Tracking Adult Literacy Acquisition with Functional MRI: A Single-Case Study

Autor/inn/en	Braga, Lucia W.; Amemiya, Eduardo; Tauil, Alexandre; Suguieda, Denis; Lacerda, Carolina; Klein, Elise; Dehaene-Lambertz, Ghislaine; Dehaene, Stanislas
Titel	Tracking Adult Literacy Acquisition with Functional MRI: A Single-Case Study
Quelle	In: Mind, Brain, and Education, 11 (2017) 3, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Braga, Lucia W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12143
Schlagwörter	Adult Literacy; Case Studies; Illiteracy; Longitudinal Studies; Diagnostic Tests; Brain; Neurological Organization; Reading; Correlation; Males; Adults; Foreign Countries; Reading Rate; Phonological Awareness; Brazil + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Analphabetismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Diagnostic test; Diagnostischer Test; Gehirn; Leseprozess; Lesen; Korrelation; Male; Männliches Geschlecht; Ausland; Reading readiness; Reading speed; Lesegeschwindigkeit; Brasilien
Abstract	We evaluated neuro-functional changes associated with late acquisition of reading in an illiterate adult who underwent 20 longitudinal functional magnetic resonance imaging (fMRI) scans during 2 years, while the participant progressed from complete illiteracy to a modest level of alphabetical decoding. Initially, the participant did not activate neural circuits for reading when he was exposed to words; gradually, however, he began to present activation in left occipitotemporal cortex, at the visual word form area. This increase was accompanied by a decrease in face responses. Reading-related responses also emerged in language-related areas of the inferior frontal gyrus and temporal lobe. Additional activations in superior parietal lobe, superior frontal gyrus and posterior medial frontal cortex suggested that reading remained dependent on effortful executive attention and working memory processes. Nevertheless, the results indicate that adult plasticity can be sufficient to induce rapid changes in brain responses to written words and faces in an unschooled and illiterate adult. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01