Sensori-motor experience leads to changes in visual processing in the developing brain
Identifieur interne : 001B40 ( Pmc/Curation ); précédent : 001B39; suivant : 001B41Sensori-motor experience leads to changes in visual processing in the developing brain
Auteurs : Karin Harman JamesSource :
- Developmental science [ 1363-755X ] ; 2010.
Abstract
Since Broca's studies on language processing, cortical functional specialization has been considered to be integral to efficient neural processing. A fundamental question in cognitive neuroscience concerns the type of learning that is required for functional specialization to develop. To address this issue with respect to the development of neural specialization for letters, we used functional magnetic resonance imaging (fMRI) to compare brain activation patterns in pre-school children before and after different letter-learning conditions: a sensori-motor group practised printing letters during the learning phase, while the control group practised visual recognition. Results demonstrated an overall left-hemisphere bias for processing letters in these pre-literate participants, but, more interestingly, showed enhanced blood oxygen-level-dependent activation in the visual association cortex during letter perception only after sensori-motor (printing) learning. It is concluded that sensori-motor experience augments processing in the visual system of pre-school children. The change of activation in these neural circuits provides important evidence that ‘learning-by-doing’ can lay the foundation for, and potentially strengthen, the neural systems used for visual letter recognition.
Url:
DOI: 10.1111/j.1467-7687.2009.00883.x
PubMed: 20136924
PubMed Central: 4176698
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<series><title level="j">Developmental science</title>
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<front><div type="abstract" xml:lang="en"><p id="P1">Since Broca's studies on language processing, cortical functional specialization has been considered to be integral to efficient neural processing. A fundamental question in cognitive neuroscience concerns the type of learning that is required for functional specialization to develop. To address this issue with respect to the development of neural specialization for letters, we used functional magnetic resonance imaging (fMRI) to compare brain activation patterns in pre-school children before and after different letter-learning conditions: a sensori-motor group practised printing letters during the learning phase, while the control group practised visual recognition. Results demonstrated an overall left-hemisphere bias for processing letters in these pre-literate participants, but, more interestingly, showed enhanced blood oxygen-level-dependent activation in the visual association cortex during letter perception only after sensori-motor (printing) learning. It is concluded that sensori-motor experience augments processing in the visual system of pre-school children. The change of activation in these neural circuits provides important evidence that ‘learning-by-doing’ can lay the foundation for, and potentially strengthen, the neural systems used for visual letter recognition.</p>
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<front><journal-meta><journal-id journal-id-type="nlm-journal-id">9814574</journal-id>
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<title-group><article-title>Sensori-motor experience leads to changes in visual processing in the developing brain</article-title>
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<contrib-group><contrib contrib-type="author"><name><surname>James</surname>
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<aff id="A1">Department of Psychological and Brain Sciences, Indiana University, Bloomington, USA</aff>
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<author-notes><corresp id="CR1">Address for correspondence: Karin Harman James, Department of Psychological and Brain Sciences, Indiana University, 1101 E 10th Street, Bloomington, IN 47405, USA; <email>khjames@indiana.edu</email>
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<pub-date pub-type="nihms-submitted"><day>20</day>
<month>9</month>
<year>2014</year>
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<pub-date pub-type="ppub"><month>3</month>
<year>2010</year>
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<pub-date pub-type="pmc-release"><day>26</day>
<month>9</month>
<year>2014</year>
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<volume>13</volume>
<issue>2</issue>
<fpage>279</fpage>
<lpage>288</lpage>
<pmc-comment>elocation-id from pubmed: 10.1111/j.1467-7687.2009.00883.x</pmc-comment>
<permissions><copyright-statement>© 2009 The Authors. Journal compilation</copyright-statement>
<copyright-statement>© 2009 Blackwell Publishing Ltd</copyright-statement>
<copyright-year>2009</copyright-year>
</permissions>
<abstract><p id="P1">Since Broca's studies on language processing, cortical functional specialization has been considered to be integral to efficient neural processing. A fundamental question in cognitive neuroscience concerns the type of learning that is required for functional specialization to develop. To address this issue with respect to the development of neural specialization for letters, we used functional magnetic resonance imaging (fMRI) to compare brain activation patterns in pre-school children before and after different letter-learning conditions: a sensori-motor group practised printing letters during the learning phase, while the control group practised visual recognition. Results demonstrated an overall left-hemisphere bias for processing letters in these pre-literate participants, but, more interestingly, showed enhanced blood oxygen-level-dependent activation in the visual association cortex during letter perception only after sensori-motor (printing) learning. It is concluded that sensori-motor experience augments processing in the visual system of pre-school children. The change of activation in these neural circuits provides important evidence that ‘learning-by-doing’ can lay the foundation for, and potentially strengthen, the neural systems used for visual letter recognition.</p>
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