1
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Zhang J, Chen J, Ding G. Universality and language specificity of brain reading networks: A developmental perspective. Dev Sci 2024; 27:e13379. [PMID: 36899475 DOI: 10.1111/desc.13379] [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: 07/06/2022] [Revised: 01/11/2023] [Accepted: 02/03/2023] [Indexed: 03/12/2023]
Abstract
The development of reading networks across different languages and cultures provides an important window to address gene-culture interactions in brain functionality development. Previous meta-analyses have explored the neural correlates of reading in different languages with diverse orthographic transparencies. However, it remains unknown whether the neural topographic relationship of different languages varies when taking development into account. To address this issue, we conducted meta-analyses of neuroimaging studies with approaches of activation likelihood estimation and seed-based effect size mapping and focused on two highly contrasting languages, Chinese and English. The meta-analyses covered 61 studies of Chinese reading and 64 studies of English reading by native speakers. The brain reading networks of child and adult readers were further separately analyzed and compared to explore the developmental effects. The results revealed that the commonalities and differences in reading networks for Chinese and English were inconsistent between children and adults. In addition, the reading networks converged with development, and the effects of writing systems on brain function organizations were more salient in the initial stages of reading. An interesting finding was that the left inferior parietal lobule demonstrated increased effect sizes in adults compared with children in both Chinese and English reading, indicating a common developmental feature of reading mechanisms across the two languages. These findings provide new insights into the functional evolution and cultural modulation of brain reading networks. RESEARCH HIGHLIGHTS: Meta-analyses with approaches of activation likelihood estimation and seed-based effect size mapping were performed to evaluate the developmental characteristics of brain reading networks. The engagement of universal and language-specific reading networks was different between children and adults, and the reading networks converged with increased reading experience. Overall the middle/inferior occipital and inferior/middle frontal gyrus were specific to Chinese and the middle temporal, right inferior frontal gyrus were specific to English. The left inferior parietal lobule was engaged more in adults than children in Chinese and English reading, demonstrating a common developmental feature of reading mechanisms.
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Affiliation(s)
- Jia Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Jie Chen
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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2
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Wang H, Sun X, Li X, Gu B, Fu Y, Liu W. The bidirectional influence between emotional language and inhibitory control in Chinese: An ERP study. BRAIN AND LANGUAGE 2024; 256:105457. [PMID: 39154455 DOI: 10.1016/j.bandl.2024.105457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2024] [Revised: 07/25/2024] [Accepted: 08/02/2024] [Indexed: 08/20/2024]
Abstract
The bidirectional influence between emotional language and inhibitory processes has been studied in alphabetic languages, highlighting the need for additional investigation in nonalphabetic languages to explore potential cross-linguistic differences. The present ERP study investigated the bidirectional influence in the context of Mandarin, a language with unique linguistic features and neural substrates. In Experiment 1, emotional adjectives preceded the Go/NoGo cue. The ERPs revealed that negative emotional language facilitated inhibitory control. In Experiment 2, with a Go/NoGo cue preceding the emotional language, the study confirmed that inhibitory control facilitated the semantic integration of negative language in Chinese, whereas the inhibited state may not affect deeper refinement of the emotional content. However, no interaction was observed in positive emotional language processing. These results suggest an interaction between inhibitory control and negative emotional language processing in Chinese, supporting the integrative emotion-cognition view.
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Affiliation(s)
- Huili Wang
- School of Foreign Languages, Hangzhou City University, Hangzhou 310015, China; Hangzhou Collaborative Innovation Institute of Language Services, Hangzhou 310015, China
| | - Xiaobing Sun
- Research Institute of Foreign Languages, Beijing Foreign Studies University, Beijing 100089, China; School of Foreign Languages, Dalian University of Technology, Dalian 116024, China
| | - Xueyan Li
- School of Foreign Languages, Dalian University of Technology, Dalian 116024, China
| | - Beixian Gu
- School of Foreign Languages, Dalian University of Technology, Dalian 116024, China.
| | - Yang Fu
- School of Foreign Languages, Hangzhou City University, Hangzhou 310015, China; Hangzhou Collaborative Innovation Institute of Language Services, Hangzhou 310015, China; School of International Studies, Zhejiang University, Hangzhou 310058, China.
| | - Wenyu Liu
- School of Foreign Languages, Dalian University of Technology, Dalian 116024, China
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3
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Wang A, Yan X, Feng G, Cao F. Shared and task-specific brain functional differences across multiple tasks in children with developmental dyslexia. Neuropsychologia 2024; 201:108935. [PMID: 38848989 DOI: 10.1016/j.neuropsychologia.2024.108935] [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: 01/16/2024] [Revised: 06/04/2024] [Accepted: 06/05/2024] [Indexed: 06/09/2024]
Abstract
Different tasks have been used in examining the neural functional differences associated with developmental dyslexia (DD), and consequently, different findings have been reported. However, very few studies have systematically compared multiple tasks in understanding what specific task differences each brain region is associated with. In this study, we employed an auditory rhyming task, a visual rhyming task, and a visual spelling task, in order to investigate shared and task-specific neural differences in Chinese children with DD. First, we found that children with DD had reduced activation in the opercular part of the left inferior frontal gyrus (IFG) only in the two rhyming tasks, suggesting impaired phonological analysis. Children with DD showed functional differences in the right lingual gyrus/inferior occipital gyrus only in the two visual tasks, suggesting deficiency in their visuo-orthographic processing. Moreover, children with DD showed reduced activation in the left dorsal inferior frontal gyrus and increased activation in the right precentral gyrus across all of the three tasks, suggesting neural signatures of DD in Chinese. In summary, our study successfully separated brain regions associated with differences in orthographic processing, phonological processing, and general lexical processing in DD. It advances our understanding about the neural mechanisms of DD.
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Affiliation(s)
- Anqi Wang
- Department of Psychology, Sun Yat-Sen University, China
| | - Xiaohui Yan
- Department of Psychology, the University of Hong Kong, China; State Key Lab of Brain and Cognitive Sciences, the University of Hong Kong, China
| | - Guoyan Feng
- Department of Psychology, Sun Yat-Sen University, China; School of Management, Guangzhou Xinhua University, China
| | - Fan Cao
- Department of Psychology, the University of Hong Kong, China; State Key Lab of Brain and Cognitive Sciences, the University of Hong Kong, China.
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4
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Gao C, Wang F, Danovitch JH. Can touchscreens replace teachers? Chinese children's character learning from a touchscreen-based app, video, or face-to-face instruction. J Exp Child Psychol 2024; 244:105961. [PMID: 38776633 DOI: 10.1016/j.jecp.2024.105961] [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: 05/08/2023] [Revised: 04/11/2024] [Accepted: 04/16/2024] [Indexed: 05/25/2024]
Abstract
Given the increasing prevalence of touchscreen devices that are intended for educational purposes, this study explored children's transfer of learning from touchscreen media compared with video and offline face-to-face learning. A total of 76 5- and 6-year-old Chinese kindergarten children (M = 68.21 months, SD = 3.57, range = 62-76; 30 boys and 46 girls) were randomly assigned to learn eight Chinese characters using a touchscreen-based app, using a video, or through face-to-face interaction. Learning was measured via the recall task scores, recognition task scores, recall efficiency, and recognition efficiency. The results revealed that children's recall and recognition task scores improved when learning took place using the touchscreen or face-to-face interaction. Children's recall efficiency and recognition efficiency were strongest in the face-to-face condition, followed by the touchscreen condition and then the video condition. The effects of instructional format on children's recall and recognition scores and recall efficiency were moderated by age; younger children's recall and recognition scores in the face-to-face condition and the touchscreen condition were significantly higher than in the video condition, yet older children's recall and recognition scores did not differ between conditions. However, for recall efficiency, younger children's recall efficiency in the face-to-face condition and the touchscreen condition was significantly higher than in the video condition; older children's recall efficiency in the face-to-face condition was higher than in both the touchscreen condition and the video condition. In conclusion, both face-to-face interaction and a touchscreen-based app were helpful ways for children to learn Chinese characters compared with video, but face-to-face learning showed advantages over touchscreen learning in recall efficiency for older children.
