Brain connectivity associated with cascading levels of language
| Autor: | Virginia W. Berninger, William E. Nagy, Robert D. Abbott, Todd L. Richards |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
media_common.quotation_subject
computer.software_genre 050105 experimental psychology Article 03 medical and health sciences 0302 clinical medicine Dysgraphia Reading (process) dyslexia medicine 0501 psychology and cognitive sciences Set (psychology) media_common business.industry 4. Education 05 social sciences Dyslexia language impairment medicine.disease Syntax Spelling Learning disability Written language Artificial intelligence medicine.symptom Psychology business computer 030217 neurology & neurosurgery Natural language processing Cognitive psychology |
| Zdroj: | Journal of systems and integrative neuroscience |
| ISSN: | 2059-9781 |
| Popis: | Typical oral and written language learners (controls) (5 girls, 4 boys) completed fMRI reading judgment tasks (sub-word grapheme-phoneme, word spelling, sentences with and without spelling foils, affixed words, sentences with and without affix foils, and multi-sentence). Analyses identified connectivity within and across adjacent levels (units) of language in reading: from subword to word to syntax in Set I and from word to syntax to multi-sentence in Set II). Typicals were compared to (a) students with dyslexia (6 girls, 10 boys) on the subword and word tasks in Set I related to levels of language impaired in dyslexia, and (b) students with oral and written language learning disability (OWL LD) (3 girls, 2 boys) on the morphology and syntax tasks in Set II, related to levels of language impaired in OWL LD. Results for typical language learners showed that adjacent levels of language in the reading brain share common and unique connectivity. The dyslexia group showed over-connectivity to a greater degree on the imaging tasks related to their levels of language impairments than the OWL LD group who showed under-connectivity to a greater degree than did the dyslexia group on the imaging tasks related to their levels of language impairment. Results for these students in grades 4 to 9 (ages 9 to 14) are discussed in reference to the contribution of patterns of connectivity across levels of language to understanding the nature of persisting dyslexia and dysgraphia despite early intervention. |
| Databáze: | OpenAIRE |
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