Differential components of sentence comprehension: beyond single word reading and memory

Hemispheric lateralization of language processing: insights from network-based symptom mapping and patient subgroups

The hemispheric laterality of language processing has become a hot topic in modern neuroscience. Although most previous studies have reported left-lateralized language processing, other studies found it to be bilateral. A previous neurocomputational model has proposed a unified framework to explain that the above discrepancy might be from healthy and patient individuals. This model posits an initial symmetry but imbalanced capacity in language processing for healthy individuals, with this imbalance contributing to language recovery disparities following different hemispheric injuries. The present study investigated this model by analyzing the lateralization patterns of language subnetworks across multiple attributes with a group of 99 patients (compared to nonlanguage processing) and examining the lateralization patterns of language subnetworks in subgroups with damage to different hemispheres. Subnetworks were identified using a whole-brain network-based lesion-symptom mapping method, and the lateralization index was quantitatively measured. We found that all the subnetworks in language processing were left-lateralized, while subnetworks in nonlanguage processing had different lateralization patterns. Moreover, diverse hemisphere-injury subgroups exhibited distinct language recovery effects. These findings provide robust support for the proposed neurocomputational model of language processing.

Reading Epilepsy and Language Processing: A Proposed Role for Semantic Salience

SUMMARY

Reading epilepsy is a relatively rare reflex epilepsy syndrome that typically presents as orofacial reflex myoclonus triggered by reading. Seizures are thought to be because of activation of hyperexcitable language-related pathways in the dominant hemisphere that subsequently spreads to adjacent motor cortices. More difficult reading tasks are thought to be more provocative of seizures regardless of semantic understanding of the text. The authors sought to better characterize the role of text difficulty and comprehension in triggering seizures in a 27-year-old patient with reading epilepsy. As a part of his epilepsy monitoring unit admission, the patient underwent a series of reading trials with increasing semantic salience and/or difficulty, including pseudo-reading of colors and foreign-language texts, which demonstrated a positive correlation between spike count and clinical events and increasing semantic salience. This suggests that our novel reading task may be able to differentiate between different processes in the reading pathway and that increased semantic relevance of the text, rather than increased difficulty per se, can be associated with increased seizures in reading epilepsy. The authors theorize that this may be associated with his atypical (nondominant) right hemispheric seizure focus and propose that further study of patients with reading epilepsy syndrome may help elucidate the neurobiological networks involved in reading and language processing.

The role of visual attention in dyslexia: Behavioral and neurobiological evidence

Poor phonological processing has typically been considered the main cause of dyslexia. However, visuo‐attentional processing abnormalities have been described as well. The goal of the present study was to determine the involvement of visual attention during fluent reading in children with dyslexia and typical readers. Here, 75 children (8–12 years old; 36 typical readers, 39 children with dyslexia) completed cognitive and reading assessments. Neuroimaging data were acquired while children performed a fluent reading task with (a) a condition where the text remained on the screen (Still) versus (b) a condition in which the letters were being deleted (Deleted). Cognitive assessment data analysis revealed that visual attention, executive functions, and phonological awareness significantly contributed to reading comprehension in both groups. A seed‐to‐voxel functional connectivity analysis was performed on the fluency functional magnetic resonance imaging task. Typical readers showed greater functional connectivity between the dorsal attention network and the left angular gyrus while performing the Still and Deleted reading tasks versus children with dyslexia. Higher connectivity values were associated with higher reading comprehension. The control group showed increased functional connectivity between the ventral attention network and the fronto‐parietal network during the Deleted text condition (compared with the Still condition). Children with dyslexia did not display this pattern. The results suggest that the synchronized activity of executive, visual attention, and reading‐related networks is a pattern of functional integration which children with dyslexia fail to achieve. The present evidence points toward a critical role of visual attention in dyslexia.

Semantic verbal fluency brain network: delineating a physiological basis for the functional hubs using dual-echo ASL and graph theory approach