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Affiliation(s)
- Chunying Gao
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Fuxing Wang
- School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China.
| | - Judith H Danovitch
- Department of Psychological and Brain Sciences, University of Louisville, Louisville, KY 40208, USA
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5
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Zhang K, Sun X, Yu CL, Eggleston RL, Marks RA, Nickerson N, Caruso VC, Hu XS, Tardif T, Chou TL, Booth JR, Kovelman I. Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children. Hum Brain Mapp 2023. [PMID: 37483170 PMCID: PMC10400794 DOI: 10.1002/hbm.26419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Revised: 06/20/2023] [Accepted: 07/05/2023] [Indexed: 07/25/2023] Open
Abstract
Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character-based orthographies such as English and Chinese. To uncover cross-linguistic influences on children's literacy, we asked young Chinese-English simultaneous bilinguals and English monolinguals (N = 119, ages 5-10) to complete phonological and morphological awareness (MA) literacy tasks. Children completed the tasks in the auditory modality in each of their languages during functional near-infrared spectroscopy neuroimaging. Cross-linguistically, comparisons between bilinguals' two languages revealed that the task that was more central to reading in a given orthography, such as phonological awareness (PA) in English and MA in Chinese, elicited less activation in the left inferior frontal and parietal regions. Group comparisons between bilinguals and monolinguals in English, their shared language of academic instruction, revealed that the left inferior frontal was less active during phonology but more active during morphology in bilinguals relative to monolinguals. MA skills are generally considered to have greater language specificity than PA skills. Bilingual literacy training in a skill that is maximally similar across languages, such as PA, may therefore yield greater automaticity for this skill, as reflected in the lower activation in bilinguals relative to monolinguals. This interpretation is supported by negative correlations between proficiency and brain activation. Together, these findings suggest that both the structural characteristics and literacy experiences with a given language can exert specific influences on bilingual and monolingual children's emerging brain networks for learning to read.
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Affiliation(s)
- Kehui Zhang
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Xin Sun
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Chi-Lin Yu
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Rachel L Eggleston
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Nia Nickerson
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Valeria C Caruso
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Xiao-Su Hu
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Twila Tardif
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | - Tai-Li Chou
- Department of Psychology, National Taiwan University, Taipei, Taiwan
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
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6
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Feng G, Yan X, Shen L, Perkins K, Mao J, Wu Y, Shi L, Cao F. Distinct neural correlates of poor decoding and poor comprehension in children with reading disability. Cereb Cortex 2023; 33:3239-3254. [PMID: 35848850 DOI: 10.1093/cercor/bhac272] [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: 05/01/2022] [Revised: 06/09/2022] [Accepted: 06/11/2022] [Indexed: 11/13/2022] Open
Abstract
Reading disability (RD) can manifest itself as a word decoding problem or a reading comprehension problem. In the current study, we identified 3 subtypes of RD: poor decoders (PD), poor comprehenders (PC), and poor-in-both (PB). We found that PD had greater deficits in meta-linguistic skills such as phonological awareness, orthographic skills, and morphological skills than PC, whereas PC had greater deficits in listening comprehension than PD. In the brain, we also found different patterns of deficits during an auditory rhyming judgment task using functional magnetic resonance imaging. PD showed less activation than PC and age controls in the left dorsal inferior frontal gyrus (IFG) and pre-supplementary motor area (SMA), brain activation of which was correlated with phonological awareness and working memory. In contrast, PC showed less activation in the left fusiform gyrus than PD and age controls, which was correlated with reading comprehension fluency and morphological skill. Last, PB showed both PD's and PC's deficits, as well as additional deficits in the bilateral lingual gyri. Our findings contribute to revealing different neural signatures of poor decoding and poor comprehension, which are distinct disorders but co-occur very often. These findings implicate possibility and necessity of precise diagnosis and individualized intervention.
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Affiliation(s)
- Guoyan Feng
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
- School of Management, Guangzhou Xinhua University, 19 Huamei Road, Tianhe District, Guangzhou, 510520, China
| | - Xiaohui Yan
- School of Education Science, Xinyang Normal University, 237 Nanhu Road, Xinyang, 464000, China
| | - Linling Shen
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Kyle Perkins
- Department of Teaching and Learning, College of Arts, Sciences and Education, Florida International University (retired professor), Miami, FL 33199, USA
| | - Jiaqi Mao
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Yu Wu
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Liping Shi
- Department of Psychology, Sun Yat-Sen University, 132 East Outer Ring Road, University Town, Panyu Ddiatrict, Guangzhou, 510006, China
| | - Fan Cao
- Department of Psychology, the University of Hong Kong, Pokfulam Road, Hong Kong, China
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7
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Tien M, Albonico A, Barton JJS. Faces, English words and Chinese characters: a study of dual-task interference in mono-and bilingual speakers. Exp Brain Res 2023; 241:1131-1144. [PMID: 36856801 PMCID: PMC9975443 DOI: 10.1007/s00221-023-06580-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Accepted: 02/19/2023] [Indexed: 03/02/2023]
Abstract
The many-to-many hypothesis suggests that face and visual-word processing tasks share neural resources in the brain, even though they show opposing hemispheric asymmetries in neuroimaging and neuropsychologic studies. Recently it has been suggested that both stimulus and task effects need to be incorporated into the hypothesis. A recent study found dual-task interference between face and text functions that lateralized to the same hemisphere, but not when they lateralized to different hemispheres. However, it is not clear whether a lack of interference between word and face recognition would occur for other languages, particularly those with a morpho-syllabic script, like Chinese, for which there is some evidence of greater right hemispheric involvement. Here, we used the same technique to probe for dual-task interference between English text, Chinese characters and face recognition. We tested 20 subjects monolingual for English and 20 subjects bilingual for Chinese and English. We replicated the prior result for English text and showed similar results for Chinese text with no evidence of interference with faces. We also did not find interference between Chinese and English text. The results support a view in which reading English words, reading Chinese characters and face identification have minimal sharing of neural resources.
