Functional Anatomy of Listening and Reading Comprehension during Development

Autor/inn/en	Berl, Madison M.; Duke, Elizabeth S.; Mayo, Jessica; Rosenberger, Lisa R.; Moore, Erin N.; VanMeter, John; Ratner, Nan Bernstein; Vaidya, Chandan J.; Gaillard, William Davis
Titel	Functional Anatomy of Listening and Reading Comprehension during Development
Quelle	In: Brain and Language, 114 (2010) 2, S.115-125 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-934X
DOI	10.1016/j.bandl.2010.06.002
Schlagwörter	Reading Comprehension; Brain Hemisphere Functions; Semantics; Form Classes (Languages); Neurology; Anatomy; Language Processing; Reading Skills; Language Skills; Listening Comprehension; Task Analysis; Age Differences; Diagnostic Tests; Correlation + Suchen Sie Ihr Suchwort? Leseverstehen; Semantik; Analytischer Sprachbau; Neurologie; Anatomie; Sprachverarbeitung; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Hörverständnis; Aufgabenanalyse; Age; Difference; Age difference; Altersunterschied; Diagnostic test; Diagnostischer Test; Korrelation
Abstract	Listening and reading comprehension of paragraph-length material are considered higher-order language skills fundamental to social and academic functioning. Using ecologically relevant language stimuli that were matched for difficulty according to developmental level, we analyze the effects of task, age, neuropsychological skills, and post-task performance on fMRI activation and hemispheric laterality. Areas of supramodal language processing are identified, with the most robust region being left-lateralized activation along the superior temporal sulcus. Functionally, this conjunction has a role in semantic and syntactic processing, leading us to refer to this conjunction as "comprehension cortex." Different from adults, supramodal areas for children include less extensive inferior frontal gyrus but more extensive right cerebellum and right temporal pole. Broader neuroanatomical pathways are recruited for reading, reflecting the more active processing and larger set of cognitive demands needed for reading compared to listening to stories. ROI analyses reveal that reading is a less lateralized language task than listening in inferior frontal and superior temporal areas, which likely reflects the difficulty of the task as children in this study are still developing their reading skills. For listening to stories, temporal activation is stable by age four with no correlations with age, neuropsychological skills or post-task performance. In contrast, frontal activation during listening to stories occurs more often in older children, and frontal activation is positively correlated with better performance on comprehension questions, suggesting that the activation of frontal networks may reflect greater integration and depth of story processing. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10