Objective. Semantic verbal fluency (SFV) is a cognitive process that engages and modulates specific brain areas related to language comprehension and production, decision making, response inhibition, and memory retrieval. The impairment of the brain network responsible for these functions is related to various neurological conditions, and different strategies have been proposed to assess SVF-related deficits in such diseases. In the present study, the concomitant changes of brain perfusion and functional connectivity were investigated during the resting state and SVF task performance.Approach. Arterial spin labeling (ASL), a perfusion-based magnetic resonance imaging (MRI) method, was used with a pseudocontinuous labeling approach and dual-echo readout in 28 healthy right-handed Brazilian Portuguese speakers. The acquisition was performed in a resting state condition and during the performance of a SVF task.Main results. During task performance, a significant increase in cerebral blood flow (CBF) was observed in language-related regions of the frontal lobe, including Brodmann's areas 6, 9, 45, and 47, associated with semantic processing, word retrieval, and speech motor programming. Such regions, along with the posterior cingulate, showed a crucial role in the SVF functional network, assessed by seed-to-voxel and graph analysis. Our approach successfully overcame the generalization problem regarding functional MRI (fMRI) graph analysis with cognitive, task-based paradigms. Moreover, the CBF maps enabled the functional assessment of orbital frontal and temporal regions commonly affected by magnetic susceptibility artifacts in conventional T2*-weighted fMRI approaches.Significance. Our results demonstrated the capability of ASL to evaluate perfusion alterations and functional patterns simultaneously regarding the SVF network providing a quantitative physiological basis to functional hubs in this network, which may support future clinical studies.

Characteristics of cognitive impairment in adult asymptomatic moyamoya disease

Background

Cognitive impairment in adult moyamoya disease (MMD) is thought to be the result of ischemic stroke; however, the presence and extent of cognitive decline in asymptomatic patients is unclear.

Methods

After classification using T2-weighted fluid attenuated inversion recovery (FLAIR) magnetic resonance imaging (MRI), a total of 19 MMD patients with a history of cerebral infarction, 21 asymptomatic MMD patients, and 20 healthy controls matched for age, sex, and years of education were prospectively included in this study. A detailed neuropsychological evaluation of two moyamoya subgroups and normal controls was conducted.

Results

Asymptomatic patients showed varying degrees of decline in intelligence (Raven’s Standard Progressive Matrices, P = 0.001), spatial imagination (mental rotation, P = 0.014), working memory (verbal working memory-backward digit span, P = 0.011), and computational ability (simple subtraction, P = 0.014; complex subtraction, P < 0.001) compared with normal controls. MMD patients with cerebral infarction had more severe impairment in complex arithmetic (P = 0.027) and word short-term memory (P = 0.01) than those without symptoms.

Conclusion

In asymptomatic MMD patients, a variety of cognitive impairment precedes the onset of clinical symptoms such as cerebral infarction, which may be a long-term complication of conservative treatment.

Emojis influence autobiographical memory retrieval from reading words: An fMRI-based study

Advances in computer and communications technology have deeply affected the way we communicate. Social media have emerged as a major means of human communication. However, a major limitation in such media is the lack of non-verbal stimuli, which sometimes hinders the understanding of the message, and in particular the associated emotional content. In an effort to compensate for this, people started to use emoticons, which are combinations of keyboard characters that resemble facial expressions, and more recently their evolution: emojis, namely, small colorful images that resemble faces, actions and daily life objects. This paper presents evidence of the effect of emojis on memory retrieval through a functional Magnetic Resonance Imaging (fMRI) study. A total number of fifteen healthy volunteers were recruited for the experiment, during which successive stimuli were presented, containing words with intense emotional content combined with emojis, either with congruent or incongruent emotional content. Volunteers were asked to recall a memory related to the stimulus. The study of the reaction times showed that emotional incongruity among word+emoji combinations led to longer reaction times in memory retrieval compared to congruent combinations. General Linear Model (GLM) and Blind Source Separation (BSS) methods have been tested in assessing the influence of the emojis on the process of memory retrieval. The analysis of the fMRI data showed that emotional incongruity among word+emoji combinations activated the Broca's area (BA44 and BA45) in both hemispheres, the Supplementary Motor Area (SMA) and the inferior prefrontal cortex (BA47), compared to congruent combinations. Furthermore, compared to pseudowords, word+emoji combinations activated the left Broca's area (BA44 and BA45), the amygdala, the right temporal pole (BA48) and several frontal regions including the SMA and the inferior prefrontal cortex.

