Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain.

Journal of nature and science Pub Date : 2017-11-01
Virginia W Berninger, Todd L Richards, Robert D Abbott
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Abstract

This brief research report examines brain-behavioral relationships specific to levels of language in the complex reading brain. The first specific aim was to examine prior findings for significant fMRI connectivity from four seeds (left precuneus, left occipital temporal, left supramarginal, left inferior frontal) for each of four levels of language-subword, word (word-specific spelling or affixed words), syntax (with and without homonym foils or affix foils), and multi-sentence text to identify significant fMRI connectivity (a) unique to the lower level of language when compared to the immediately higher adjacent level of language across subword-word, word-syntax, and syntax-text comparisons; and (b) involving a brain region associated with executive functions. The second specific aim was to correlate the magnitude of that connectivity with standard scores on tests of Focused Attention (D-K EFS Color Word Form Inhibition) and Switching Attention (Wolf & Denckla Rapid Automatic Switching). Seven correlations were significant. Focused Attention was significantly correlated with the word level (word-specific spellings of real words) fMRI task in left cingulum from left inferior frontal seed. Switching Attention was significantly correlated with the (a) subword level (grapheme-phoneme correspondence) fMRI task in left and right Cerebellum V from left supramarginal seed; (b) the word level (word-specific spelling) fMRI task in right Cerebellum V from left precuneus seed; (c) the syntax level (with and without homonym foils) fMRI task in right Cerebellum V from left precuneus seed and from left supramarginal seed; and (d) syntax level (with and without affix foils) fMRI task in right Cerebellum V from left precuneus seed. Results are discussed in reference to neuropsychological assessment of supervisory attention (focused and switching) for specific levels of language related to reading acquisition in students with and without language-related specific learning disabilities and self-regulation of the complex reading brain.

阅读脑语言自我调节水平执行功能的脑与行为评估。
这篇简短的研究报告探讨了复杂阅读大脑中特定语言水平的大脑-行为关系。第一个具体目标是检查四个种子(左楔前叶、左枕颞叶、左边缘上叶、左额下叶)在四个语言水平上的fMRI连接的先前发现:亚词、单词(单词特定拼写或附加单词)、句法(有或没有同音衬词或词缀衬词)、和多句子文本,以识别显著的fMRI连通性(a),当通过子词-词、词-句法和语法-文本比较时,与紧邻的较高语言水平相比,较低语言水平所特有的;(b)涉及与执行功能相关的大脑区域。第二个具体目标是将这种连通性的大小与集中注意力(D-K EFS颜色词形式抑制)和切换注意力(Wolf & Denckla快速自动切换)测试的标准分数联系起来。其中7项相关性显著。集中注意力与左侧额叶下种子左侧扣带的单词水平(真实单词的单词特定拼写)fMRI任务显著相关。切换注意与左、右小脑V亚词水平(字素-音素对应)fMRI任务显著相关;(b)左楔前叶种子对右小脑V的单词水平(单词特定拼写)fMRI任务;(c)左楔前叶种子和左边缘上种子在右小脑V区的句法水平(有或没有同音异义词)fMRI任务;(d)左楔前叶种子右小脑V的语法水平(有和没有词缀箔)fMRI任务。本文讨论了有和没有语言相关的特殊学习障碍的学生在阅读习得的特定语言水平上的监督注意(集中和转换)的神经心理学评估以及复杂阅读脑的自我调节。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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