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Affiliation(s)
- Marko Tien
- grid.17091.3e0000 0001 2288 9830Human Vision and Eye Movement Laboratory, Departments of Medicine (Neurology), Ophthalmology and Visual Sciences, Psychology, University of British Columbia, 2550 Willow Street, Vancouver, BC V5Z 3N9 Canada
| | - Andrea Albonico
- grid.17091.3e0000 0001 2288 9830Human Vision and Eye Movement Laboratory, Departments of Medicine (Neurology), Ophthalmology and Visual Sciences, Psychology, University of British Columbia, 2550 Willow Street, Vancouver, BC V5Z 3N9 Canada
| | - Jason J. S. Barton
- grid.17091.3e0000 0001 2288 9830Human Vision and Eye Movement Laboratory, Departments of Medicine (Neurology), Ophthalmology and Visual Sciences, Psychology, University of British Columbia, 2550 Willow Street, Vancouver, BC V5Z 3N9 Canada
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8
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Wu Y, Feng G, Yan X, Perkins K, Liu L, Yan X, Cao F. Reduced pattern similarity in brain activation during orthographic processing in children with developmental dyslexia. BRAIN AND LANGUAGE 2022; 235:105201. [PMID: 36368117 DOI: 10.1016/j.bandl.2022.105201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 06/22/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
Intra-individual variability of neural response has been found to be negatively associated with cognitive proficiency and automaticity. However, whether developmental dyslexia (DD) is marked by greater intra-individual neural variability remains unclear. Using a multivariate approach and dual-control group design, the current study aims to examine whether the pattern similarity of brain activation during a visual spelling task is abnormal in children with DD compared to age control and reading control children. We found that there was reduced intra-subject pattern similarity at the left occipito-temporal regions in children with DD than both control groups, suggesting a neural signature of DD. Furthermore, we found that pattern similarity was positively associated with stability of reaction time and reading fluency in both children with DD and typical control children, suggesting that neural stability supports behavioral stability and automaticity during reading.
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Affiliation(s)
- Yu Wu
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China
| | - Guoyan Feng
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China; School of Management, Guangzhou Xinhua University, Guangzhou, GD 510520, China
| | - Xiaohui Yan
- School of Education Science, Xinyang Normal University, Xinyang, HN 464000, China
| | - Kyle Perkins
- Department of Teaching and Learning, College of Arts, Sciences and Education, Florida International University, Miami, FL 33199, USA
| | - Lanfang Liu
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China
| | - Xin Yan
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI 48824, USA
| | - Fan Cao
- Department of Psychology, University of Hong Kong, Hong Kong, China; The State Key Laboratory of Brain and Cognitive Sciences, University of Hong Kong.
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9
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Liu CY, Tao R, Qin L, Matthews S, Siok WT. Functional connectivity during orthographic, phonological, and semantic processing of Chinese characters identifies distinct visuospatial and phonosemantic networks. Hum Brain Mapp 2022; 43:5066-5080. [PMID: 36097409 PMCID: PMC9582368 DOI: 10.1002/hbm.26075] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 07/22/2022] [Accepted: 08/14/2022] [Indexed: 11/12/2022] Open
Abstract
While neuroimaging studies have identified brain regions associated with single word reading, its three constituents, namely, orthography, phonology, and meaning, and the functional connectivity of their networks remain underexplored. This study examined the neurocognitive underpinnings of these neural activations and functional connectivity of the identified brain regions using a within-subject design. Thirty-one native Mandarin speakers performed orthographic, phonological, and semantic judgment tasks during functional magnetic resonance imaging. The results indicated that the three processes shared a core network consisting of a large region in the left prefrontal cortex, fusiform gyrus, and medial superior frontal gyrus but not the superior temporal gyrus. Orthographic processing more strongly recruited the left dorsolateral prefrontal cortex, left superior parietal lobule and bilateral fusiform gyri; semantic processing more strongly recruited the left inferior frontal gyrus and left middle temporal gyrus, whereas phonological processing more strongly activated the dorsal part of the precentral gyrus. Functional connectivity analysis identified a posterior visuospatial network and a frontal phonosemantic network interfaced by the left middle frontal gyrus. We conclude that reading Chinese recruits cognitive resources that correspond to basic task demands with unique features best explained in connection with the individual reading subprocesses.
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Affiliation(s)
- Chun Yin Liu
- Department of Linguistics, The University of Hong Kong, Hong Kong SAR, China
| | - Ran Tao
- Department of Linguistics, The University of Hong Kong, Hong Kong SAR, China.,Research Centre for Language, Cognition, and Neuroscience, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Lang Qin
- Department of Linguistics, The University of Hong Kong, Hong Kong SAR, China.,Center for MRI Research, Academy for Advanced Interdisciplinary Studies, Peking University, Beijing, China
| | - Stephen Matthews
- Department of Linguistics, The University of Hong Kong, Hong Kong SAR, China
| | - Wai Ting Siok
- Department of Linguistics, The University of Hong Kong, Hong Kong SAR, China
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10
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Guo W, Geng S, Cao M, Feng J. The Brain Connectome for Chinese Reading. Neurosci Bull 2022; 38:1097-1113. [PMID: 35575936 PMCID: PMC9468198 DOI: 10.1007/s12264-022-00864-3] [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: 11/30/2021] [Accepted: 03/20/2022] [Indexed: 10/18/2022] Open
Abstract
Chinese, as a logographic language, fundamentally differs from alphabetic languages like English. Previous neuroimaging studies have mainly focused on alphabetic languages, while the exploration of Chinese reading is still an emerging and fast-growing research field. Recently, a growing number of neuroimaging studies have explored the neural circuit of Chinese reading. Here, we summarize previous research on Chinese reading from a connectomic perspective. Converging evidence indicates that the left middle frontal gyrus is a specialized hub region that connects the ventral with dorsal pathways for Chinese reading. Notably, the orthography-to-phonology and orthography-to-semantics mapping, mainly processed in the ventral pathway, are more specific during Chinese reading. Besides, in addition to the left-lateralized language-related regions, reading pathways in the right hemisphere also play an important role in Chinese reading. Throughout, we comprehensively review prior findings and emphasize several challenging issues to be explored in future work.
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Affiliation(s)
- Wanwan Guo
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, 200433, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence (Ministry of Education), Fudan University, Shanghai, 200433, China
| | - Shujie Geng
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, 200433, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence (Ministry of Education), Fudan University, Shanghai, 200433, 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 (Ministry of Education), Fudan University, Shanghai, 200433, China.
| | - Jianfeng Feng
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, 200433, China.
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence (Ministry of Education), Fudan University, Shanghai, 200433, China.
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11
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Liu X, He Y, Gao Y, Booth JR, Zhang L, Zhang S, Lu C, Liu L. Developmental differences of large-scale functional brain networks for spoken word processing. BRAIN AND LANGUAGE 2022; 231:105149. [PMID: 35777141 DOI: 10.1016/j.bandl.2022.105149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 06/03/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
A dual-stream dissociation for separate phonological and semantic processing has been implicated in adults' language processing, but it is unclear how this dissociation emerges with development. By employing a graph-theory based brain network analysis, we compared functional interaction architecture during a rhyming and meaning judgment task of children (aged 8-12) with adults (aged 19-26). We found adults had stronger functional connectivity strength than children between bilateral inferior frontal gyri and left inferior parietal lobule in the rhyming task, between middle frontal gyrus and angular gyrus, and within occipital areas in the meaning task. Meanwhile, adults but not children manifested between-task differences in these properties. In contrast, children had stronger functional connectivity strength or nodal degree in Heschl's gyrus, superior temporal gyrus, and subcortical areas. Our findings indicated spoken word processing development is characterized by increased functional specialization, relying on the dorsal and ventral pathways for phonological and semantic processing respectively.
