阅读指令导致类别选择性视觉皮层的变化
Jason D Yeatman1, Daniel R McCloy2, Sendy Caffarra3
1Graduate School of Education, Stanford University, Stanford, CA, USA; Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, USA; Department of Psychology, Stanford University, Stanford, CA, USA.
Brain research bulletin
|April 27, 2024
概括
学习快速阅读会改变儿童视觉皮层的反应. 虽然视觉文字形式区域 (VWFA) 显示对单词的反应增加,但这不会对面部或对象的处理产生负面影响.
科学领域:
- 认知神经科学 认知神经科学
- 发展心理学 发展心理学
- 教育的神经科学教育的神经科学
背景情况:
- 教育塑造了专门的神经回路,以培养阅读等技能,这对现代社会至关重要.
- "神经回收"假设认为,学习阅读可能会重新利用大脑区域,可能以牺牲处理其他视觉刺激,如面孔和物体为代价.
- 了解早期识字对视觉皮层组织的影响是必不可少的.
研究的目的:
- 调查学习阅读是否会改变视觉皮层的反应,特别是腹腔皮皮层 (VOTC).
- 测试阅读获取增强单词响应,同时减少对面孔和物体的响应的预测.
- 检查在学龄前儿童早期识字教学引起的变化.
主要方法:
- 一项随机对照试验,涉及五岁儿童,他们被分配到阅读或口语干预计划中.
- 干预前后收集的磁脑电图 (MEG) 数据用于测量大脑活动.
- 在类别选择性视觉皮层区域内对文本,面孔和对象图像的视觉反应的分析.
主要成果:
- 阅读与口语语言教学相比,在类别选择性视觉皮层区域中引起了明显的变化.
- 在大脑对文字的反应与对其他视觉类别的反应之间没有明显的权衡.
- 在视觉单词形式区域 (VWFA) 中,对文本,面孔和对象的相对反应发生了变化,但增加的单词反应与减少的面孔或对象反应无关.
结论:
- 早期的识字指导迅速改变了儿童的高层视觉皮层组织.
- 阅读技能的出现似乎不会以牺牲面部和物体处理为代价.
- 高层视觉皮层经历了显著的,快速的变化,因为孩子们开始正式的学校教育,并获得新的技能,如识字.
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