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Wu ZM, Wang P, Zhong YY, Liu Y, Liu XC, Wang JJ, Cao XL, Liu L, Sun L, Yang L, Zang YF, Qian Y, Cao QJ, Wang YF, Yang BR. The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder. Eur Child Adolesc Psychiatry 2024:10.1007/s00787-024-02422-w. [PMID: 38662058 DOI: 10.1007/s00787-024-02422-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Accepted: 03/15/2024] [Indexed: 04/26/2024]
Abstract
Impaired basic academic skills (e.g., word recognition) are common in children with Attention Deficit Hyperactivity Disorder (ADHD). The underlying neuropsychological and neural correlates of impaired Chinese reading skills in children with ADHD have not been substantially explored. Three hundred and two children with ADHD (all medication-naïve) and 105 healthy controls underwent the Chinese language skill assessment, and 175 also underwent fMRI scans (84 ADHD and 91 controls). Between-group and mediation analyses were applied to explore the interrelationships of the diagnosis of ADHD, cognitive dysfunction, and impaired reading skills. Five ADHD-related brain functional networks, including the default mode network (DMN) and the dorsal attention network (DAN), were built using predefined regions of interest. Voxel-based group-wise comparisons were performed. The ADHD group performed worse than the control group in word-level reading ability tests, with lower scores in Chinese character recognition (CR) and word chains (WS) (all P < 0.05). With full-scale IQ and sustained attention in the mediation model, the direct effect of ADHD status on the CR score became insignificant (P = 0.066). The underlying neural correlates for the orthographic knowledge (OT) and CR differed between the ADHD and the control group. The ADHD group tended to recruit more DMN regions to maintain their reading performance, while the control group seemed to utilize more DAN regions. Children with ADHD generally presented impaired word-level reading skills, which might be caused by impaired sustained attention and lower IQ. According to the brain functional results, we infer that ADHD children might utilize a different strategy to maintain their orthographic knowledge and character recognition performance.
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Affiliation(s)
- Zhao-Min Wu
- Shenzhen Childrens Hospital, Shenzhen, China.
- Shenzhen Pediatrics Institute of Shantou University Medical College, Shenzhen, China.
| | | | | | - Yun Liu
- Shenzhen Childrens Hospital, Shenzhen, China
| | | | - Jiu-Ju Wang
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | | | - Lu Liu
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Li Sun
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Li Yang
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Yu-Feng Zang
- Affiliated Hospital of Hangzhou Normal University, Hangzhou, China
| | - Ying Qian
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China.
| | - Qing-Jiu Cao
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China.
| | - Yu-Feng Wang
- Peking University Sixth Hospital/Institute of Mental Health, National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
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De Simone E, Moll K, Feldmann L, Schmalz X, Beyersmann E. The role of syllables and morphemes in silent reading: An eye-tracking study. Q J Exp Psychol (Hove) 2023; 76:2493-2513. [PMID: 36803303 PMCID: PMC10585950 DOI: 10.1177/17470218231160638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 11/08/2022] [Accepted: 12/07/2022] [Indexed: 02/23/2023]
Abstract
German skilled readers have been found to engage in morphological and syllable-based processing in visual word recognition. However, the relative reliance on syllables and morphemes in reading multi-syllabic complex words is still unresolved. This study aimed to unveil which of these sublexical units are the preferred units of reading by employing eye-tracking technology. Participants silently read sentences while their eye-movements were recorded. Words were visually marked using colour alternation (Experiment 1) or hyphenation (Experiment 2)-at syllable boundary (e.g., Kir-schen), at morpheme boundary (e.g., Kirsch-en), or within the units themselves (e.g., Ki-rschen). A control condition without disruptions was used as a baseline (e.g., Kirschen). The results of Experiment 1 showed that eye-movements were not modulated by colour alternations. The results of Experiment 2 indicated that hyphens disrupting syllables had a larger inhibitory effect on reading times than hyphens disrupting morphemes, suggesting that eye-movements in German skilled readers are more influenced by syllabic than morphological structure.
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Affiliation(s)
- Elisabetta De Simone
- School of Psychological Sciences and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Lisa Feldmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Xenia Schmalz
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Hospital of the Ludwig-Maximilians-University (LMU) Munich, Munich, Germany
| | - Elisabeth Beyersmann
- School of Psychological Sciences and Macquarie Centre for Reading, Macquarie University, Sydney, NSW, Australia
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Zhou W, Wang S, Yan M. Fixation-related fMRI analysis reveals the neural basis of natural reading of unspaced and spaced Chinese sentences. Cereb Cortex 2023; 33:10401-10410. [PMID: 37566912 DOI: 10.1093/cercor/bhad290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 07/15/2023] [Accepted: 07/16/2023] [Indexed: 08/13/2023] Open
Abstract
Although there are many eye-movement studies focusing on natural sentence reading and functional magnetic resonance imaging research on reading with serial visual presentation paradigms, there is a scarcity of investigations into the neural mechanism of natural sentence reading. The present study recruited 33 adults to read unspaced and spaced Chinese sentences with the eye tracking and functional magnetic resonance imaging data recorded simultaneously. By using fixation-related functional magnetic resonance imaging analysis, this study showed that natural reading of Chinese sentences produced activations in ventral visual, dorsal attention, and semantic brain regions, which were modulated by the properties of words such as word length and word frequency. The multivoxel pattern analysis showed that the activity pattern in the left middle temporal gyrus could significantly predict the visual layout categories (i.e. unspaced vs. spaced conditions). Dynamic causal modeling analysis showed that there were bidirectional brain connections between the left middle temporal gyrus and the left inferior occipital cortex in the unspaced Chinese sentence reading but not in the spaced reading. These results provide a neural mechanism for the natural reading of Chinese sentences from the perspective of word segmentation.