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Affiliation(s)
- Xin Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China.
| | - Yin He
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Yue Gao
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN 37203, USA
| | - Lihuan Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Shudong Zhang
- Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/ McGovern, Institute for Brain Research, Beijing Normal University, Beijing 100875, China.
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12
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Yang W, Ge M, Zhu K, Chen J, Yang P, Cai Y, Peng X, Wang J, Sun H, Ji Y, Zhao F, Zhang H. Male Predisposition in Cerebellar Mutism Syndrome: a Cohort Study. CEREBELLUM (LONDON, ENGLAND) 2022:10.1007/s12311-022-01449-6. [PMID: 35870083 DOI: 10.1007/s12311-022-01449-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
The aim of this study was to explore the association between sex and cerebellar mutism syndrome and to examine other potential risk factors. This ambispective cohort study examined 218 pediatric patients (132 boys) with a posterior fossa tumor who underwent tumor resection from July 2013 to March 2021. The patients' demographics and tumor characteristics were examined and statistically analyzed to explore the associations among the variables. Multivariable and subgroup analyses were conducted to validate the independent risk factors for cerebellar mutism syndrome (CMS). The male and female patients did not differ significantly in terms of age, tumor size, tumor location, tumor consistency, VP shunt placement before resection, extent of resection, or surgeon, as well as with respect to the presence of hydrocephalus or paraventricular edema. The overall incidence of CMS was 32.6%. The incidence of CMS was significantly higher in male patients than that in female patients (41.7% vs. 18.6%; P = 0.001). In the multivariable analysis, male sex (adjusted odds ratio [OR], 3.27; P = 0.001), solid tumor consistency (adjusted OR, 5.61; P = 0.001), midline location (adjusted OR, 3.78; P = 0.004), and hydrocephalus (adjusted OR, 2.56; P = 0.047) were independent risk factors for the CMS. Chi-square analysis revealed that solid tumor consistency and midline location were associated with medulloblastoma (P < 0.001). Male patients had a higher risk of developing CMS after a posterior fossa tumor resection. Midline location, solid tumor consistency, and hydrocephalus were independent risk factors for CMS.
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Affiliation(s)
- Wei Yang
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Ming Ge
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China.
| | - Kaiyi Zhu
- Department of Neonatology, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, Beijing, 100045, China
| | - Jiashu Chen
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Ping Yang
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Yingjie Cai
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - XiaoJiao Peng
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Jia Wang
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Hailang Sun
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Yuanqi Ji
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Fengmao Zhao
- Department of Neurosurgery, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, No.56 Nanlishilu, West District, Beijing, 100045, China
| | - Hong Zhang
- Department of Imaging Center, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, Beijing, 100045, China
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13
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Cao F, Fan Y, Yan X, Chen W, Dodson-Garrett M, Spray GJ, Wang Z, Deng Y. Greater Similarity Between L1 and L2's Brain Network in Adults Than in Children. Front Neurosci 2022; 16:816729. [PMID: 35546873 PMCID: PMC9084229 DOI: 10.3389/fnins.2022.816729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 03/09/2022] [Indexed: 11/13/2022] Open
Abstract
It has been documented that processing L2 and L1 engages a very similar brain network in bilingual adults. However, it is not known whether this similarity is evident in bilingual children as well or it develops with learning from children to adults. In the current study, we compared brain activation in Chinese-English bilingual children and adults during L1 and L2 processing. We found greater similarity between L1 and L2 in adults than in children, supporting the convergence hypothesis which argues that when the proficiency of L2 increases, the L2's brain network converges to the L1's brain network. We also found greater differences between adults and children in the brain for L2 processing than L1 processing, even though there were comparable increase in proficiency from children to adults in L1 and L2. It suggests an elongated developmental course for L2. This study provides important insights about developmental changes in the bilingual brain.
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Affiliation(s)
- Fan Cao
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Yuyu Fan
- Department of Psychology, Sun Yat-sen University, Guangzhou, China
| | - Xin Yan
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Wuying Chen
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Maddie Dodson-Garrett
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Gregory J. Spray
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States
| | - Zhao Wang
- School of Chinese Language and Literature, Shaanxi Normal University, Xi’an, China
| | - Yuan Deng
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
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14
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Ma X, Kang J, Li X, Maurer U, Cao X, Sommer W. Does learning different script systems affect configural visual processing? ERP evidence from early readers of Chinese and German. Psychophysiology 2022; 59:e14006. [PMID: 35150451 DOI: 10.1111/psyp.14006] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 12/17/2021] [Accepted: 01/02/2022] [Indexed: 11/27/2022]
Affiliation(s)
- Xiaoli Ma
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Jing Kang
- Department of Psychology, Zhejiang Normal University, Jin Hua, China
| | - Xinran Li
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.,Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong, China
| | - Xiaohua Cao
- Department of Psychology, Zhejiang Normal University, Jin Hua, China
| | - Werner Sommer
- Institut für Psychologie, Humboldt-Universität zu Berlin, Berlin, Germany.,Department of Psychology, Zhejiang Normal University, Jin Hua, China
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15
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Gao Y, Meng X, Bai Z, Liu X, Zhang M, Li H, Ding G, Liu L, Booth JR. Left and Right Arcuate Fasciculi Are Uniquely Related to Word Reading Skills in Chinese-English Bilingual Children. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:109-131. [PMID: 37215330 PMCID: PMC10158580 DOI: 10.1162/nol_a_00051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Accepted: 07/10/2021] [Indexed: 05/24/2023]
Abstract
Whether reading in different writing systems recruits language-unique or language-universal neural processes is a long-standing debate. Many studies have shown the left arcuate fasciculus (AF) to be involved in phonological and reading processes. In contrast, little is known about the role of the right AF in reading, but some have suggested that it may play a role in visual spatial aspects of reading or the prosodic components of language. The right AF may be more important for reading in Chinese due to its logographic and tonal properties, but this hypothesis has yet to be tested. We recruited a group of Chinese-English bilingual children (8.2 to 12.0 years old) to explore the common and unique relation of reading skill in English and Chinese to fractional anisotropy (FA) in the bilateral AF. We found that both English and Chinese reading skills were positively correlated with FA in the rostral part of the left AF-direct segment. Additionally, English reading skill was positively correlated with FA in the caudal part of the left AF-direct segment, which was also positively correlated with phonological awareness. In contrast, Chinese reading skill was positively correlated with FA in certain segments of the right AF, which was positively correlated with visual spatial ability, but not tone discrimination ability. Our results suggest that there are language universal substrates of reading across languages, but that certain left AF nodes support phonological mechanisms important for reading in English, whereas certain right AF nodes support visual spatial mechanisms important for reading in Chinese.
