Graphomotor memory in Exner’s area enhances word learning in the blind

Mizuochi-Endo, Tomomi; Itou, Kazuyuki; Makuuchi, Michiru; Kato, Baku; Ikeda, Kazuhisa; Nakamura, Kimihiro

doi:10.1038/s42003-021-01971-z

Cited by 3 publications

(3 citation statements)

References 74 publications

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“…The small number of patients in the original description, in tandem with the absence of pure agraphia symptoms plus the interindividual variability in the lesion anatomy, is partially why Exner’s hypothesis is still debated (Roux et al 2010 ). There are isolated reports of Exner’s area involved in reading and writing (Roux et al 2009 ) and word learning in the blind (Mizuochi-Endo et al 2021 ). In our study, Exner’s area has been identified as a contributing cortical region in the fMRI analysis, its disconnection from the inferior frontal gyrus and the precentral gyrus has been shown as a critical white matter connection in the disconnectome analysis, and the typical lesion that would explain most the variance in reading has also been identified in the triangle between the IFG/MFG and preC gyrus (Figs.…”

Section: Discussionmentioning

confidence: 99%

Stroke disconnectome decodes reading networks

et al. 2022

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Cognitive functional neuroimaging has been around for over 30 years and has shed light on the brain areas relevant for reading. However, new methodological developments enable mapping the interaction between functional imaging and the underlying white matter networks. In this study, we used such a novel method, called the disconnectome, to decode the reading circuitry in the brain. We used the resulting disconnection patterns to predict a typical lesion that would lead to reading deficits after brain damage. Our results suggest that white matter connections critical for reading include fronto-parietal U-shaped fibres and the vertical occipital fasciculus (VOF). The lesion most predictive of a reading deficit would impinge on the left temporal, occipital, and inferior parietal gyri. This novel framework can systematically be applied to bridge the gap between the neuropathology of language and cognitive neuroscience.

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Section: Discussionmentioning

confidence: 99%

Stroke disconnectome decodes reading networks

et al. 2022

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“…The small number of patients in the original description in tandem with the absence of pure agraphia symptoms plus the interindividual variability in the lesion anatomy is partially the reasons why Exner’s hypothesis is still debated (Roux et al, 2010). There are isolated reports of Exner’s area being involved in reading and writing (Roux et al, 2009), as well as word learning in the blind (Mizuochi-Endo et al, 2021). In our study, Exner’s area has been identified as a contributing cortical region in the fMRI analysis, its disconnection from the inferior frontal gyrus and the precentral gyrus has been shown as a critical white matter connection in the disconnectome analysis, and the typical lesion that would explain most the variance in reading has also been identified in the triangle between the IFG/MFG and preC (Figure 3a-c).…”

Section: Discussionmentioning

confidence: 99%

Stroke disconnectome decodes reading networks

Forkel

Labache

Nachev

et al. 2022

Preprint

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Cognitive functional neuroimaging has been around for over 30 years and has shed light on the brain areas relevant for reading. However, new methodological developments enable mapping the interaction between functional imaging and the underlying white matter networks. In this study, we used such a novel method, called the disconnectome, to decode the reading circuitry in the brain. We used the resulting disconnection patterns to predict the typical lesion that would lead to reading deficits after brain damage. Our results suggest that white matter connections critical for reading include fronto-parietal U-shaped fibres and the vertical occipital fasciculus (VOF). The lesion most predictive of a reading deficit would impinge on the left inferior parietal and the three temporal and occipital gyri. This novel framework can systematically be applied to bridge the gap between the neuropathology of language and cognitive neuroscience.

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“…When learning a decoding system, hand writing is decoded using the language system. In this hand writing process, the visual and auditory systems resonate along with physical or motor embodiment processes to associate phoneme-word correspondences (Guan et al, 2011(Guan et al, , 2015Mizuochi-Endo et al, 2021).…”

Section: Hand Writing Facilitates Sound-form Meaning Integrated Learningmentioning

confidence: 99%

Facilitative Effects of Embodied English Instruction in Chinese Children

Guan

Wang

2022

Front. Psychol.

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Research into the lexical quality of word representations suggests that building a strong sound, form, and meaning association is a crucial first step for vocabulary learning. For children who are learning a second language (L2), explicit instruction on word morphology is generally more focused on whole word, rather than sub-lexical, meaning. Though morphological training is emphasized in first language (L1) vocabulary instruction, it is unknown whether this training facilitates L2 word learning through sub-lexical support. To test this, we designed three experimental learning conditions investigating embodied morphological instruction [i.e., hand writing roots (HR), dragging roots (DR), gesturing roots (GR)] to compare against a control condition. One hundred students were randomly assigned to the four experimental groups. Pre- and post-tests examining knowledge of word meanings, forms, and sounds were administered. Results of mixed linear modeling revealed that three embodied morphological instruction on roots enhanced L2 vocabulary learning. Hand writing roots facilitated sound-meaning integration in all category-tasks for accessibility to word form and one task for word sound-form association. By contrast, GR facilitated meaning-based learning integration in two out of three category tasks for word form-meaning association. Chunking and DR facilitated meaning-based integration in one out of three category tasks for word form-meaning association. These results provide evidence that the underlying embodied morphological training mechanism contributes to L2 vocabulary learning during direct instruction. Future directions and implications are discussed.

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Graphomotor memory in Exner’s area enhances word learning in the blind

Cited by 3 publications

References 74 publications

Stroke disconnectome decodes reading networks

Stroke disconnectome decodes reading networks

Stroke disconnectome decodes reading networks

Facilitative Effects of Embodied English Instruction in Chinese Children

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