Overlapping cortical regions for reading and temporal processing in developmental dyslexia
Notice bibliographique
Résumé
Children with developmental dyslexia have difficulty learning to read. These children may also have deficits in temporal processing, which is the perception and integration of rapidly presented stimuli. Behavioural research indicates a link between reading and temporal processing ability; however, the cortical relationship between these two skills has not been established. This thesis examined whether tasks of reading and temporal processing activate similar cortical regions in children with average reading ability and in children with dyslexia. Using functional magnetic resonance imaging (fMRI), activity for two reading tasks (phonological and orthographic) and two temporal processing tasks (dichotic pitch and global motion perception) was assessed. Three regions of interest were established in each participant: the lateral occipital cortex (LOC) and areas engaged by dichotic pitch and global motion tasks. Results demonstrated that both groups had increased activity in bilateral LOC during reading. In average readers, left LOC was more active than right regions during the phonological task, while dyslexic readers showed equivalent activity between left and right LOC for both reading tasks. The dichotic pitch regions did not show any evidence of activation during reading in either group. However, children with dyslexia exhibited significant activity in right global motion regions during the phonological task, but only on the difficult word condition. Average readers did not illustrate activation in global motion areas during reading. The current results suggest that LOC is involved with the reading process and children with dyslexia may have a deficit in left LOC. It was hypothesized that dyslexic readers may have increased attentional processing and recruitment from additional cortical regions during difficult tasks, which may explain the similar activity between global motion and phonological reading. Since there were no similar regions between dichotic pitch and reading, this suggests that these may not be directly related through cortical activity. The current results provide novel evidence that reading and visual temporal processing may involve some of the same cortical areas, at least in children with dyslexia. Future research will investigate links between reading and temporal processing in younger children and will examine differences in white matter connectivity.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».