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Yang Y, Li J, Zhang J, Zhou K, Kao HSR, Bi H, Xu M. Personality traits modulate the neural responses to handwriting processing. Ann N Y Acad Sci 2022; 1516:222-233. [PMID: 35899373 PMCID: PMC9796404 DOI: 10.1111/nyas.14871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
Handwriting is a vital skill for everyday human activities. It has a wealth of information about writers' characteristics and can hint toward underlying neurological conditions, such as Parkinson's disease, autism, dyslexia, and attention-deficit/hyperactivity disorder (ADHD). Many previous studies have reported a link between personality and individual differences in handwriting, but the evidence for the relationship tends to be anecdotal in nature. Using functional magnetic resonance imaging (fMRI), we examined whether the association between personality traits and handwriting was instantiated at the neural level. Results showed that the personality trait of conscientiousness modulated brain activation in the left premotor cortex and right inferior/middle frontal gyrus, which may reflect the impact of personality on orthography-to-grapheme transformation and executive control involved in handwriting. Such correlations were not observed in symbol-drawing or word-reading tasks, suggesting the specificity of the link between conscientiousness and handwriting in these regions. Moreover, using a connectome-based predictive modeling approach, we found that individuals' conscientiousness scores could be predicted based on handwriting-related functional brain networks, suggesting that the influence of personality on handwriting may occur within a broader network. Our findings provide neural evidence for the link between personality and handwriting processing, extending our understanding of the nature of individual differences in handwriting.
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Affiliation(s)
- Yang Yang
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina,Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
| | - Junjun Li
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina,Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
| | - Jun Zhang
- College of EducationCapital Normal UniversityBeijingChina
| | - Ke Zhou
- Beijing Key Laboratory of Applied Experimental Psychology, School of PsychologyBeijing Normal UniversityBeijingChina
| | - Henry S. R. Kao
- Department of PsychologyUniversity of Hong KongHong KongChina
| | - Hong‐Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina,Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
| | - Min Xu
- Center for Brain Disorders and Cognitive Sciences, School of PsychologyShenzhen UniversityShenzhenChina
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2
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Tu L, Zhou F, Omata K, Li W, Huang R, Gao W, Zhu Z, Li Y, Liu C, Mao M, Zhang S, Hanakawa T. Increased Gray Matter Volume Induced by Chinese Language Acquisition in Adult Alphabetic Language Speakers. Front Psychol 2022; 13:824219. [PMID: 35548546 PMCID: PMC9084625 DOI: 10.3389/fpsyg.2022.824219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 03/11/2022] [Indexed: 12/03/2022] Open
Abstract
It is interesting to explore the effects of second language (L2) acquisition on anatomical change in brain at different stages for the neural structural adaptations are dynamic. Short-term Chinese training effects on brain anatomical structures in alphabetic language speakers have been already studied. However, little is known about the adaptations of the gray matter induced by acquiring Chinese language for a relatively long learning period in adult alphabetic language speakers. To explore this issue, we recruited 38 Indian overseas students in China as our subjects. The learned group included 17 participants who had learned Mandarin Chinese for an average of 3.24 years and achieved intermediate Chinese language proficiency. The control group included 21 subjects who had no knowledge about Chinese. None of the participants had any experience in learning logographic and tonal language before Chinese learning. We found that (1) the learned group had significantly greater gray matter volume (GMV) in the left lingual gyrus (LG) compared with the control group; (2) the Chinese characters’ reading accuracy was significantly and positively correlated to the GMV in the left LG and fusiform gyrus (FG) across the two groups; and (3) in the learned group, the duration of Chinese learning was significantly and positively correlated with the GMV in the left inferior frontal gyrus (IFG) after correction for multiple comparisons with small volume corrections. Our structural imaging findings are in line with the functional imaging studies reporting increased brain activation induced by Chinese acquisition in alphabetic language speakers. The regional gray matter changes reflected the additional requirements imposed by the more difficult processing of Chinese characters and tones. The present study also show that the biological bases of the adaptations induced by a relatively long period of Chinese learning were limited in the common areas for first and foreign language processing.
