藏汉双语者汉语阅读理解的静息态功能连接分析
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摘要
研究结合静息态全脑功能连接密度和基于种子点的功能连接(FC)分析考察了藏汉双语者汉语(L2)阅读各子能力(细节捕捉和推理判断)的固有脑功能组织特点。结果发现左侧额下回—左侧颞上回和右侧舌回—右侧中央前回之间的FC值均与细节捕捉题得分和推理判断题得分呈显著正相关,但是左侧额下回—右侧顶下小叶之间的FC值只与推理判断题得分呈显著正相关。表明藏汉双语者汉语阅读各子能力之间既有重叠的又有不同的功能连接通路。
Resting-state functional connectivity(FC) studies have revealed that second language(L2) reading comprehension can be predicted by intrinsic functional organization(IFO) within language network. However, these studies select some specific seed regions in language network according to priori knowledge before FC analysis, which can result in some biased results and neglect of some important unpredictable findings. Additionally, most previous studies explore L2 reading comprehension largely taking reading as a global construct without considering the multidimensional structure of reading, thus little is known about the features of IFO related to subskills of reading ability in L2 learning. Therefore, the present study combined resting-state whole-brain functional connectivity density(FCD) with the FC analysis based on seed regions to investigate the characteristics of IFO associated with specific dimensions of L2 reading.Nineteen Tibetan-Chinese bilinguals were recruited in the present study, and resting-state functional magnetic resonance imaging(fMRI) data were acquired in each participant. Then, the Chinese Character Reading Efficiency Test(CCRET) and the reading comprehension section of Hanyu Shuiping Kaoshi(HSK) were used to evaluate the global level and two dimensions(literal comprehension and inferential comprehension) of L2 reading respectively. Next, a novel voxel-level whole-brain FCD analysis was applied to find the key brain regions associated with L2 reading. Furthermore, the FC between key brain regions and each voxel was computed by conducting seed-based FC analysis, and the correlation between each FC and two dimensions of Chinese reading comprehension were also evaluated respectively.The results showed that literal comprehension scores in L2 reading were not only significantly correlated with inferential comprehension scores, but also higher than inferential comprehension scores. FCD analysis found that the three key brain regions including the left inferior frontal gyrus, right lingual gyrus and right precuneus had significant correlations with CCRET scores. Further seed-based FC analysis revealed that both literal comprehension scores and inferential comprehension scores were positively correlated with the FC between the left inferior frontal gyrus and the left superior temporal gyrus as well as between the right lingual gyrus and the right precentral gyrus. Moreover, inferential comprehension scores also showed positive correlations with the FC between the left inferior frontal gyrus and the right parietal lobule.These findings indicate that different dimensions of L2 reading comprehension of Tibetan-Chinese bilinguals in L2 learning have significant correlations with FC in resting state, and some specific FC circuits are involved in the processing of inferential comprehension compared with the processing of literal comprehension in L2 reading. More generally, this study also suggests that different dimensions of L2 reading comprehension can be reflected by intrinsic functional organization, thus may provide important theoretical implications in our understanding of neural processing mechanisms for L2 reading.This study differentiates itself from previous research in that it chooses seed regions of FC analysis based on a data-driven approach by conducting correlation analysis between FCD and CCRET. In addition, the present study takes reading as a multidimensional structure rather than a global construct, investigating the characteristics of intrinsic brain functional organization related to different dimensions of reading comprehension(literal comprehension and inferential comprehension) in L2 learning.