A neurocognitive model of perceptual decision-making on emotional signals

Humans make various kinds of decisions about which emotions they perceive from others. Although it might seem like a split-second phenomenon, deliberating over which emotions we perceive unfolds across several stages of decisional processing. Neurocognitive models of general perception postulate that our brain first extracts sensory information about the world then integrates these data into a percept and lastly interprets it. The aim of the present study was to build an evidence-based neurocognitive model of perceptual decision-making on others' emotions. We conducted a series of meta-analyses of neuroimaging data spanning 30 years on the explicit evaluations of others' emotional expressions. We find that emotion perception is rather an umbrella term for various perception paradigms, each with distinct neural structures that underline task-related cognitive demands. Furthermore, the left amygdala was responsive across all classes of decisional paradigms, regardless of task-related demands. Based on these observations, we propose a neurocognitive model that outlines the information flow in the brain needed for a successful evaluation of and decisions on other individuals' emotions. HIGHLIGHTS: Emotion classification involves heterogeneous perception and decision-making tasks Decision-making processes on emotions rarely covered by existing emotions theories We propose an evidence-based neuro-cognitive model of decision-making on emotions Bilateral brain processes for nonverbal decisions, left brain processes for verbal decisions Left amygdala involved in any kind of decision on emotions.

An fMRI study of English and Spanish word reading in bilingual adults

Reading relies on a left-lateralized brain system, including occipito-temporal (OTC), temporo-parietal, and inferior frontal (IFC) cortices. Neuroimaging studies have investigated whether activation in these cortices is modulated by a language's orthographic depth (consistency of grapheme-to-phoneme conversion). In Spanish-English bilinguals, some but not all studies have reported activation differences between the two languages during reading. Here, we studied Spanish-English early bilingual adults living in the United States (N = 25; 17 females, 8 males). We examined local activity, functional connectivity, and spatially distributed activity patterns during English and Spanish word reading. We found overlap in local activity for the two languages in the left IFC, but no differences in activation between them and few differences in functional connectivity (none of which were in pairs of regions known to be involved in reading); yet, there were spatially distributed patterns of brain activity that differentiate English and Spanish in regions of bilateral cerebellum/left OTC, the left superior occipital gyrus, the left IFC, and the left medial frontal gyrus. Overall, we found no evidence for differences in local activation or functional connectivity during English versus Spanish word processing in regions known to be involved in reading, yet we found brain-based evidence that Spanish-English bilinguals distinguish between the two languages.

The Neural Dynamics of Novel Scene Imagery

Retrieval of long-term episodic memories is characterized by synchronized neural activity between hippocampus and ventromedial prefrontal cortex (vmPFC), with additional evidence that vmPFC activity leads that of the hippocampus. It has been proposed that the mental generation of scene imagery is a crucial component of episodic memory processing. If this is the case, then a comparable interaction between the two brain regions should exist during the construction of novel scene imagery. To address this question, we leveraged the high temporal resolution of MEG to investigate the construction of novel mental imagery. We tasked male and female humans with imagining scenes and single isolated objects in response to one-word cues. We performed source-level power, coherence, and causality analyses to characterize the underlying interregional interactions. Both scene and object imagination resulted in theta power changes in the anterior hippocampus. However, higher theta coherence was observed between the hippocampus and vmPFC in the scene compared with the object condition. This interregional theta coherence also predicted whether imagined scenes were subsequently remembered. Dynamic causal modeling of this interaction revealed that vmPFC drove activity in hippocampus during novel scene construction. Additionally, theta power changes in the vmPFC preceded those observed in the hippocampus. These results constitute the first evidence in humans that episodic memory retrieval and scene imagination rely on similar vmPFC–hippocampus neural dynamics. Furthermore, they provide support for theories emphasizing similarities between both cognitive processes and perspectives that propose the vmPFC guides the construction of context-relevant representations in the hippocampus.

SIGNIFICANCE STATEMENT Episodic memory retrieval is characterized by a dialog between hippocampus and ventromedial prefrontal cortex (vmPFC). It has been proposed that the mental generation of scene imagery is a crucial component of episodic memory processing. An ensuing prediction would be of a comparable interaction between the two brain regions during the construction of novel scene imagery. Here, we leveraged the high temporal resolution of MEG and combined it with a scene imagination task. We found that a hippocampal–vmPFC dialog existed and that it took the form of vmPFC driving the hippocampus. We conclude that episodic memory and scene imagination share fundamental neural dynamics and the process of constructing vivid, spatially coherent, contextually appropriate scene imagery is strongly modulated by vmPFC.