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Affiliation(s)
- Yue Gao
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental Health, Peking University, Beijing, China
- PekingU-PolyU Center for Child Development and Learning, Beijing, China
| | - Zilin Bai
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xin Liu
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
| | - Manli Zhang
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Hehui Li
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - James R. Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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16
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Mao J, Liu L, Perkins K, Cao F. Poor reading is characterized by a more connected network with wrong hubs. BRAIN AND LANGUAGE 2021; 220:104983. [PMID: 34174464 DOI: 10.1016/j.bandl.2021.104983] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 06/01/2021] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
Using graph theory, we examined topological organization of the language network in Chinese children with poor reading during an auditory rhyming task and a visual spelling task, compared to reading-matched controls and age-matched controls. First, poor readers (PR) showed reduced clustering coefficient in the left inferior frontal gyrus (IFG) and higher nodal efficiency in the bilateral superior temporal gyri (STG) during the visual task, indicating a less functionally specialized cluster around the left IFG and stronger functional links between bilateral STGs and other regions. Furthermore, PR adopted additional right-hemispheric hubs in both tasks, which may explain increased global efficiency across both tasks and lower normalized characteristic shortest path length in the visual task for the PR. These results underscore deficits in the left IFG during visual word processing and conform previous findings about compensation in the right hemisphere in children with poor reading.
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Affiliation(s)
- Jiaqi Mao
- Department of Psychology, Sun Yat-Sen University, China
| | - Lanfang Liu
- Department of Psychology, Sun Yat-Sen University, China
| | - Kyle Perkins
- Department of Teaching and Learning, College of Arts, Sciences and Education, Florida International University, United States
| | - Fan Cao
- Department of Psychology, Sun Yat-Sen University, China.
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17
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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: 11] [Impact Index Per Article: 3.7] [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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18
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White matter pathways underlying Chinese semantic and phonological fluency in mild cognitive impairment. Neuropsychologia 2020; 149:107671. [PMID: 33189733 DOI: 10.1016/j.neuropsychologia.2020.107671] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 11/01/2020] [Accepted: 11/02/2020] [Indexed: 12/21/2022]
Abstract
Neuroimaging evidence has suggested that Chinese-language processing differs from that of its alphabetic-language counterparts. However, the underlying white matter pathway correlations between semantic and phonological fluency in Chinese-language processing remain unknown. Thus, we investigated the differences between two verbal fluency tests on 50 participants with amnestic mild cognitive impairment (aMCI) and 36 healthy controls (HC) with respect to five groups (ventral and dorsal stream fibers, frontal-striatal fibers, hippocampal-related fibers, and the corpus callosum) of white matter microstructural integrity. Diffusion spectrum imaging was used. The results revealed a progressive reduction in advantage in semantic fluency relative to phonological fluency from HC to single-domain aMCI to multidomain aMCI. Common and dissociative white matter correlations between tests of the two types of fluency were identified. Both types of fluency relied on the corpus callosum and ventral stream fibers, semantic fluency relied on the hippocampal-related fibers, and phonological fluency relied on the dorsal stream and frontal-striatal fibers. The involvement of bilateral tracts of interest as well as the association with the corpus callosum indicate the uniqueness of Chinese-language fluency processing. Dynamic associations were noted between white matter tract involvement and performance on the two fluency tests in four time blocks. Overall, our findings suggest the clinical utility of verbal fluency tests in geriatric populations, and they elucidate both task-specific and language-specific brain-behavior associations.
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19
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Feng X, Altarelli I, Monzalvo K, Ding G, Ramus F, Shu H, Dehaene S, Meng X, Dehaene-Lambertz G. A universal reading network and its modulation by writing system and reading ability in French and Chinese children. eLife 2020; 9:54591. [PMID: 33118931 PMCID: PMC7669264 DOI: 10.7554/elife.54591] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Accepted: 10/26/2020] [Indexed: 01/12/2023] Open
Abstract
Are the brain mechanisms of reading acquisition similar across writing systems? And do similar brain anomalies underlie reading difficulties in alphabetic and ideographic reading systems? In a cross-cultural paradigm, we measured the fMRI responses to words, faces, and houses in 96 Chinese and French 10-year-old children, half of whom were struggling with reading. We observed a reading circuit which was strikingly similar across languages and consisting of the left fusiform gyrus, superior temporal gyrus/sulcus, precentral and middle frontal gyri. Activations in some of these areas were modulated either by language or by reading ability, but without interaction between those factors. In various regions previously associated with dyslexia, reading difficulty affected activation similarly in Chinese and French readers, including the middle frontal gyrus, a region previously described as specifically altered in Chinese. Our analyses reveal a large degree of cross-cultural invariance in the neural correlates of reading acquisition and reading impairment.
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Affiliation(s)
- Xiaoxia Feng
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, NeuroSpin Center, Université Paris-Saclay, Gif-sur-Yvette, France.,State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Irene Altarelli
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, NeuroSpin Center, Université Paris-Saclay, Gif-sur-Yvette, France.,Université de Paris, LaPsyDÉ, CNRS, Paris, France
| | - Karla Monzalvo
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, NeuroSpin Center, Université Paris-Saclay, Gif-sur-Yvette, France
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, CNRS, EHESS), Ecole Normale Supérieure, PSL Research University, Paris, France
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Stanislas Dehaene
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, NeuroSpin Center, Université Paris-Saclay, Gif-sur-Yvette, France.,Collège de France, Université PSL Paris Sciences Lettres, Paris, France
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.,PekingU-PolyU Center for Child Development and Learning, Peking University, Beijing, China
| | - Ghislaine Dehaene-Lambertz
- Cognitive Neuroimaging Unit, CEA DRF/I2BM, INSERM, NeuroSpin Center, Université Paris-Saclay, Gif-sur-Yvette, France
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20
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Liu H, Chen SHA. The Neural Correlates of Spoken Sentence Comprehension in the Chinese Language: An fMRI Study. Psychol Res Behav Manag 2020; 13:641-652. [PMID: 32982499 PMCID: PMC7500081 DOI: 10.2147/prbm.s251935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Accepted: 07/21/2020] [Indexed: 11/23/2022] Open
Abstract
PURPOSE Everyday social communication emphasizes speech comprehension. To date, most neurobiological models regarding auditory semantic processing are based on alphabetic languages, where the character-based languages such as Chinese are largely underrepresented. Thus, the current study attempted to investigate the neural network of speech comprehension specifically for the Chinese language. METHODS Twenty-two native Mandarin Chinese speakers were imaged while performing a passive listening task of forward and backward sentences. Sentences were used as task stimuli, as sentences compared with words were more frequently utilized in daily speech comprehension. RESULTS Our results suggested that spoken Chinese sentence comprehension may involve a neural network comprising the left middle temporal gyrus, the left anterior temporal lobe, and the bilateral posterior superior temporal lobes. The occipitotemporal visual cortex was not found to be significantly involved with the sentence-level network of spoken Chinese comprehension, as bottom-up visualization process from homophones to visual forms may be less needed due to the availability of top-down contextual controls in sentence processing. In addition, no significant functional connectivity was observed, likely obscured by the low cognitive demand of the task conditions. Limitations and future directions were discussed. CONCLUSION The current Chinese network seems to largely resemble the auditory semantic network for alphabetic languages but with features specific to Chinese. While the left inferior parietal lobule in the dorsal stream may have little involvement in the listening comprehension of Chinese sentences, the ventral neural stream via the temporal cortex appears to be more emphasized. The current findings deepen our understanding of how the semantic nature of spoken Chinese sentences influences the neural mechanism engaged.