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Affiliation(s)
- Liu Tu
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Fangyuan Zhou
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Kei Omata
- Department of Advanced Neuroimaging, Integrative Brain Imaging Center, National Center of Neurology and Psychiatry, Kodaira, Japan
| | - Wendi Li
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Ruiwang Huang
- School of Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong, Center for the Study of Applied Psychology and MRI Center, South China Normal University, Guangzhou, China
| | - Wei Gao
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Zhenzhen Zhu
- Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China
| | - Yanyan Li
- Higher Education Mega Center, Guangzhou, China
| | - Chang Liu
- South China Business Trade College, Guangzhou, China
| | - Mengying Mao
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Shuyu Zhang
- College of Foreign Studies, Jinan University, Guangzhou, China
| | - Takashi Hanakawa
- Integrated Neuroanatomy and Neuroimaging, Kyoto University Graduate School of Medicine, Kyoto, Japan
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3
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Li A, Yang R, Qu J, Dong J, Gu L, Mei L. Neural representation of phonological information during Chinese character reading. Hum Brain Mapp 2022; 43:4013-4029. [PMID: 35545935 PMCID: PMC9374885 DOI: 10.1002/hbm.25900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Revised: 04/04/2022] [Accepted: 04/26/2022] [Indexed: 11/12/2022] Open
Abstract
Previous studies have revealed that phonological processing of Chinese characters elicited activation in the left prefrontal cortex, bilateral parietal cortex, and occipitotemporal regions. However, it is controversial what role the left middle frontal gyrus plays in Chinese character reading, and whether the core regions (e.g., the left superior temporal gyrus and supramarginal gyrus) for phonological processing of alphabetic languages are also involved in Chinese character reading. To address these questions, the present study used both univariate and multivariate analysis (i.e., representational similarity analysis, RSA) to explore neural representations of phonological information during Chinese character reading. Participants were scanned while performing a reading aloud task. Univariate activation analysis revealed a widely distributed network for word reading, including the bilateral inferior frontal gyrus, middle frontal gyrus, lateral temporal cortex, and occipitotemporal cortex. More importantly, RSA showed that the left prefrontal (i.e., the left middle frontal gyrus and left inferior frontal gyrus) and bilateral occipitotemporal areas (i.e., the left inferior and middle temporal gyrus and bilateral fusiform gyrus) represented phonological information of Chinese characters. These results confirmed the importance of the left middle frontal gyrus and regions in ventral pathway in representing phonological information of Chinese characters.
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Affiliation(s)
- Aqian Li
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Rui Yang
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Jing Qu
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Jie Dong
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Lala Gu
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China.,School of Psychology, South China Normal University, Guangzhou, China.,Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Leilei Mei
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents, South China Normal University, Ministry of Education, Guangzhou, China
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4
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Siok WT, Tan LH. Is phonological deficit a necessary or sufficient condition for Chinese reading disability? BRAIN AND LANGUAGE 2022; 226:105069. [PMID: 35021145 DOI: 10.1016/j.bandl.2021.105069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 12/21/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
While phonological skills have been found to be correlated with reading across different writing systems, recent findings have shown that developmental dyslexia in Chinese individuals has multiple deficits, and no single factor has ever been identified as crucial for learning this writing system. To examine whether a deficit in the phonological or another cognitive domain is a necessary or sufficient condition for Chinese reading disability, this study examined the cognitive profiles of 521 good readers and 502 dyslexic readers in Chinese primary schools using a battery of behavioral measures covering phonological, visual, orthographic, visual-motor coordination and working memory skills. The results showed that among all cognitive measures, phonological skills correlated more strongly with character reading performance but that poor phonological skills did not necessarily or sufficiently lead to poor reading performance in Chinese.
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Affiliation(s)
- Wai Ting Siok
- Department of Linguistics, The University of Hong Kong, Hong Kong Special Administrative Region.
