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首页> 外文学位 >Using Cognitive Neuroscience to Examine the Brain Basis of Pre-Reading Skills in Kindergarten Children and Subtypes of Risk for Dyslexia: Toward MRI and EEG Prediction of Reading Outcomes.
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Using Cognitive Neuroscience to Examine the Brain Basis of Pre-Reading Skills in Kindergarten Children and Subtypes of Risk for Dyslexia: Toward MRI and EEG Prediction of Reading Outcomes.

机译：使用认知神经科学检查幼儿园儿童的预阅读技能的大脑基础和阅读障碍的风险亚型：MRI和EEG对阅读结果的预测。

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摘要

Each child must build a reading brain by developing accuracy and speed in the multiple cognitive and linguistic processes required for reading, as well as the ability to integrate these processes for efficient comprehension. A weakness in any component of the brain's "reading circuit" can cause dyslexia, defined as an unexpected difficulty learning to read. In order to prevent the negative consequences of dyslexia, it is important to identify reading difficulties early and accurately. Decades of behavioral research have examined which measures predict later reading outcomes, yet even when the most widely-used and well-designed assessment measures are combined, behavioral models are unable to predict reading outcomes with sufficient accuracy. Findings from behavioral studies, however, converge on three major predictors: phonological awareness (PA), letter knowledge (LK), and rapid automatized naming (RAN). Recently, brain imaging methods including magnetic resonance imaging (MRI) and electroencephalography (EEG) have shown substantial accuracy in predicting reading outcomes. This study used fMRI and EEG brain imaging with 43 kindergarten children to examine the neural correlates of PA, LK, and automaticity. Results revealed differentiated patterns of brain activation for kindergarten children with and without risk for dyslexia as measured by PA, LK, and RAN scores. These patterns of brain activation have the potential to help identify which children will have dyslexia before they struggle with learning to read, and to identify which types of intervention could most effectively be used with individual children.
机译：每个孩子都必须通过提高阅读所需的多种认知和语言过程的准确性和速度来建立阅读大脑，并具有整合这些过程以进行有效理解的能力。大脑“阅读电路”的任何组成部分的弱点都可能导致诵读困难，这是学习阅读时遇到的意外困难。为了防止阅读障碍，必须尽早准确地识别阅读困难。数十年来的行为研究已经研究了哪些方法可以预测以后的阅读结果，但是即使将使用最广泛且设计最完善的评估方法结合起来，行为模型也无法以足够的准确性预测阅读结果。然而，来自行为研究的结果集中在三个主要预测因素上：语音意识（PA），字母知识（LK）和快速自动命名（RAN）。最近，包括磁共振成像（MRI）和脑电图（EEG）在内的大脑成像方法已显示出预测阅读结果的准确度。这项研究使用fMRI和EEG脑成像技术对43名幼儿园儿童进行了检查，以检查PA，LK和自动性的神经相关性。结果显示，通过PA，LK和RAN评分测量的有和没有阅读障碍风险的幼儿园儿童的脑部激活方式有所不同。这些大脑激活模式有可能帮助识别哪些儿童在阅读学习之前会出现阅读障碍，并确定哪种类型的干预措施可以最有效地应用于单个儿童。

著录项

  • 作者

    Norton, Elizabeth Spencer.;

  • 作者单位

    Tufts University.;

  • 授予单位 Tufts University.;
  • 学科 Psychology Psychobiology.;Psychology Cognitive.;Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 184 p.
  • 总页数 184
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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