Investigating the role of the cerebellum in reading

研究小脑在阅读中的作用

• 批准号: 10017309
• 负责人: Julie A Fiez
• 金额: $ 59.04万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-12 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10017309
• 关键词: Academic achievement; Address; Adult; Affect; Brain; Brain imaging; Cerebellar Diseases; Cerebellum; Cerebral cortex; Cerebrum; Data; Development; Developmental reading disorder; Disease; Dorsal; Dyslexia; Economics; Effectiveness; Excision; Exhibits; Functional Magnetic Resonance Imaging; Functional disorder; Head; Health; Impairment; Individual; Infratentorial Neoplasms; Learning; Lesion; Link; Literature; Measures; Mediating; Meta-Analysis; Methods; Modeling; Motor; Names; Operative Surgical Procedures; Orthography; Outcome; Parietal; Pathway interactions; Pattern; Pediatric Neoplasm; Phenotype; Play; Population; Protocols documentation; Reading; Reading Disorder; Research; Rest; Role; Semantics; Statistical Models; Symptoms; System; Testing; Theoretical model; Variant; Work; autism spectrum disorder; base; behavioral phenotyping; behavioral study; comorbidity; imaging study; improved; innovation; learning ability; lexical; neurobehavioral test; phonology; predictive test; reading ability; relating to nervous system; response; skills; success; theories

ABSTRACT The predominant theories of developmental dyslexia view the underlying disorder as arising from dysfunction in the cerebral cortex. Similarly, efforts to understand the neural basis of reading development have focused largely upon the cerebral cortex. However, because predominant theories of dyslexia do not capture its full behavioral phenotype, there has been continued consideration of alternative perspectives on the neural substrates of reading development and dyslexia. The current proposal evaluates one such alternative theory, the “cerebellar deficit hypothesis” proposed by Nicolson and colleagues. We propose a variant of this hypothesis that arose from a meta-analytic review of the reading literature, the CDH* model. In the CDH* model, a fusiform-parietal-frontal (dorsal) pathway supports the decoding of unfamiliar printed words, with cerebellar connectivity into this pathway improving the representational similarity between the parietal and frontal nodes. This increases the likelihood that a given item will be decoded successfully, and thus induce orthographic learning. A ventrally connected cerebellar-cerebral circuit involving a fusiform-temporal-frontal pathway is proposed to play an assistive role, by providing lexical-semantic constraints when decoding demands are high. We investigate the CDH* model across three aims involving functional magnetic resonance imaging and behavioral studies in adult subjects, and the use of orthographic learning protocols to study reading development from an item-based (rather than stage-based) perspective. In Aim 1, we study adults reading words printed in a newly learned artificial orthography, and test for predicted relationships between cerebellar-cerebral connectivity, representational similarity, decoding success, and orthographic learning, and the impact of phonological demands on these relationships. In Aim 2, we will test whether individuals with and without dyslexia have differences in cerebellar- cerebral connectivity that can account for group differences in effective connectivity, decoding ability, and orthographic learning. In Aim 3, we will use the lesion method to test for a causal relationship between acquired cerebellar damage and impairments in decoding and orthographic learning. By advancing current understanding of how the cerebellum – one of the brain's core learning systems – interfaces with a cerebral reading network, the work has the potential to widely influence theories of reading development and dyslexia.

抽象的 发育阅读障碍的主要理论认为，基本障碍是由 大脑皮层功能障碍。同样，努力了解阅读的神经基础 发展主要集中在大脑皮层上。但是，因为 阅读障碍不会捕获其完整的行为表型，一直在继续考虑 关于阅读开发和阅读障碍的神经底物的替代观点。电流 提案评估了一种这样的替代理论，即提出的“小脑赤字假设” 尼科尔森及其同事。我们提出了这种假设的一种变体，该假设是由荟萃分析引起的 回顾阅读文献，CDH*模型。在CDH*模型中 （背）途径支持不熟悉的印刷单词的解码，小脑连接到 这种途径改善了顶点和额叶节点之间的代表性相似性。 增加了给定项目成功解码的可能性，从而诱导拼字法 学习。腹面连接的小脑脑电路，涉及fusiform-normor-frontal 建议通过在解码时提供词汇 - 语义限制来扮演辅助角色 需求很高。我们研究了涉及功能磁的三个目标的CDH*模型 成人受试者的共振成像和行为研究以及拼字学学习的使用 从基于项目（而不是基于阶段）的角度研究阅读开发的协议。在 AIM 1，我们研究成年人阅读印刷在新学到的人工拼字法中的单词，并测试 小脑 - 脑连接性，代表性相似性，解码之间的预测关系 成功和拼字学习，以及语音需求对这些关系的影响。在 AIM 2，我们将测试患有或没有阅读障碍的人在小脑中是否有差异 可以说明有效连通性，解码能力的群体差异的脑连接性， 和拼字学习。在AIM 3中，我们将使用病变方法测试因果关系 在分解和拼字学学习中获得的小脑损伤和损害之间。经过 促进对小脑的当前了解 - 大脑的核心学习系统之一 - 与大脑阅读网络的接口，这项工作有可能广泛影响 阅读发展和阅读障碍。