Resting-state functional connectivity(FC) studies have revealed that second language(L2) reading comprehension can be predicted by intrinsic functional organization(IFO) within language network. However, these studies select some specific seed regions in language network according to priori knowledge before FC analysis, which can result in some biased results and neglect of some important unpredictable findings. Additionally, most previous studies explore L2 reading comprehension largely taking reading as a global construct without considering the multidimensional structure of reading, thus little is known about the features of IFO related to subskills of reading ability in L2 learning. Therefore, the present study combined resting-state whole-brain functional connectivity density(FCD) with the FC analysis based on seed regions to investigate the characteristics of IFO associated with specific dimensions of L2 reading.Nineteen Tibetan-Chinese bilinguals were recruited in the present study, and resting-state functional magnetic resonance imaging(fMRI) data were acquired in each participant. Then, the Chinese Character Reading Efficiency Test(CCRET) and the reading comprehension section of Hanyu Shuiping Kaoshi(HSK) were used to evaluate the global level and two dimensions(literal comprehension and inferential comprehension) of L2 reading respectively. Next, a novel voxel-level whole-brain FCD analysis was applied to find the key brain regions associated with L2 reading. Furthermore, the FC between key brain regions and each voxel was computed by conducting seed-based FC analysis, and the correlation between each FC and two dimensions of Chinese reading comprehension were also evaluated respectively.The results showed that literal comprehension scores in L2 reading were not only significantly correlated with inferential comprehension scores, but also higher than inferential comprehension scores. FCD analysis found that the three key brain regions including the left inferior frontal gyrus, right lingual gyrus and right precuneus had significant correlations with CCRET scores. Further seed-based FC analysis revealed that both literal comprehension scores and inferential comprehension scores were positively correlated with the FC between the left inferior frontal gyrus and the left superior temporal gyrus as well as between the right lingual gyrus and the right precentral gyrus. Moreover, inferential comprehension scores also showed positive correlations with the FC between the left inferior frontal gyrus and the right parietal lobule.These findings indicate that different dimensions of L2 reading comprehension of Tibetan-Chinese bilinguals in L2 learning have significant correlations with FC in resting state, and some specific FC circuits are involved in the processing of inferential comprehension compared with the processing of literal comprehension in L2 reading. More generally, this study also suggests that different dimensions of L2 reading comprehension can be reflected by intrinsic functional organization, thus may provide important theoretical implications in our understanding of neural processing mechanisms for L2 reading.This study differentiates itself from previous research in that it chooses seed regions of FC analysis based on a data-driven approach by conducting correlation analysis between FCD and CCRET. In addition, the present study takes reading as a multidimensional structure rather than a global construct, investigating the characteristics of intrinsic brain functional organization related to different dimensions of reading comprehension(literal comprehension and inferential comprehension) in L2 learning.
引文
才让措,窦秀玉.(2014).藏族学生藏汉双语认知加工比较.中国藏学,4,120-126.
高寒,韩立新,白红民,李天栋,王伟,刘一兵等.(2013).晚双语者语言区的功能磁共振研究.中华神经外科杂志,29(11),1097-1100.
黄敬,王佶旻.(2013).基于结构方程模型的高级水平汉语学习者语言理解能力结构探究.华文教学与研究,13(2),24-35.
罗琳,翟洪昌.(2013).记忆汉字和英语单词的差异脑区研究.心理与行为研究,11(2),211-216.
闰国利,何立媛,宋子明.(2016).中文阅读的基本信息加工单元初探.心理与行为研究,14(1),120-126.
赵澄,王晓怡,陈学志,刘巨涛,卢洁,李坤成.(2013).蒙汉双语者的汉语词汇命名加工脑机制的功能磁共振成像.放射学实践,28(12),1246-1249.
赵小雪,胡阿旭,于洪志.(2013).基于ERP信号的藏族大学生藏汉英词汇认知研究.西北民族大学学报(自然科学版),34(1),26-30.
周明芳,郑晶.(2010).工作记忆与文本理解相关性实证探究.外语电化教学,32(1),73-75,47.
Applegate,M.D.,Quinn,K.B.,&Applegate,A.J.(2002).Levels of thinking required by comprehension questions in informal reading inventories.The Reading Teacher,56(2),174-180.
Barbeau,E.B.,Chai,X.J.,Chen,J.K.,Soles,J.,Berken,J.,Baum,S.,et al.(2017).The role of the left inferior parietal lobule in second language learning:An intensive language training fMRI study.Neuropsychologia,98,169-176.
