition to general language processing deficits. We will also compare 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 (DCM). PUBLIC HEALTH RELEVANCE This proposal will give us basic information about how the brains of typical children change throughout childhood and adolescence during reading and language processing, but also how the brains of children with reading and language disorders differ in their development. The relevance of this grant to biomedical issues is that it has implications for diagnosis and intervention in children with reading and language disorders.

描述（由申请人提供）：我们已经根据基于横截面功能磁共振成像（fMRI）数据制定了正常读取器中词汇处理的发展神经认知模型，我们在初次评估后两年收集了这些儿童的第一个纵向数据。拟议的赠款将纵向跟随正常儿童（7至17岁），并且在执行各种任务时患有阅读障碍的儿童（11至15岁）。这些任务包括视觉和听觉方式中的拼字法（拼写），语音（押韵）和语义（含义）判断。该提案不仅是创新的，因为我们使用各种任务，而且还具有多个感知控制和难度的多个参数操作，因此我们可以更有效地研究针对词汇处理方面的发展和组效应。此外，我们的范式允许检查启动和词汇效应（例如单词频率，语音一致性和拼字法一致性），因此观察到的发育和群体差异不太可能是由于任务的特定特征。这项研究的总体目的是确定不同群体是否具有不同的发育轨迹。纵向设计对于排除队列效应至关重要，并从较早的阅读技能和大脑激活模式中检查了个人随后的大脑发育的可预测性。除了检查较高和较低技能的读者是否具有不同的发育轨迹外，我们还将检查具有分解正交刺激中特定缺陷的读者是否具有与语言障碍读者不同的发育轨迹，这些读者除了具有通用语言处理缺陷外的具有解码正形学刺激的缺陷。我们还将比较患有疾病的儿童与年龄匹配与阅读匹配匹配的读者，以解决发展延迟与偏差的问题。我们的总体假设是，读者之间大脑激活的个体差异将随着年龄的增长而增加。这将使用层次线性建模对此进行测试，以检查变化速率（例如斜率）和变化形状（例如加速度）的生长曲线。我们将使用此技术来研究关键关键区域中信号强度的发育变化，还要使用动态因果建模（DCM）进行有效连通性的变化。公共卫生相关性该提案将为我们提供有关典型儿童在阅读和语言处理期间整个儿童和青春期的变化的基本信息，以及阅读和语言障碍儿童的大脑在其发展方面有何不同。这项赠款与生物医学问题的相关性是，它对阅读和语言障碍儿童的诊断和干预具有影响。