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Affiliation(s)
- Hengshuang Liu
- Bilingual Cognition and Development Lab, National Key Research Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, People’s Republic of China
- Psychology, School of Social Sciences (SSS), Nanyang Technological University, Singapore
| | - S H Annabel Chen
- Psychology, School of Social Sciences (SSS), Nanyang Technological University, Singapore
- Centre for Research and Development in Learning (CRADLE), Nanyang Technological University, Singapore
- Lee Kong Chian School of Medicine (LKCMedicine), Nanyang Technological University, Singapore
- National Institute of Education, Nanyang Technological University, Singapore
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21
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Lytle MN, McNorgan C, Booth JR. A longitudinal neuroimaging dataset on multisensory lexical processing in school-aged children. Sci Data 2019; 6:329. [PMID: 31862878 PMCID: PMC6925263 DOI: 10.1038/s41597-019-0338-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Accepted: 11/26/2019] [Indexed: 12/30/2022] Open
Abstract
Here we describe the open access dataset entitled “Longitudinal Brain Correlates of Multisensory Lexical Processing in Children” hosted on OpenNeuro.org. This dataset examines reading development through a longitudinal multimodal neuroimaging and behavioral approach, including diffusion-weighted and T1-weighted structural magnetic resonance imaging (MRI), task based functional MRI, and a battery of psycho-educational assessments and parental questionnaires. Neuroimaging, psycho-educational testing, and functional task behavioral data were collected from 188 typically developing children when they were approximately 10.5 years old (session T1). Seventy children returned approximately 2.5 years later (session T2), of which all completed longitudinal follow-ups of psycho-educational testing, and 49 completed neuroimaging and functional tasks. At session T1 participants completed auditory, visual, and audio-visual word and pseudo-word rhyming judgment tasks in the scanner. At session T2 participants completed visual word and pseudo-word rhyming judgement tasks in the scanner. Measurement(s) | reading and spelling ability • intelligence • brain • brain physiology trait | Technology Type(s) | psychoeducational test administration • magnetic resonance imaging • functional magnetic resonance imaging • Diffusion Weighted Imaging | Factor Type(s) | age • reading disability • type of task • parental educational level | Sample Characteristic - Organism | Homo sapiens |
Machine-accessible metadata file describing the reported data: 10.6084/m9.figshare.11298188
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Affiliation(s)
- Marisa N Lytle
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.
| | - Chris McNorgan
- Department of Psychology, State University of New York at Buffalo, Buffalo, New York, USA
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.
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22
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Ip KI, Marks RA, Hsu LSJ, Desai N, Kuan JL, Tardif T, Kovelman L. Morphological processing in Chinese engages left temporal regions. BRAIN AND LANGUAGE 2019; 199:104696. [PMID: 31655417 PMCID: PMC6876548 DOI: 10.1016/j.bandl.2019.104696] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Revised: 06/28/2019] [Accepted: 09/12/2019] [Indexed: 05/04/2023]
Abstract
Morphological awareness, the ability to manipulate the smallest units of meaning, is critical for Chinese literacy. This is because Chinese characters typically reflect the morphemic, or morpho-syllabic units of language. Yet, the neurocognitive mechanisms underlying Chinese speakers' morphological processing remain understudied. Proficient readers (N = 14) completed morphological and phonological judgment tasks in Chinese, in both auditory and visual modalities, during fMRI imaging. Key to our inquiry were patterns of activation in left temporal regions, especially the superior temporal gyrus, which is critical for phonological processing and reading success. The findings revealed that morphological tasks elicited robust activation in superior and middle temporal regions commonly associated with automated phonological and lexico-semantic analyses. In contrast, the rhyme judgment task elicited greater activation in left frontal lobe regions, reflecting the analytical complexity of sound-to-print mapping in Chinese. The findings suggest that left temporal regions are sensitive to salient morpho-syllabic characteristics of a given language.
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Affiliation(s)
- Ka I Ip
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Lucy Shih-Ju Hsu
- Department of Psychology, The University of Hong Kong, Pokfulam, Hong Kong
| | - Nikita Desai
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Ji Ling Kuan
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Twila Tardif
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States
| | - Loulia Kovelman
- Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109, United States; Center for Human Growth and Development, University of Michigan, 300 North Ingalls, Ann Arbor, MI 48109, United States.
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23
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Neergaard KD, Luo J, Huang CR. Phonological network fluency identifies phonological restructuring through mental search. Sci Rep 2019; 9:15984. [PMID: 31690737 PMCID: PMC6831682 DOI: 10.1038/s41598-019-52433-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Accepted: 10/12/2019] [Indexed: 11/18/2022] Open
Abstract
We investigated network principles underlying mental search through a novel phonological verbal fluency task. Post exclusion, 95 native-language Mandarin speakers produced as many items that differed by a single lexical tone as possible within one minute. Their verbal productions were assessed according to several novel graded fluency measures, and network science measures that accounted for the structure, cohesion and interconnectedness of lexical items. A multivariate regression analysis of our participants' language backgrounds included their mono- or multi-lingual status, English proficiency, and fluency in other Chinese languages/dialects. Higher English proficiency predicted lower error rates and greater interconnectedness, while higher fluency in other Chinese languages/dialects revealed lower successive similarity and lower network coherence. This inverse relationship between English and other Chinese languages/dialects provides evidence of the restructuring of the phonological mental lexicon.
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Affiliation(s)
- Karl David Neergaard
- University of Macau, Department of English, Macau S.A.R., China.
- Aix-Marseille University, Laboratoire Parole et Langage, Aix-en-Provence, 13100, France.
| | - Jin Luo
- University of Groningen, Erasmus+ Mundus Joint Master Degree in Clinical Linguistics, 9712, Groningen, The Netherlands
| | - Chu-Ren Huang
- The Hong Kong Polytechnic University, Department of Chinese and Bilingual Studies, Hong Kong S.A.R., China
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L1 Reading Experience Influences L2 Lexical Learning: Spanish Learning in Chinese Speakers and English Speakers. Neuroscience 2019; 416:255-267. [DOI: 10.1016/j.neuroscience.2019.08.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2019] [Revised: 07/31/2019] [Accepted: 08/01/2019] [Indexed: 12/18/2022]
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25
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Wang H, Li J, Wang X, Jiang M, Cong F, de Vega M. Embodiment Effect on the Comprehension of Mandarin Manual Action Language: An ERP Study. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:713-728. [PMID: 30656462 DOI: 10.1007/s10936-018-09627-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Embodiment theories argue that language comprehension involves activating specific sensory-motor systems in the brain. Previous research performed in English and other Indo-European languages suggests that, when compared to compatible sentences referring to the same actions performed sequentially (e.g. 'After cleaning the wound he unrolled the bandage'), incompatible sentences describing two manual actions performed simultaneously by an agent (e.g. 'While cleaning the wound he unrolled the bandage') were worse understood and increased the event-related potentials (ERPs) component N400. The present ERP research aims to further investigate brain response to motor compatibility in native Mandarin speakers. The Chinese experimental sentences described two manual actions either in incongruent conditions marked by the Chinese parallel structure … … ('yibian…yibian…'/'while… while…') or congruent conditions marked by the sequential structure … … ('xian…ranhou…'/'firstly… then…'). The last action clause elicited larger fronto-central N400 in the incongruent condition, which reveals that there are semantic embodiment effects on the comprehension of Mandarin manual action language.