Basaraba,D.,Yovanoff,P.,Alonzo,J.,&Tindal,G.(2013).Examining the structure of reading comprehension:Do literal,inferential,and evaluative comprehension truly exist?Reading and Writing,26(3),349-379.
Bolger,D.J.,Perfetti,C.A.,&Schneider,W.(2005).Cross-cultural effect on the brain revisited:Universal structures plus writing system variation.Human Brain Mapping,25(1),92-104.
Carnine,D.W.,Silbert,J.,Kame'enui,E.J.,&Tarver,S.G.(2010).Direct instruction reading.Boston,MA:Merrill.
Chai,X.J.,Berken,J.A.,Barbeau,E.B.,Soles,J.,Callahan,M.,Chen,J.K.,&Klein,D.(2016).Intrinsic functional connectivity in the adult brain and success in second-language learning.The Journal of Neuroscience,36(3),755-761.
Chang,E.F.,Rieger,J.W.,Johnson,K.,Berger,M.S.,Barbaro,N.M.,&Knight,R.T.(2010).Categorical speech representation in human superior temporal gyrus.Nature Neuroscience,13(11),1428-1432.
Cohen,L.,&Dehaene,S.(2004).Specialization within the ventral stream:The case for the visual word form area.Neuro Image,22(1),466-476.
Fox,M.D.,&Raichle,M.E.(2007).Spontaneous fluctuations in brain activity observed with functional magnetic resonance imaging.Nature Reviews Neuroscience,8(9),700-711.
Gough,P.M.,Nobre,A.C.,&Devlin,J.T.(2005).Dissociating linguistic processes in the left inferior frontal cortex with transcranial magnetic stimulation.The Journal of Neuroscience,25(35),8010-8016.
Hallam,G.P.,Thompson,H.E.,Hymers,M.,Millman,R.E.,Rodd,J.M.,Lambon Ralph,M.A.,et al.(2018).Task-based and resting-state fMRI reveal compensatory network changes following damage to left inferior frontal gyrus.Cortex,99,150-165.
Henderson,J.M.,Choi,W.,Lowder,M.W.,&Ferreira,F.(2016).Language structure in the brain:A fixation-related fMRI study of syntactic surprisal in reading.Neuro Image,132,293-300.
Hickok,G.,&Poeppel,D.(2004).Dorsal and ventral streams:A framework for understanding aspects of the functional anatomy of language.Cognition,92(1-2),67-99.
Koyama,M.S.,Di Martino,A.,Zuo,X.N.,Kelly,C.,Mennes,M.,Jutagir,D.R.,et al.(2011).Resting-state functional connectivity indexes reading competence in children and adults.The Journal of Neuroscience,31(23),8617-8624.
Linderholm,T.,&Van Den Broek,P.(2002).The effects of reading purpose and working memory capacity on the processing of expository text.Journal of Educational Psychology,94(4),778-784.
Lund,R.J.(1991).A comparison of second language listening and reading comprehension.Modern Language Journal,75(2),196-204.
Qin,W.,Xuan,Y.,Liu,Y.,Jiang,T.Z.,&Yu,C.S.(2015).Functional connectivity density in congenitally and late blind subjects.Cerebral Cortex,25(9),2507-2516.
Roncaglia-Denissen,M.P.,&Kotz,S.A.(2016).What does neuroimaging tell us about morphosyntactic processing in the brain of second language learners?Bilingualism:Language and Cognition,19(4),665-673.
Rose,S.A.,Feldman,J.F.,&Jankowski,J.J.(2003).The building blocks of cognition.Journal of Pediatrics,143(4),54-61.
Tomasi,D.,&Volkow,N.D.(2010).Functional connectivity density mapping.Proceedings of the National Academy of Sciences of the United States of America,107(21),9885-9890.
Tomasi,D.,&Volkow,N.D.(2012).Resting functional connectivity of language networks:Characterization and reproducibility.Molecular Psychiatry,17(8),841-854.