Successful Encoding during Natural Reading Is Associated with Fixation-Related Potentials and Large-Scale Network Deactivation

Reading literature (e.g., an entire book) is an enriching experience that qualitatively differs from reading a single sentence; however, the brain dynamics of such context-dependent memory remains unclear. This study aimed to elucidate mnemonic neural dynamics during natural reading of literature by performing electroencephalogram (EEG) and functional magnetic resonance imaging (fMRI). Brain activities of human participants recruited on campus were correlated with their subsequent memory, which was quantified by semantic correlation between the read text and reports subsequently written by them based on state of the art natural language processing procedures. The results of the EEG data analysis showed a significant positive relationship between subsequent memory and fixation-related EEG. Sentence-length and paragraph-length mnemonic processes were associated with N1-P2 and P3 fixation-related potential (FRP) components and fixation-related θ-band (4-8 Hz) EEG power, respectively. In contrast, the results of fMRI analysis showed a significant negative relationship between subsequent memory and blood oxygenation level-dependent (BOLD) activation. Sentence-length and paragraph-length mnemonic processes were associated with networks of regions forming part of the salience network and the default mode network (DMN), respectively. Taken together with the EEG results, these memory-related deactivations in the salience network and the DMN were thought to reflect the reading of sentences characterized by low mnemonic load and the suppression of task-irreverent thoughts, respectively. It was suggested that the context-dependent mnemonic process during literature reading requires large-scale network deactivation, which might reflect coordination of a range of voluntary processes during reading.

"Decoding versus comprehension": Brain responses underlying reading comprehension in children with autism

Despite intact decoding ability, deficits in reading comprehension are relatively common in children with autism spectrum disorders (ASD). However, few neuroimaging studies have tested the neural bases of this specific profile of reading deficit in ASD. This fMRI study examined activation and synchronization of the brain's reading network in children with ASD with specific reading comprehension deficits during a word similarities task. Thirteen typically developing children and 18 children with ASD performed the task in the MRI scanner. No statistically significant group differences in functional activation were observed; however, children with ASD showed decreased functional connectivity between the left inferior frontal gyrus (LIFG) and the left inferior occipital gyrus (LIOG). In addition, reading comprehension ability significantly positively predicted functional connectivity between the LIFG and left thalamus (LTHAL) among all subjects. The results of this study provide evidence for altered recruitment of reading-related neural resources in ASD children and suggest specific weaknesses in top-down modulation of semantic processing.

A neuroimaging study of pleasant and unpleasant olfactory perceptions of virgin olive oil

Functional magnetic resonance imaging (fMRI) has been used to collect information from neurons that receive direct input from olfactory bulbs when subjects smell virgin olive oil. The pleasant aroma of three extra virgin olive oils (var. Royal, Arbequina and Picual) and three virgin olive oils with sensory defects (rancid, fusty and winey/vinegary) were presented to 14 subjects while a fMRI scan acquired data from the brain activity. Data were subjected to a two-sample t test analysis, which allows a better interpretation of results particularly when data are studied across different subjects. Most of the activations, which were located in the frontal lobe, are related to the olfactory task regardless of the hedonic component of perception (e.g. Brodmann areas 10, 11). Comparing the samples with pleasant and unpleasant aromas, differences were found at the anterior cingulate gyrus (Brodmann area 32), at the temporal lobe (Brodmann area 38), and inferior frontal gyrus (Brodmann area 47), while intense aromas activated Brodmann area 6. The actual perceptions described by the subjects and the concentration of the odorant compounds in the samples were considered in the interpretation of the results.

Asymmetric intra- and interhemispheric interactions during covert and overt sentence reading

Covert and overt sentence reading evoke lateralized activations in overall bihemispheric networks. We assumed that the study of functional connectivity may reveal underlying principles of functional lateralization. Left-lateralized activations could relate to stronger reading-related modulation of intrahemispheric functional connectivity in the left than the right hemisphere. Alternatively, left-lateralization could result from suppression of contralateral processing and thus reflect asymmetric interhemispheric interactions. To address this issue, this functional MRI study investigated the regional lateralization of covert and overt German sentence reading in 39 healthy participants. Further, it revealed the modulation of the lateralized brain regions' functional connectivity and their contralateral homotopes by covert and overt reading (psychophysiological interactions). Left-lateralization during covert reading was associated with stronger intrahemispheric coupling particularly in the left dorsal stream rather than with suppression of contralateral processing. Lateralization during overt sentence reading instead went along with additional recruitment of right perisylvian cortices involved in articulation by asymmetric positive heterotopic interhemispheric interactions. Given the paucity of interhemispheric anti-correlations with homotopic regions, functional lateralization is likely a consequence of a task-dependent interplay between asymmetric positive intra- and interhemispheric coupling.