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Affiliation(s)
- Wei Zhou
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, Beijing 100048, China
- Chinese Institute for Brain Research, Beijing 102206, China
| | - Sile Wang
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, Beijing 100048, China
- School of Psychology, South China Normal University, Guangzhou 510631, China
| | - Ming Yan
- Department of Psychology and Center for Cognitive and Brain Sciences, University of Macau, Taipa, Macau
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Cui X, Richlan F, Zhou W. Fixation-related fMRI analysis reveals the neural basis of parafoveal processing in self-paced reading of Chinese words. Brain Struct Funct 2022; 227:2609-2621. [PMID: 35997831 DOI: 10.1007/s00429-022-02552-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 08/10/2022] [Indexed: 11/27/2022]
Abstract
While parafoveal word processing plays an important role in natural reading, the underlying neural mechanism remains unclear. The present study investigated the neural basis of parafoveal processing during Chinese word reading with the co-registration of eye-tracking and functional magnetic resonance imaging (fMRI) using fixation-related fMRI analysis. In the gaze-contingent boundary paradigm, preview conditions (words that are identical, orthographically similar, and unrelated to target words), pre-target word frequency and target word frequency were manipulated. When fixating the pre-target word, the identical preview condition elicited lower brain activation in the left fusiform gyrus relative to unrelated and orthographically similar preview conditions and there were significant interactions of preview condition and pre-target word frequency on brain activation of the left middle frontal gyrus, left fusiform gyrus and supplementary motor area. When fixating the target word, there was a significant main effect of preview condition on brain activation of the right fusiform gyrus and a significant interaction of preview condition and pre-target word frequency on brain activation of the left middle frontal gyrus. These results suggest that fixation-related brain activation provides immediate measures and new perspectives to understand the mechanism of parafoveal processing in self-paced reading.
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Affiliation(s)
- Xiaohui Cui
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China.,Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Fabio Richlan
- Centre for Cognitive Neuroscience and Department of Psychology, Paris-Lodron-University of Salzburg, Salzburg, Austria
| | - Wei Zhou
- Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China.
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Zhang G, Yuan B, Hua H, Lou Y, Lin N, Li X. Individual differences in first-pass fixation duration in reading are related to resting-state functional connectivity. BRAIN AND LANGUAGE 2021; 213:104893. [PMID: 33360162 DOI: 10.1016/j.bandl.2020.104893] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 12/04/2020] [Accepted: 12/06/2020] [Indexed: 06/12/2023]
Abstract
Although there are considerable individual differences in eye movements during text reading, their neural correlates remain unclear. In this study, we investigated the relationship between the first-pass fixation duration (FPFD) in natural reading and resting-state functional connectivity (RSFC) in the brain. We defined the brain regions associated with early visual processing, word identification, attention shifts, and oculomotor control as seed regions. The results showed that individual FPFDs were positively correlated with individual RSFCs between the early visual network, visual word form area, and eye movement control/dorsal attention network. Our findings provide new evidence on the neural correlates of eye movements in text reading and indicate that individual differences in fixation time may shape the RSFC differences in the brain through the time-on-task effect and the mechanism of Hebbian learning.
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Affiliation(s)
- Guangyao Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Binke Yuan
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
| | - Huimin Hua
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ya Lou
- Beijing Institute of Education, Beijing, China
| | - Nan Lin
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.
| | - Xingshan Li
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.
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Zhou W, Cui X, Shi B, Su M, Cao M. The development of brain functional connectome during text reading. Dev Cogn Neurosci 2021; 48:100927. [PMID: 33556881 PMCID: PMC7868633 DOI: 10.1016/j.dcn.2021.100927] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Revised: 12/15/2020] [Accepted: 01/22/2021] [Indexed: 11/30/2022] Open
Abstract
Reading is an important skill for human beings to obtain information, whose acquisition is a major learning task for children. Especially, compared with single word reading, text reading requires an integration of multiple cognitive processes, which makes its underlying neural developmental mechanism not only extremely complicated but also remained poorly understood. Employing the graph theory analysis method, the present study explored the development of brain in the context of story reading from the perspective of connectomics. Forty-two primary school students and thirty-two adults read the stories in the functional magnetic resonance imaging (fMRI) experiment. We found that compared with children, adults had increased connectivity strength, nodal degree, and modular interactions for vision-related and semantics-related brain regions while decreased connectivity strength, nodal degree, and modular interactions for phonology-related brain regions. Brain-behavior association analysis suggested that the transmission to vision-related brain circuits would enhance the reading performance in adults, whereas phonology-related brain circuits played important roles in children’s reading before they develop into fluent readers. Collectivity, we highlight a shift from reliance on phonology-related networks to semantics-related and vision-related networks with age for text reading, which provides insights into the underlying neural signature of developmental cognitive mechanisms.
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Affiliation(s)
- Wei Zhou
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, 100037, China
| | - Xiaohui Cui
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, 100037, China
| | - Baoguo Shi
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, 100037, China
| | - Mengmeng Su
- College of Elementary Education, Capital Normal University, Beijing, 100037, China.
| | - Miao Cao
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, 200433, China; Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence (Fudan University), Ministry of Education, China.
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