不同阅读能力中国儿童语言处理时功能磁共振成像的研究

摘要

While imaging studies with English-speaking children showed that reading achieve-ment of children is associated with their brain profiles during speech perception tasks , little is known about the neurocognitive processing of normal Chinese students with different reading proficiencies. To study the neurocognitive processing on Chinese and the input of reading level on the process, seventeen six year old students with Chinese as their first language were recruited for the research study. These students were further assessed by a reading test to distinguish their Chinese reading ability. Those scored 2/3 deviation below the cultural mean score were classified as low-proficiency readers. Those scored between 2/3 below or above the mean score were classified as intermediate-proficiency readers. Those scored 2/3 standard deviation above the mean score were regarded as high-proficiency readers. During the experiment, 12 pairs of Chinese syllables evenly distributed in three stimuli blocks were presented to the students acoustically and they had to judge whether each pair of syllables was the same in rhyme or not. Throughout the whole process the students’ brain activation profiles were assessed by fMRI examination using the BOLD (blood oxygen level dependent) contrast method in a 1.5T MRI system. Result analysis was focused on the possible neurocognitive discrepancies between students of varying reading proficiency on phonological sensitivity.%大量研究结果表明，在语音理解的试验中，以英语为母语的儿童其阅读能力与脑活动分布有一定联系。然而，对于不同阅读能力中国儿童的神经认知处理鲜有报道。为探讨中文处理的神经认知及与阅读能力的关系，17名以粤语为母语的6岁学童参与了本研究。根据其中文阅读能力测试分为三组：低能力读者为阅读能力低于文化平均值下2/3标准差者；一般能力读者为阅读能力在文化平均值2/3标准差内者；高能力读者为阅读能力高于文化平均值下2/3标准差者。试验中，儿童会听见12对平均分布在3个刺激段的中文音节，其须判断该对中文音节是否同韵。采用1.5T磁共振仪（依靠血氧水平对比）全程记录儿童脑活动，分析不同阅读能力儿童在语音敏感度上是否存在神经认知方面的差异。