Right is not always wrong: DTI and fMRI evidence for the reliance of reading comprehension on language-comprehension networks in the right hemisphere

The Simple View theory suggests that reading comprehension relies on automatic recognition of words combined with language comprehension. The goal of the current study was to examine the structural and functional connectivity in networks supporting reading comprehension and their relationship with language comprehension within 7-9 year old children using Diffusion Tensor Imaging (DTI) and fMRI during a Sentence Picture Matching task. Fractional Anisotropy (FA) values in the left and right Inferior Longitudinal Fasciculus (ILF) and Superior Longitudinal Fasciculus (SLF), known language-related tracts, were correlated from DTI data with scores from the Woodcock-Johnson III (WJ-III) Passage Comprehension sub-test. Brodmann areas most proximal to white-matter regions with significant correlation to Passage Comprehension scores were chosen as Regions-of-Interest (ROIs) and used as seeds in a functional connectivity analysis using the Sentence Picture Matching task. The correlation between percentile scores for the WJ-III Passage Comprehension subtest and the FA values in the right and left ILF and SLF indicated positive correlation in language-related ROIs, with greater distribution in the right hemisphere, which in turn showed strong connectivity in the fMRI data from the Sentence Picture Matching task. These results support the participation of the right hemisphere in reading comprehension and may provide physiologic support for a distinction between different types of reading comprehension deficits vs difficulties in technical reading.

Children with dyslexia show cortical hyperactivation in response to increasing literacy processing demands

This fMRI study aimed to examine how differences in literacy processing demands may affect cortical activation patterns in 11- to 12-year-old children with dyslexia as compared to children with typical reading skills. Eleven children with and 18 without dyslexia were assessed using a reading paradigm based on different stages of literacy development. In the analyses, six regions showed an interaction effect between group and condition in a factorial ANOVA. These regions were selected as regions of interest (ROI) for further analyses. Overall, the dyslexia group showed cortical hyperactivation compared to the typical group. The difference between the groups tended to increase with increasing processing demands. Differences in cortical activation were not reflected in in-scanner reading performance. The six regions further grouped into three patterns, which are discussed in terms of processing demands, compensatory mechanisms, orthography and contextual facilitation. We conclude that the observed hyperactivation is chiefly a result of compensatory activity, modulated by other factors.

Brain bases of reading fluency in typical reading and impaired fluency in dyslexia

Although the neural systems supporting single word reading are well studied, there are limited direct comparisons between typical and dyslexic readers of the neural correlates of reading fluency. Reading fluency deficits are a persistent behavioral marker of dyslexia into adulthood. The current study identified the neural correlates of fluent reading in typical and dyslexic adult readers, using sentences presented in a word-by-word format in which single words were presented sequentially at fixed rates. Sentences were presented at slow, medium, and fast rates, and participants were asked to decide whether each sentence did or did not make sense semantically. As presentation rates increased, participants became less accurate and slower at making judgments, with comprehension accuracy decreasing disproportionately for dyslexic readers. In-scanner performance on the sentence task correlated significantly with standardized clinical measures of both reading fluency and phonological awareness. Both typical readers and readers with dyslexia exhibited widespread, bilateral increases in activation that corresponded to increases in presentation rate. Typical readers exhibited significantly larger gains in activation as a function of faster presentation rates than readers with dyslexia in several areas, including left prefrontal and left superior temporal regions associated with semantic retrieval and semantic and phonological representations. Group differences were more extensive when behavioral differences between conditions were equated across groups. These findings suggest a brain basis for impaired reading fluency in dyslexia, specifically a failure of brain regions involved in semantic retrieval and semantic and phonological representations to become fully engaged for comprehension at rapid reading rates.

Involvement of the right hemisphere in reading comprehension: a DTI study

The Simple View of reading emphasizes the critical role of two factors in normal reading skills: word recognition and reading comprehension. The current study aims to identify the anatomical support for aspects of reading performance that fall within these two components. Fractional anisotropy (FA) values were obtained from diffusion tensor images in twenty-one typical adolescents and young adults using the tract based spatial statistics (TBSS) method. We focused on the arcuate fasciculus (AF) and inferior longitudinal fasciculus (ILF) as fiber tracts that connect regions already implicated in the distributed cortical network for reading. Our results demonstrate dissociation between word-level and narrative-level reading skills: the FA values for both left and right ILF were correlated with measures of word reading, while only the left ILF correlated with reading comprehension scores. FA in the AF, however, correlated only with reading comprehension scores, bilaterally. Correlations with the right AF were particularly robust, emphasizing the contribution of the right hemisphere, especially the frontal lobe, to reading comprehension performance on the particular passage comprehension test used in this study. The anatomical dissociation between these reading skills is supported by the Simple View theory and may shed light on why these two skills dissociate in those with reading disorders.