Turken,A.U.,&Dronkers,N.F.(2011).The neural architecture of the language comprehension network:Converging evidence from lesion and connectivity analyses.Frontiers in Systems Neuroscience,5,1.
Ventura-Campos,N.,Sanjuan,A.,González,J.,Palomar-García,M.á.,Rodríguez-Pujadas,A.,Sebastián-Gallés,N.,et al.(2013).Spontaneous brain activity predicts learning ability of foreign sounds.The Journal of Neuroscience,33(22),9295-9305.
Zhang,M.X.,Li,J.,Chen,C.S.,Mei,L.L.,Xue,G.,Lu,Z.L.,et al.(2013).The contribution of the left mid-fusiform cortical thickness to Chinese and English reading in a large Chinese sample.Neuro Image,65,250-256.
Zhang,M.X.,Li,J.,Chen,C.S.,Xue,G.,Lu,Z.L.,Mei,L.L.,et al.(2014).Resting-state functional connectivity and reading abilities in first and second languages.Neuro Image,84,546-553.
Zhang,Y.X.,Xie,B.,Chen,H.,Li,M.L.,Liu,F.,&Chen,H.F.(2016).Abnormal functional connectivity density in post-traumatic stress disorder.Brain Topography,29(3),405-411.
高寒,韩立新,白红民,李天栋,王伟,刘一兵等.(2013).晚双语者语言区的功能磁共振研究.中华神经外科杂志,29(11),1097-1100.
黄敬,王佶旻.(2013).基于结构方程模型的高级水平汉语学习者语言理解能力结构探究.华文教学与研究,13(2),24-35.
罗琳,翟洪昌.(2013).记忆汉字和英语单词的差异脑区研究.心理与行为研究,11(2),211-216.
闰国利,何立媛,宋子明.(2016).中文阅读的基本信息加工单元初探.心理与行为研究,14(1),120-126.
赵澄,王晓怡,陈学志,刘巨涛,卢洁,李坤成.(2013).蒙汉双语者的汉语词汇命名加工脑机制的功能磁共振成像.放射学实践,28(12),1246-1249.
赵小雪,胡阿旭,于洪志.(2013).基于ERP信号的藏族大学生藏汉英词汇认知研究.西北民族大学学报(自然科学版),34(1),26-30.
周明芳,郑晶.(2010).工作记忆与文本理解相关性实证探究.外语电化教学,32(1),73-75,47.
Applegate,M.D.,Quinn,K.B.,&Applegate,A.J.(2002).Levels of thinking required by comprehension questions in informal reading inventories.The Reading Teacher,56(2),174-180.
Barbeau,E.B.,Chai,X.J.,Chen,J.K.,Soles,J.,Berken,J.,Baum,S.,et al.(2017).The role of the left inferior parietal lobule in second language learning:An intensive language training fMRI study.Neuropsychologia,98,169-176.
Basaraba,D.,Yovanoff,P.,Alonzo,J.,&Tindal,G.(2013).Examining the structure of reading comprehension:Do literal,inferential,and evaluative comprehension truly exist?Reading and Writing,26(3),349-379.
Bolger,D.J.,Perfetti,C.A.,&Schneider,W.(2005).Cross-cultural effect on the brain revisited:Universal structures plus writing system variation.Human Brain Mapping,25(1),92-104.
Carnine,D.W.,Silbert,J.,Kame'enui,E.J.,&Tarver,S.G.(2010).Direct instruction reading.Boston,MA:Merrill.
Chai,X.J.,Berken,J.A.,Barbeau,E.B.,Soles,J.,Callahan,M.,Chen,J.K.,&Klein,D.(2016).Intrinsic functional connectivity in the adult brain and success in second-language learning.The Journal of Neuroscience,36(3),755-761.
Chang,E.F.,Rieger,J.W.,Johnson,K.,Berger,M.S.,Barbaro,N.M.,&Knight,R.T.(2010).Categorical speech representation in human superior temporal gyrus.Nature Neuroscience,13(11),1428-1432.
