摘要
目的通过英文词和汉字在记忆和再认测验中诱发的脑激活,探讨文字的主效应脑区和作业的主效脑区。探讨文字的差异区,作业的差异区和总激活区。方法使用经典的"学习-再认"实验模式,对8名大学生进行英文与汉字再认测验,MRI采集数据,AFNI软件进行预处理、多元回归及组分析。结果记忆与再认的主效应脑区有右豆状核、右小脑、左额上回(BA6)、左小脑、右扣带回(BA32)、右海马。学习减再认差异区:右中央前回(BA4)、右额上回。记忆、再认、汉字和英文共同激活了左额上回、左顶上小叶,再认比记忆额外激活了左岛叶和左额下回。汉字不同于英文激活左顶上小叶,英文额外激活左额下回。结论英文与汉字工作记忆是额叶和左顶上小叶为主,配以其他脑皮质及皮下中枢的神经网络系统协调作业的结果,其他辅助脑区的选配取决于作业任务设计和作业对象的选择及因素控制。
The study explored the key effect brain area and working brain area of languages through the brain activation triggered by the memory and recognition tests of English words and Chinese characters. The different activated areas of each language and its operation along with the main activated area are discussed as well. Our results are as follows： The right lentiform nucleus , right cerebellum, left superior frontal gyrus （BA6）, left cerebellum, right cingulate gyms （BA32）, right hippoeampus are all activated in the key effect brain area of memory and recognition. The right precentral gyrus（BA4）and the right superior frontal gyrus are activated when recognition is reduced in the learning process. Meomory, recognition, Chinese characters and English words all activate the left superior frontal gyrus and the left parietal lobule. Recognition additionally activates the left insula and the left inferior gyrus. Different from English words, Chinese characters activate the left parietal lobule. The left inferior frontal gyrus is additionally activated by English words. Our conclusion is： Aided by the neutral network system collaboration of another cerebral cortex and subcutaneous centre, the English word and Chinese character working memory is mainly conducted in the frontal lobe and the left parietal lobule. The option of another auxiliary brain area is based on the selection of the design and object of the task, along with its factor control.
出处
《心理科学》
CSSCI
CSCD
北大核心
2009年第5期1195-1198,共4页
Journal of Psychological Science
基金
广州市教育科学“十一五”规划课题(07B290)
广东省教育科学“十一五”规划研究重点项目(06TJZ014)
关键词
英文
汉字
记忆
再认
FMRI
English words, Chinese characters, memory, recognition, FMRI