Neuroimaging of reading intervention: a systematic review and activation likelihood estimate meta-analysis

A growing number of studies examine instructional training and brain activity. The purpose of this paper is to review the literature regarding neuroimaging of reading intervention, with a particular focus on reading difficulties (RD). To locate relevant studies, searches of peer-reviewed literature were conducted using electronic databases to search for studies from the imaging modalities of fMRI and MEG (including MSI) that explored reading intervention. Of the 96 identified studies, 22 met the inclusion criteria for descriptive analysis. A subset of these (8 fMRI experiments with post-intervention data) was subjected to activation likelihood estimate (ALE) meta-analysis to investigate differences in functional activation following reading intervention. Findings from the literature review suggest differences in functional activation of numerous brain regions associated with reading intervention, including bilateral inferior frontal, superior temporal, middle temporal, middle frontal, superior frontal, and postcentral gyri, as well as bilateral occipital cortex, inferior parietal lobules, thalami, and insulae. Findings from the meta-analysis indicate change in functional activation following reading intervention in the left thalamus, right insula/inferior frontal, left inferior frontal, right posterior cingulate, and left middle occipital gyri. Though these findings should be interpreted with caution due to the small number of studies and the disparate methodologies used, this paper is an effort to synthesize across studies and to guide future exploration of neuroimaging and reading intervention.

Neural intersections of the phonological, visual magnocellular and motor/cerebellar systems in normal readers: implications for imaging studies on dyslexia

We used fMRI to explore the extent of the anatomical overlap of three neural systems that the literature on developmental dyslexia associates with reading: the auditory phonological, the visual magnocellular, and the motor/cerebellar systems. Twenty-eight normal subjects performed four tasks during fMRI scans: word and pseudoword reading, auditory rhyming for letter names, visual motion perception, and a motor sequence learning task. We found that the left occipitotemporal cortex (OTC), which previous studies reported to be dysfunctional in dyslexia, can be fractionated into different functional areas: an anterior and lateral area that was activated by both reading and auditory rhyming tasks; a posterior area that was commonly activated by both the reading and the motion perception task and a medial/intermediate area, including the so-called Visual Word Form Area, which was specifically activated by the reading task. These results show that the left OTC is an area of segregated convergence of different functional systems. We compared our results with the hypoactivation pattern reported for reading in a previous cross-cultural PET study on 36 dyslexic subjects from three countries. The region of decreased activation in dyslexia overlapped with regions that are specific for reading and those activated during both the auditory rhyming task and the single word and pseudoword reading task described in the present fMRI study. No overlap was found with the activation patterns for the visual motion perception task or for the motor sequence learning task. These observations challenge current theories of dyslexia.

Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers

For accurate reading comprehension, readers must first learn to map letters to their corresponding speech sounds and meaning and then they must string the meanings of many words together to form a representation of the text. Furthermore, readers must master the complexities involved in parsing the relevant syntactic and pragmatic information necessary for accurate interpretation. Failure in this process can occur at multiple levels and cognitive neuroscience has been helpful in identifying the underlying causes of success and failure in reading single words and in reading comprehension. In general, neurobiological studies of skilled reading comprehension indicate a highly overlapping language circuit for single word reading, reading comprehension and listening comprehension with largely quantitative differences in a number of reading and language related areas. This paper reviews relevant research from studies employing neuroimaging techniques to study reading with a focus on the relationship between reading skill, single word reading, and text comprehension.

Mechanism of case processing in the brain: an fMRI study

In sentence comprehension research, the case system, which is one of the subsystems of the language processing system, has been assumed to play a crucial role in signifying relationships in sentences between noun phrases (NPs) and other elements, such as verbs, prepositions, nouns, and tense. However, so far, less attention has been paid to the question of how cases are processed in our brain. To this end, the current study used fMRI and scanned the brain activity of 15 native English speakers during an English-case processing task. The results showed that, while the processing of all cases activates the left inferior frontal gyrus and posterior part of the middle temporal gyrus, genitive case processing activates these two regions more than nominative and accusative case processing. Since the effect of the difference in behavioral performance among these three cases is excluded from brain activation data, the observed different brain activations would be due to the different processing patterns among the cases, indicating that cases are processed differently in our brains. The different brain activations between genitive case processing and nominative/accusative case processing may be due to the difference in structural complexity between them.