Cohen,L.,&Dehaene,S.(2004).Specialization within the ventral stream:The case for the visual word form area.Neuro Image,22(1),466-476.
Fox,M.D.,&Raichle,M.E.(2007).Spontaneous fluctuations in brain activity observed with functional magnetic resonance imaging.Nature Reviews Neuroscience,8(9),700-711.
Gough,P.M.,Nobre,A.C.,&Devlin,J.T.(2005).Dissociating linguistic processes in the left inferior frontal cortex with transcranial magnetic stimulation.The Journal of Neuroscience,25(35),8010-8016.
Hallam,G.P.,Thompson,H.E.,Hymers,M.,Millman,R.E.,Rodd,J.M.,Lambon Ralph,M.A.,et al.(2018).Task-based and resting-state fMRI reveal compensatory network changes following damage to left inferior frontal gyrus.Cortex,99,150-165.
Henderson,J.M.,Choi,W.,Lowder,M.W.,&Ferreira,F.(2016).Language structure in the brain:A fixation-related fMRI study of syntactic surprisal in reading.Neuro Image,132,293-300.
Hickok,G.,&Poeppel,D.(2004).Dorsal and ventral streams:A framework for understanding aspects of the functional anatomy of language.Cognition,92(1-2),67-99.
Koyama,M.S.,Di Martino,A.,Zuo,X.N.,Kelly,C.,Mennes,M.,Jutagir,D.R.,et al.(2011).Resting-state functional connectivity indexes reading competence in children and adults.The Journal of Neuroscience,31(23),8617-8624.
Linderholm,T.,&Van Den Broek,P.(2002).The effects of reading purpose and working memory capacity on the processing of expository text.Journal of Educational Psychology,94(4),778-784.
Lund,R.J.(1991).A comparison of second language listening and reading comprehension.Modern Language Journal,75(2),196-204.
Qin,W.,Xuan,Y.,Liu,Y.,Jiang,T.Z.,&Yu,C.S.(2015).Functional connectivity density in congenitally and late blind subjects.Cerebral Cortex,25(9),2507-2516.
Roncaglia-Denissen,M.P.,&Kotz,S.A.(2016).What does neuroimaging tell us about morphosyntactic processing in the brain of second language learners?Bilingualism:Language and Cognition,19(4),665-673.
Rose,S.A.,Feldman,J.F.,&Jankowski,J.J.(2003).The building blocks of cognition.Journal of Pediatrics,143(4),54-61.
Tomasi,D.,&Volkow,N.D.(2010).Functional connectivity density mapping.Proceedings of the National Academy of Sciences of the United States of America,107(21),9885-9890.
Tomasi,D.,&Volkow,N.D.(2012).Resting functional connectivity of language networks:Characterization and reproducibility.Molecular Psychiatry,17(8),841-854.
Turken,A.U.,&Dronkers,N.F.(2011).The neural architecture of the language comprehension network:Converging evidence from lesion and connectivity analyses.Frontiers in Systems Neuroscience,5,1.
Ventura-Campos,N.,Sanjuan,A.,González,J.,Palomar-García,M.á.,Rodríguez-Pujadas,A.,Sebastián-Gallés,N.,et al.(2013).Spontaneous brain activity predicts learning ability of foreign sounds.The Journal of Neuroscience,33(22),9295-9305.
Zhang,M.X.,Li,J.,Chen,C.S.,Mei,L.L.,Xue,G.,Lu,Z.L.,et al.(2013).The contribution of the left mid-fusiform cortical thickness to Chinese and English reading in a large Chinese sample.Neuro Image,65,250-256.
Zhang,M.X.,Li,J.,Chen,C.S.,Xue,G.,Lu,Z.L.,Mei,L.L.,et al.(2014).Resting-state functional connectivity and reading abilities in first and second languages.Neuro Image,84,546-553.
Zhang,Y.X.,Xie,B.,Chen,H.,Li,M.L.,Liu,F.,&Chen,H.F.(2016).Abnormal functional connectivity density in post-traumatic stress disorder.Brain Topography,29(3),405-411.