阅读时抑制控制的个体差异与神经效率有关

IF 1.9 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Mind Brain and Education Pub Date : 2023-10-10 DOI:10.1111/mbe.12382
Brianna L. Yamasaki, Chantel S. Prat
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引用次数: 0

摘要

神经效率、适应性和同步性,或“根据需要”招募、动态调节和协调神经资源的能力,被认为是熟练阅读的标志。目前的研究探索了阅读过程中这些方面的神经功能(通过脑电图测量)与抑制控制的个体差异(通过西蒙任务的表现测量)之间的关系。使用无线16通道脑电图耳机记录闭眼静息状态脑电图和阅读期间的脑电图(在参与者完成阅读理解测试时记录)。来自140名参与者的结果显示,抑制控制与右侧后兴趣区θ波段的神经效率之间存在显著相关性,但与神经适应性或同步性之间没有显著相关性。鉴于基于θ‐的活动与语言过程之间的既定关系,这一发现表明,具有更好抑制控制的读者在阅读时更有效地使用了他们的语言网络。
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Individual Differences in Inhibitory Control Relate to Neural Efficiency During Reading
Abstract Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an “as needed” basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by electroencephalography (EEG), and individual differences in inhibitory control, as measured by performance on the Simon task. Wireless 16‐channel EEG headsets were used to record eyes‐closed resting‐state EEG and EEG during reading (recorded while participants completed a reading comprehension test). Results from 140 participants showed a significant correlation between inhibitory control and neural efficiency in the theta frequency band within the right posterior region‐of‐interest, but no significant correlations with neural adaptability or synchronization. Given the established relation between theta‐based activity and linguistic processes, this finding suggests that readers with better inhibitory control demonstrate more efficient use of their language network while reading.
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来源期刊
CiteScore
3.50
自引率
11.10%
发文量
29
期刊介绍: Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.
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