Syntactic processing in the human brain: what we know, what we don't know, and a suggestion for how to proceed

For every claim in the neuroimaging literature about a particular brain region supporting syntactic processing, there exist other claims implicating the target region in different linguistic processes, and, in many cases, in non-linguistic cognitive processes (e.g., Blumstein, 2009). We argue that traditional group analysis methods in neuroimaging may obscure functional specificity because of inter-subject anatomical variability (Fedorenko & Kanwisher, 2009). In Fedorenko, Hsieh, Nieto-Castanon, Whitfield-Gabrieli, and Kanwisher (2010) we presented a functional localizer that allows quick and reliable identification of key language-sensitive regions in each individual brain. This approach enables pooling data from corresponding functional regions across subjects rather than from the same locations in stereotaxic space that may differ functionally due to inter-subject anatomical variability. In the current paper we demonstrate that the individual-subjects functional localization approach is superior to the traditional methods in its ability to distinguish among conditions in a brain region's response. This ability is at the core of all neuroimaging research and is critical for answering questions of functional specialization (e.g., does a brain region specialize for processing syntactic aspects of the linguistic signal), which is in turn essential for making inferences about the precise computations conducted in each brain region. Based on our results, we argue that supplementing existing methods with an individual-subjects functional localization approach may lead to a clearer picture of the neural basis of syntactic processing, as it has in some other domains, such as high-level vision (e.g., Kanwisher, 2010) and social cognition (e.g., Saxe & Kanwisher, 2003).

The role of left inferior frontal gyrus in explicit and implicit semantic processing

Using event-related functional MRI, we examined the involvement of the left inferior frontal gyrus (LIFG) in explicit and implicit semantic processing of Chinese sentences. During scanning, Chinese readers read individually presented normal sentences with a contextually expected or unexpected target noun and were asked to perform an explicit or implicit semantic task (semantic or syntactic violation judgment). The conjunction analysis of the two tasks revealed LIFG as the critical brain region for semantic integration. Further, a cross-task comparison showed more extensive activations for the expectancy effect in the explicit task than in the implicit task in regions including bilateral anterior cingulate cortex/dorsolateral prefrontal cortex, left middle temporal gyrus, and right inferior frontal gyrus. These results indicate that LIFG is responsible for the integration process per se and that other brain regions observed in previous studies using explicit semantic tasks may be due to task-induced generic processes (e.g., cognitive control).

Mapping brain activity induced by olfaction of virgin olive oil aroma

The difficulty of explaining sensory descriptors of virgin olive oil aroma by the analysis of volatile compounds is partially due to the subjective opinions of panelists and the lack of information of the neural mechanisms that ultimately produce a sensory perception. In this study the technique of functional magnetic resonance imaging (fMRI) has been applied to study brain activity during the smelling of virgin olive oil of different qualities. The volatile compounds of the samples were analyzed by solid-phase microextraction gas chromatography to explain the differences in the aromas presented to the subjects during the fMRI experiments. Comparing the pleasant and unpleasant aromas, the most evident differences in brain activity were found at the anterior cingulate gyrus (Brodmann area 32) and at the temporal lobe (Brodmann area 38). The activations were also observed when subjects smelled dilutions of heptanal and hexanoic acid, both compounds being responsible for off-flavors. Other areas were inherent to the olfaction task (e.g., Brodmann area 10) and to the intensity of the aroma (Brodmann area 6).

New method for fMRI investigations of language: defining ROIs functionally in individual subjects

Previous neuroimaging research has identified a number of brain regions sensitive to different aspects of linguistic processing, but precise functional characterization of these regions has proven challenging. We hypothesize that clearer functional specificity may emerge if candidate language-sensitive regions are identified functionally within each subject individually, a method that has revealed striking functional specificity in visual cortex but that has rarely been applied to neuroimaging studies of language. This method enables pooling of data from corresponding functional regions across subjects rather than from corresponding locations in stereotaxic space (which may differ functionally because of the anatomical variability across subjects). However, it is far from obvious a priori that this method will work as it requires that multiple stringent conditions be met. Specifically, candidate language-sensitive brain regions must be identifiable functionally within individual subjects in a short scan, must be replicable within subjects and have clear correspondence across subjects, and must manifest key signatures of language processing (e.g., a higher response to sentences than nonword strings, whether visual or auditory). We show here that this method does indeed work: we identify 13 candidate language-sensitive regions that meet these criteria, each present in >or=80% of subjects individually. The selectivity of these regions is stronger using our method than when standard group analyses are conducted on the same data, suggesting that the future application of this method may reveal clearer functional specificity than has been evident in prior neuroimaging research on language.

