Modality-specific and -independent developmental differences in the neural substrate for lexical processing

Booth, James R.; Burman, Douglas D.; Meyer, Jacob; Zhang, Lei; Choy, Janet; Gitelman, Darren R.; Parrish, Todd B.; Mesulam, Marsel

doi:10.1016/s0911-6044(03)00019-8

Cited by 67 publications

(59 citation statements)

References 110 publications

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“…The clearest indicator for this is the greater activation in left IPL in the implicit writing task. The left IPL is associated with the mapping between orthography and phonology in Chinese [Cao et al, 2010;Tan et al, 2005a] and English [Booth et al, 2002[Booth et al, , 2003b. The left IPL involved in Chinese is more dorsal and lateral than the one involved in English, which may indicates the whole-syllable level mapping in Chinese versus the phoneme level mapping in English.…”

Section: Differences Between the Two Learning Conditionsmentioning

confidence: 96%

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Cao

Chan

et al. 2012

Human Brain Mapping

107

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Abstract:We examined the hypothesis that learning to write Chinese characters influences the brain's reading network for characters. Students from a college Chinese class learned 30 characters in a characterwriting condition and 30 characters in a pinyin-writing condition. After learning, functional magnetic resonance imaging collected during passive viewing showed different networks for reading Chinese characters and English words, suggesting accommodation to the demands of the new writing system through shortterm learning. Beyond these expected differences, we found specific effects of character writing in greater activation (relative to pinyin writing) in bilateral superior parietal lobules and bilateral lingual gyri in both a lexical decision and an implicit writing task. These findings suggest that character writing establishes a higher quality representation of the visual-spatial structure of the character and its orthography. We found a greater involvement of bilateral sensori-motor cortex (SMC) for character-writing trained characters than pinyin-writing trained characters in the lexical decision task, suggesting that learning by doing invokes greater interaction with sensori-motor information during character recognition. Furthermore, we found a correlation of recognition accuracy with activation in right superior parietal lobule, right lingual gyrus, and left SMC, suggesting that these areas support the facilitative effect character writing has on reading. Finally, consistent with previous behavioral studies, we found character-writing training facilitates connections with semantics by producing greater activation in bilateral middle temporal gyri, whereas pinyin-writing training facilitates connections with phonology by producing greater activation in right inferior frontal gyrus.

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Section: Differences Between the Two Learning Conditionsmentioning

confidence: 96%

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Cao

Chan

et al. 2012

Human Brain Mapping

107

View full text Add to dashboard Cite

show abstract

“…In one study, adults showed greater activation than children in left angular gyrus (BA 39) and left inferior frontal gyrus (BA 9) in a visual spelling task and in left inferior frontal gyrus (BA 44/45/9), left angular gyrus (BA 39) and left superior temporal gyrus (BA 22) in an auditory spelling task (Booth et al, 2004). In another study, adults showed greater modality independent activation (across auditory and visual modalities) than children in left inferior frontal gyrus (BA 9) (Booth et al, 2003b). Finally, using dynamic causal modeling (DCM) to examine effective connectivity Penny et al, 2004), one study found that adults show greater top-down control than children from left inferior frontal gyrus (BA 45/46/9) to left inferior parietal lobule/precuneus (BA 40/7) in a visual spelling task (Bitan et al, 2006).…”

Section: Introductionmentioning

confidence: 93%

Developmental increases in effective connectivity to brain regions involved in phonological processing during tasks with orthographic demands

et al. 2008

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Developmental differences (9-to 15-year-olds) in effective connectivity in left hemisphere regions were examined using dynamic causal modeling (DCM) of functional magnetic resonance imaging (fMRI) data. Children completed spelling tasks in the visual and auditory modalities in which they were asked to determine if two words were spelled the same from the first vowel onwards. Intrinsic (anatomical) connections were strongest from primary cortical regions to unimodal association areas -from Heschl's gyrus to superior temporal gyrus for the auditory spelling task and from calcarine to fusiform gyrus for the visual spelling task. The modulatory (experimental) effect for the visual spelling task from calcarine to superior temporal gyrus was stronger than all other effects from calcarine and this effect showed a developmental increase, suggesting automatic activation of phonology that increased with age. The modulatory effect from Heschl's gyrus to dorsal inferior frontal gyrus also showed a developmental increase, suggesting age-related increases in phonological segmentation in verbal working memory. All together, these results suggest that there are developmental increases in automatic access into brain regions involved in phonological processing in tasks that require orthographic processing.

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“…This structure is considered to be pivotal in the mapping between phonological and orthographic representations of words (Booth et al, 2003(Booth et al, , 2004Pugh, Mencl, Shaywitz, et al, 2000;Shaywitz et al, 2002), as well as for the integration of these word forms with their semantic representations (Booth et al, 2003). Studies of normal and atypical readers are compatible with that interpretation.…”

Section: The Effects Of Remediation On Parietal Activationmentioning

confidence: 99%

Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity

et al. 2008

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a b s t r a c tThis study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentencelevel assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentionally guided reading strategy.

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Modality-specific and -independent developmental differences in the neural substrate for lexical processing

Cited by 67 publications

References 110 publications

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Writing affects the brain network of reading in Chinese: A functional magnetic resonance imaging study

Developmental increases in effective connectivity to brain regions involved in phonological processing during tasks with orthographic demands

Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: A longitudinal study of neuroplasticity

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