| | - Li Hai Tan
- Guangdong-Hong Kong-Macau Institute of CNS Regeneration and Ministry of Education CNS Regeneration Collaborative Joint Laboratory, Jinan University (Shenzhen), China; Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
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Zhang Z, Yuan Q, Liu Z, Zhang M, Wu J, Lu C, Ding G, Guo T. The cortical organization of writing sequence: evidence from observing Chinese characters in motion. Brain Struct Funct 2021; 226:1627-1639. [DOI: 10.1007/s00429-021-02276-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 04/09/2021] [Indexed: 12/27/2022]
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6
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The N200 enhancement effect in reading Chinese is modulated by actual writing. Neuropsychologia 2020; 142:107462. [DOI: 10.1016/j.neuropsychologia.2020.107462] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2019] [Revised: 03/01/2020] [Accepted: 04/01/2020] [Indexed: 01/23/2023]
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7
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Yang Y, Tam F, Graham SJ, Sun G, Li J, Gu C, Tao R, Wang N, Bi HY, Zuo Z. Men and women differ in the neural basis of handwriting. Hum Brain Mapp 2020; 41:2642-2655. [PMID: 32090433 PMCID: PMC7294055 DOI: 10.1002/hbm.24968] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 02/12/2020] [Accepted: 02/13/2020] [Indexed: 12/23/2022] Open
Abstract
There is an ongoing debate about whether, and to what extent, males differ from females in their language skills. In the case of handwriting, a composite language skill involving language and motor processes, behavioral observations consistently show robust sex differences but the mechanisms underlying the effect are unclear. Using functional magnetic resonance imaging (fMRI) in a copying task, the present study examined the neural basis of sex differences in handwriting in 53 healthy adults (ages 19–28, 27 males). Compared to females, males showed increased activation in the left posterior middle frontal gyrus (Exner's area), a region thought to support the conversion between orthographic and graphomotor codes. Functional connectivity between Exner's area and the right cerebellum was greater in males than in females. Furthermore, sex differences in brain activity related to handwriting were independent of language material. This study identifies a novel neural signature of sex differences in a hallmark of human behavior, and highlights the importance of considering sex as a factor in scientific research and clinical applications involving handwriting.
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Affiliation(s)
- Yang Yang
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
| | - Fred Tam
- Physical Sciences Platform, Sunnybrook Research Institute, Toronto, Canada
| | - Simon J Graham
- Physical Sciences Platform, Sunnybrook Research Institute, Toronto, Canada.,Department of Medical Biophysics, University of Toronto, Toronto, Canada
| | - Guochen Sun
- Department of Neurosurgery, First Medical Center of Chinese PLA General Hospital, Tianjin, China
| | - Junjun Li
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Chanyuan Gu
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Ran Tao
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Kowloon, Hong Kong, China
| | - Nizhuan Wang
- Artificial Intelligence and Neuro-informatics Engineering (ARINE) Laboratory, School of Computer Engineering, Jiangsu Ocean University, Lianyungang, China
| | - Hong-Yan Bi
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Zhentao Zuo
- State Key Laboratory of Brain and Cognitive Science, Institute of Biophysics, Chinese Academy of Sciences, Beijing, China.,The Innovation Center of Excellence on Brain Science, Chinese Academy of Sciences, Beijing, China.,Sino-Danish College, University of Chinese Academy of Sciences, Beijing, China
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8
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Wu DH, Bulut T. The contribution of statistical learning to language and literacy acquisition. PSYCHOLOGY OF LEARNING AND MOTIVATION 2020. [DOI: 10.1016/bs.plm.2020.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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9
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van Ierschot F, Bastiaanse R, Miceli G. Evaluating Spelling in Glioma Patients Undergoing Awake Surgery: a Systematic Review. Neuropsychol Rev 2018; 28:470-495. [DOI: 10.1007/s11065-018-9391-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2017] [Accepted: 11/07/2018] [Indexed: 01/20/2023]
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10
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Yang Y, Zhang J, Meng ZL, Qin L, Liu YF, Bi HY. Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect. Front Behav Neurosci 2018; 12:288. [PMID: 30555308 PMCID: PMC6284029 DOI: 10.3389/fnbeh.2018.00288] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Accepted: 11/08/2018] [Indexed: 12/18/2022] Open
Abstract
Writing is an essential tool for human communication and involves multiple linguistic, cognitive, and motor processes. Chinese, a logographic writing system, differs remarkably from the writing systems of alphabetic languages. The neural substrates of Chinese writing are largely unknown. Using functional magnetic resonance imaging (fMRI) in a copying task, this study probed the neural underpinnings of orthographic access during Mandarin Chinese writing by employing the word-frequency effect. The results showed that writing low-frequency characters evoked greater activation in the bilateral superior/middle/inferior frontal gyrus, superior/inferior parietal lobule, and fusiform gyrus than writing high-frequency characters. Moreover, psychophysiological interaction (PPI) analysis demonstrated that the word-frequency effect modulated functional connectivity within the frontal-occipital networks and the parietal-occipital networks. Together, these findings illustrate the neural correlates of orthographic access for Mandarin Chinese writing, shedding new light on the cognitive architecture of writing across various writing systems.
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Affiliation(s)
- Yang Yang
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
| | - Jun Zhang
- Jiangxi Institute of Education Sciences, Nanchang, China.,School-family Partnership Research Center, Graduate School of Education, Peking University, Beijing, China
| | - Ze-Long Meng
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Li Qin
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Yu-Fei Liu
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Hong-Yan Bi
- Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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