The effect of presentation paradigm on syntactic processing: An event-related fMRI study

An event-related fMRI study was conducted to investigate the effect of two different sentence presentation paradigms-rapid serial visual presentation (RSVP) and whole sentence presentation-on syntactic processing. During scanning, sentences were presented using one of the two presentation paradigms and were followed by a short delay and a probe to verify sentence comprehension. The delay was included in an attempt to separate sentence-related activity from probe-related activity. The behavioral data showed a main effect of syntactic complexity for reaction time and accuracy, and accuracy revealed an interaction between complexity and the presentation paradigm employed-RSVP produced many more errors for syntactically complex sentences than did whole sentence presentation. The imaging data revealed a syntactic complexity effect during the sentence phase in left BA 44 and during the probe phase in left BA 44 and the left posterior MTG. In addition, timecourse analysis revealed that these two regions also showed an interaction between complexity and presentation paradigm such that there was no complexity effect during RSVP but a significant effect during whole sentence presentation. In addition to finding that these two presentation paradigms differentially affected syntactic processing, there were main effects within the visual pathway (V1/V2 vs. V5) and the hippocampus that revealed significant differences in activation between the paradigms.

Children's use of language context in lexical ambiguity resolution

Lexical ambiguity resolution was examined in children aged 7 to 10 years and adults. In Experiment 1, participants heard sentences supporting one (or neither) meaning of a balanced ambiguous word in a cross-modal naming paradigm. Naming latencies for context-congruent versus context-incongruent targets and judgements of the relatedness of targets to the sentence served as indices of appropriate context use. While younger children were faster to respond to related targets regardless of the sentence context, older children and adults showed priming only for context-appropriate targets. In Experiment 2, only a single-word context preceded the homophone, and in contrast to Experiment 1, all groups showed contextual sensitivity. Individual working-memory span and inhibition ability were also measured in Experiment 2, and more mature executive function abilities were associated with greater contextual sensitivity. These findings support a developmental model whereby sentential context use for lexical ambiguity resolution increases with age, cognitive processing capacity, and reading skill.

Functional MRI of sentence comprehension in children with dyslexia: beyond word recognition

Sentence comprehension (SC) studies in typical and impaired readers suggest that reading for meaning involves more extensive brain activation than reading isolated words. Thus far, no reading disability/dyslexia (RD) studies have directly controlled for the word recognition (WR) components of SC tasks, which is central for understanding comprehension processes beyond WR. This experiment compared SC to WR in 29, 9-14 year olds (15 typical and 14 impaired readers). The SC-WR contrast for each group showed activation in left inferior frontal and extrastriate regions, but the RD group showed significantly more activation than Controls in areas associated with linguistic processing (left middle/superior temporal gyri), and attention and response selection (bilateral insula, right cingulate gyrus, right superior frontal gyrus, and right parietal lobe). Further analyses revealed this overactivation was driven by the RD group's response to incongruous sentences. Correlations with out-of-scanner measures showed that better word- and text-level reading fluency was associated with greater left occipitotemporal activation, whereas worse performance on WR, fluency, and comprehension (reading and oral) were associated with greater right hemisphere activation in a variety of areas, including supramarginal and superior temporal gyri. Results provide initial foundations for understanding the neurobiological correlates of higher-level processes associated with reading comprehension.

Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: a longitudinal study of neuroplasticity

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentence-level assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentive guided reading strategy.

Impact of neurocognitive function on academic difficulties in pediatric bipolar disorder: A clinical translation

BACKGROUND

Previous research has demonstrated that academic and neuropsychological functions are compromised in pediatric bipolar disorder (PBD). Investigation of the degree to which neuropsychological deficits might contribute to those academic problems is needed to aid in the recognition and intervention for school achievement difficulties in PBD.

METHODS

A sample of 55 children and adolescents with PBD with and without attention-deficit/hyperactivity disorder (ADHD) (PBD group, n = 28; PBD+ADHD group, n = 27) were tested with a computerized neurocognitive battery and standardized neuropsychological tests. Age range of subjects was 7-17 years, with the mean age of 11.97 (3.18) years. Parents completed a structured questionnaire on school and academic functioning.

RESULTS

Logistic regression analyses indicated that executive function, attention, working memory, and verbal memory scores were poorer in those with a history of reading/writing difficulties. A separate logistic regression analysis found that attentional dysfunction predicted math difficulties. These relationships between neuropsychological function and academic difficulties were not different in those with PBD+ADHD than in those with PBD alone.

CONCLUSIONS

In PBD neuropsychological deficits in the areas of attention, working memory, and organization/problem solving skills all contribute to academic difficulties. Early identification and intervention for these difficulties might help prevent lower academic achievement in PBD.