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Affiliation(s)
- Huili Wang
- Institute for Language and Cognition, School of Foreign Languages, Dalian University of Technology, No. 2 Linggong Road, Ganjingzi District, Dalian, 116024, Liaoning, People's Republic of China.
| | - Jianrong Li
- Institute for Language and Cognition, School of Foreign Languages, Dalian University of Technology, No. 2 Linggong Road, Ganjingzi District, Dalian, 116024, Liaoning, People's Republic of China
| | - Xiaoshuang Wang
- Biomedical Engineering, Dalian University of Technology, Dalian, 116024, China
| | - Meng Jiang
- Language and Brain Center, Sichuan International Studies University, Chongqing, 400031, Sichuan, China
| | - Fengyu Cong
- Biomedical Engineering, Dalian University of Technology, Dalian, 116024, China
- Faculty of Information Technology, University of Jyväskylä, Jyväskylä, Finland
| | - Manuel de Vega
- Instituto Universitario de Neurociencia (IUNE), Universidad de La Laguna, San Cristóbal de La Laguna, Canary Islands, Spain
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Kovelman I, Marks R. Tracking Qualitative Changes in Cognition and Brain Development Through Bilingualism. JOURNAL OF NEUROLINGUISTICS 2019; 49:255-257. [PMID: 30880873 PMCID: PMC6415689 DOI: 10.1016/j.jneuroling.2018.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In response to Hernandez and colleagues (2018), we provide commentary on the scientific reasoning that underlies Neuroemergentism. We argue that bilingual language and reading acquisition provide a means for examining and refining the neuroemergentist framework.
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Liu X, Gao Y, Di Q, Hu J, Lu C, Nan Y, Booth JR, Liu L. Differences between child and adult large-scale functional brain networks for reading tasks. Hum Brain Mapp 2017; 39:662-679. [PMID: 29124823 DOI: 10.1002/hbm.23871] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Revised: 10/18/2017] [Accepted: 10/20/2017] [Indexed: 01/19/2023] Open
Abstract
Reading is an important high-level cognitive function of the human brain, requiring interaction among multiple brain regions. Revealing differences between children's large-scale functional brain networks for reading tasks and those of adults helps us to understand how the functional network changes over reading development. Here we used functional magnetic resonance imaging data of 17 adults (19-28 years old) and 16 children (11-13 years old), and graph theoretical analyses to investigate age-related changes in large-scale functional networks during rhyming and meaning judgment tasks on pairs of visually presented Chinese characters. We found that: (1) adults had stronger inter-regional connectivity and nodal degree in occipital regions, while children had stronger inter-regional connectivity in temporal regions, suggesting that adults rely more on visual orthographic processing whereas children rely more on auditory phonological processing during reading. (2) Only adults showed between-task differences in inter-regional connectivity and nodal degree, whereas children showed no task differences, suggesting the topological organization of adults' reading network is more specialized. (3) Children showed greater inter-regional connectivity and nodal degree than adults in multiple subcortical regions; the hubs in children were more distributed in subcortical regions while the hubs in adults were more distributed in cortical regions. These findings suggest that reading development is manifested by a shift from reliance on subcortical to cortical regions. Taken together, our study suggests that Chinese reading development is supported by developmental changes in brain connectivity properties, and some of these changes may be domain-general while others may be specific to the reading domain.
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Affiliation(s)
- Xin Liu
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Yue Gao
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Qiqi Di
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Jiali Hu
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Chunming Lu
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Yun Nan
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, 37203
| | - Li Liu
- National Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern, Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
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28
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Liang L, Sharwood Smith M, Chondrogianni V, Chen B. The Pre-attentive L2 Orthographic Perception Mechanism Utilized by Bilinguals with Different Proficiency Levels. Front Psychol 2017; 8:1357. [PMID: 28824521 PMCID: PMC5545594 DOI: 10.3389/fpsyg.2017.01357] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 07/25/2017] [Indexed: 11/28/2022] Open
Abstract
Language proficiency is predicted to modulate orthographic-semantic association in second language (L2) vocabulary acquisition, in accordance with the assumptions of the Developmental Bilingual Interactive-Activation model (BIA-d) (Grainger et al., 2010). The current study explored this modulation during pre-attentive L2 orthographic perception. ERPs were recorded from Chinese–English bilinguals with different L2 proficiency during their pre-attentive response to deviant and standard stimuli arranged in the oddball paradigm. Two stimulus types were investigated separately: L2 orthography and L1 orthography. In the L2 orthography condition, a MMN-N400 complex (i.e., deviancy effect) was found in the high L2 proficiency bilinguals, but only a marginally significant reduced negativity in an early time window was found in the low L2 proficiency bilinguals. In the L1 orthography condition, the high and low L2 proficiency bilinguals showed similar deviancy effect in the form of MMN-P3a-LPC complex. The current findings suggest that proficiency modulates pre-attentive L2 orthographic perception, such that the high L2 proficiency bilinguals activate the associated semantic representation instantly upon orthographic decoding, while the orthographic-semantic connection is not activated for the low L2 proficiency bilinguals. This is probably due to their difference in the strength of orthographic-semantic association. These findings contribute to the understanding of orthographic processing by bilinguals at the pre-attentive level and provide supporting evidence for the BIA-d model.
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Affiliation(s)
- Lijuan Liang
- Bilingual Cognition and Development Lab, School of English and Education, Guangdong University of Foreign StudiesGuangzhou, China.,Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China
| | | | - Vasiliki Chondrogianni
- School of Philosophy, Psychology and Language Sciences, The University of EdinburghEdinburgh, United Kingdom
| | - Baoguo Chen
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China
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Li Y, Zhang L, Xia Z, Yang J, Shu H, Li P. The Relationship between Intrinsic Couplings of the Visual Word Form Area with Spoken Language Network and Reading Ability in Children and Adults. Front Hum Neurosci 2017; 11:327. [PMID: 28690507 PMCID: PMC5481365 DOI: 10.3389/fnhum.2017.00327] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2017] [Accepted: 06/06/2017] [Indexed: 11/13/2022] Open
Abstract
Reading plays a key role in education and communication in modern society. Learning to read establishes the connections between the visual word form area (VWFA) and language areas responsible for speech processing. Using resting-state functional connectivity (RSFC) and Granger Causality Analysis (GCA) methods, the current developmental study aimed to identify the difference in the relationship between the connections of VWFA-language areas and reading performance in both adults and children. The results showed that: (1) the spontaneous connectivity between VWFA and the spoken language areas, i.e., the left inferior frontal gyrus/supramarginal gyrus (LIFG/LSMG), was stronger in adults compared with children; (2) the spontaneous functional patterns of connectivity between VWFA and language network were negatively correlated with reading ability in adults but not in children; (3) the causal influence from LIFG to VWFA was negatively correlated with reading ability only in adults but not in children; (4) the RSFCs between left posterior middle frontal gyrus (LpMFG) and VWFA/LIFG were positively correlated with reading ability in both adults and children; and (5) the causal influence from LIFG to LSMG was positively correlated with reading ability in both groups. These findings provide insights into the relationship between VWFA and the language network for reading, and the role of the unique features of Chinese in the neural circuits of reading.
