Neural circuitry associated with two different approaches to novel word learning

Skilled reading depends upon successfully integrating orthographic, phonological, and semantic information; however, the process of becoming a skilled reader with efficient neural circuitry is not fully understood. Short-term learning paradigms can provide insight into learning mechanisms by reveali...

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Bibliographic Details
Published in:Developmental cognitive neuroscience 2012-02, Vol.2 Suppl 1 (Suppl 1), p.S99-S113
Main Authors: Clements-Stephens, Amy M, Materek, April D, Eason, Sarah H, Scarborough, Hollis S, Pugh, Kenneth R, Rimrodt, Sheryl, Pekar, James J, Cutting, Laurie E
Format: Article
Language:English
Subjects:
Adult
Analysis of Variance
Attention - physiology
Brain - physiology
Comprehension - physiology
Female
Humans
Magnetic Resonance Imaging
Male
Neural Pathways - physiology
Neuroimaging
Phonetics
Reaction Time
Reading
Reading and Mathematics
Semantics
Verbal Learning - physiology
Vocabulary
Young Adult
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Summary:Skilled reading depends upon successfully integrating orthographic, phonological, and semantic information; however, the process of becoming a skilled reader with efficient neural circuitry is not fully understood. Short-term learning paradigms can provide insight into learning mechanisms by revealing differential responses to training approaches. To date, neuroimaging studies have primarily focused on effects of teaching novel words either in isolation or in context, without directly comparing the two. The current study compared the behavioral and neurobiological effects of learning novel pseudowords (i.e., pronouncing and attaching meaning) trained either in isolation or in sentential context. Behavioral results showed generally comparable pseudoword learning for both conditions, but sentential context-trained pseudowords were spoken and comprehended slightly more quickly. Neurobiologically, fMRI activity for reading trained pseudowords was similar to real words; however, an interaction between training approach and reading proficiency was observed. Specifically, highly skilled readers showed similar levels of activity regardless of training approach. However, less skilled readers differentiated between training conditions, showing comparable activity to highly skilled readers only for isolation-trained pseudowords. Overall, behavioral and neurobiological findings suggest that training approach may affect rate of learning and neural circuitry, and that less skilled readers may need explicit training to develop optimal neural pathways.
ISSN:1878-9293
1878-9307
DOI:10.1016/j.dcn.2011.06.001