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Affiliation(s)
- Yu Li
- National Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China.,Department of Cognitive Science and ARC Centre of Excellence in Cognition and its Disorders, Macquarie UniversitySydney, NSW, Australia
| | - Linjun Zhang
- Faculty of Linguistic Sciences and KIT-BLCU MEG Laboratory for Brain Science, Beijing Language and Culture UniversityBeijing, China
| | - Zhichao Xia
- National Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
| | - Jie Yang
- Department of Cognitive Science and ARC Centre of Excellence in Cognition and its Disorders, Macquarie UniversitySydney, NSW, Australia
| | - Hua Shu
- National Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing, China
| | - Ping Li
- Department of Psychology and Center for Brain, Behavior and Cognition, Pennsylvania State University University Park, PA, United States
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30
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Wise Younger J, Tucker-Drob E, Booth JR. Longitudinal changes in reading network connectivity related to skill improvement. Neuroimage 2017. [PMID: 28645843 DOI: 10.1016/j.neuroimage.2017.06.044] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
Attempts to characterize the neural differences between individuals with and without dyslexia generally point to reduced activation in and connectivity between brain areas in a reading network composed of the inferior frontal gyrus, the ventral occipito-temporal cortex, and the dorsal temporo-parietal circuit. However, developmental work on brain activity during reading has indicated that some brain areas show developmental decreases in activation with age. Thus, reading network connectivity may also show decreases that are positively associated with increases in reading ability. However, the developmental trajectory of reading network connectivity in typically developing readers is not yet well established. In the current study, we use a longitudinal design to determine how connectivity changes over time, and how these changes relate to changes in reading skill. We find that longitudinal increases in reading ability are associated with higher initial connectivity in the dorsal stream between fusiform and inferior parietal cortex, implicated in phonological decoding, followed by decreases in connectivity in this stream over time. We further find that increases in reading ability are supported by maintenance of connectivity in the ventral stream between inferior occipital and fusiform cortex, suggesting a more mature automatic orthographic recognition strategy. Readers who show little reading improvement over time do not attain high levels of connectivity in the dorsal stream at any time point, and their ventral stream connectivity decreases over time. These results together suggest that superior reading ability is initially supported by phonological decoding, with a decreased reliance on this strategy as reading becomes more automated. Our results indicate that development of the dorsal and ventral streams are closely linked, and support the hypothesis that a decrease in the dorsal stream is important for ventral stream development.
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Affiliation(s)
- Jessica Wise Younger
- Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX, USA.
| | - Elliot Tucker-Drob
- Department of Psychology, The University of Texas at Austin, Austin, TX, USA
| | - James R Booth
- Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX, USA; Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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31
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Cao F, Sussman BL, Rios V, Yan X, Wang Z, Spray GJ, Mack RM. Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish. Neuroimage 2017; 148:284-295. [DOI: 10.1016/j.neuroimage.2017.01.042] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Revised: 01/08/2017] [Accepted: 01/17/2017] [Indexed: 10/20/2022] Open
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32
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Cao F, Perfetti CA. Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading. PLoS One 2016; 11:e0168414. [PMID: 27992505 PMCID: PMC5161366 DOI: 10.1371/journal.pone.0168414] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Accepted: 11/30/2016] [Indexed: 11/18/2022] Open
Abstract
Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.
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Affiliation(s)
- Fan Cao
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, United States of America
| | - Charles A Perfetti
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States of America
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33
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Quinn C, Taylor JSH, Davis MH. Learning and retrieving holistic and componential visual-verbal associations in reading and object naming. Neuropsychologia 2016; 98:68-84. [PMID: 27720949 PMCID: PMC5407349 DOI: 10.1016/j.neuropsychologia.2016.09.025] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 08/05/2016] [Accepted: 09/28/2016] [Indexed: 11/27/2022]
Abstract
Understanding the neural processes that underlie learning to read can provide a scientific foundation for literacy education but studying these processes in real-world contexts remains challenging. We present behavioural data from adult participants learning to read artificial words and name artificial objects over two days. Learning profiles and generalisation confirmed that componential learning of visual-verbal associations distinguishes reading from object naming. Functional MRI data collected on the second day allowed us to identify the neural systems that support componential reading as distinct from systems supporting holistic visual-verbal associations in object naming. Results showed increased activation in posterior ventral occipitotemporal (vOT), parietal, and frontal cortices when reading an artificial orthography compared to naming artificial objects, and the reverse profile in anterior vOT regions. However, activation differences between trained and untrained words were absent, suggesting a lack of cortical representations for whole words. Despite this, hippocampal responses provided some evidence for overnight consolidation of both words and objects learned on day 1. The comparison between neural activity for artificial words and objects showed extensive overlap with systems differentially engaged for real object naming and English word/pseudoword reading in the same participants. These findings therefore provide evidence that artificial learning paradigms offer an alternative method for studying the neural systems supporting language and literacy. Implications for literacy acquisition are discussed. Generalisation of novel orthography shows componential processing in reading. Real and artificial words and objects rely upon the same neural systems. Different neural systems support reading novel orthography and naming novel objects. No evidence of whole-word cortical representations for artificial written words. Reduced hippocampal responses suggest overnight consolidation of artificial items.
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Affiliation(s)
- Connor Quinn
- MRC Cognition and Brain Sciences Unit, Cambridge, UK; Department of Theoretical and Applied Linguistics, University of Cambridge, UK.
| | - J S H Taylor
- Department of Psychology, Royal Holloway University of London, Egham, Surrey, UK
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34
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Younger JW, Randazzo Wagner M, Booth JR. Weighing the Cost and Benefit of Transcranial Direct Current Stimulation on Different Reading Subskills. Front Neurosci 2016; 10:262. [PMID: 27375421 PMCID: PMC4894873 DOI: 10.3389/fnins.2016.00262] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2016] [Accepted: 05/24/2016] [Indexed: 11/13/2022] Open
Abstract
Adults struggling with low reading skills are underserved by limited available treatments. While brain stimulation techniques such as transcranial direct current stimulation (tDCS) has the potential to improve a variety of cognitive functions, little work has been done examining its potential to treat reading disabilities. Research on the effects of tDCS on reading abilities has been somewhat inconsistent perhaps in part due to discrepancies between studies in the nature of the tasks. In the current study, we examined the effect of tDCS to the left inferior parietal lobe (L IPL) on two reading tasks in low-to-average readers. We compared performance on a sight word efficiency (SWE) task and a rhyme judgment task before and after either stimulation to the L IPL, right superior parietal lobe (R SPL), or sham stimulation. Readers who received stimulation to the L IPL showed greater improvements on the SWE task, but less improvement on the rhyme judgment task compared to the R SPL and sham groups. This study demonstrates for the first time both a positive and negative effect of stimulation under the same stimulation parameters within the same participants. The results highlight the need to consider multiple tasks when assessing the potential of using tDCS as a treatment.
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Affiliation(s)
- Jessica W Younger
- Department of Communication Sciences and Disorders, Northwestern UniversityEvanston, IL, USA; Department of Communication Sciences and Disorders, University of Texas at AustinAustin, TX, USA
| | - Melissa Randazzo Wagner
- Department of Communication Sciences and Disorders, Northwestern UniversityEvanston, IL, USA; Department of Communication Sciences and Disorders, Teachers College, Columbia UniversityNew York, NY, USA
| | - James R Booth
- Department of Communication Sciences and Disorders, Northwestern UniversityEvanston, IL, USA; Department of Communication Sciences and Disorders, University of Texas at AustinAustin, TX, USA
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