【作者】 王笳力； 王延培； 马磊磊； 陶沙；

【Author】 Jiali Wang;Yanpei Wang;Leilei Ma;Sha Tao;State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University;

【机构】 北京师范大学认知神经科学与学习国家重点实验室；

【摘要】 推理作为一种复杂的高级认知技能,使儿童能够从一个熟悉任务的心理表征快速转移到另一个不熟悉的任务中,是在已有知识基础上得出新颖结论的能力。而阅读的过程也需推理能力的参与,儿童在实现阅读理解时会借助已有的知识系统或认知表征在新情境中进行推断和学习,从而理解语篇和句法。已有研究表明,推理能力的发展支持阅读的习得,而阅读的过程也可以促进认知能力的提升,但对于二者之间的双向作用关系和涉及的脑功能连接基础仍需要进一步探索。因此本研究旨在探查推理和阅读能力发展之间的纵向预测模式,以及该模式是如何通过特定脑区之间功能连接的变化所解释。为此,我们对于464名年龄介于6至12岁的儿童进行了两次推理和阅读能力的评估(平均年龄8.96±1.31岁,评估时间间隔为1年),并进行大脑结构像和静息态功能成像扫描。交叉滞后模型的结果显示,在控制了基线的阅读成绩后,基线的推理分数可以显著预测一年后的阅读成绩发展,这种预测关系不受背景变量,包括性别、年龄、父母受教育水平和家庭经济情况的影响。相反,在控制了基线的推理分数后,较低的阅读成绩显著预测了一年后的推理分数,而较高水平的阅读能力者的成绩对推理分数的预测关系则不显著。对脑功能机制的探索发现,左侧额中回与视觉和凸显网络之间的功能连接是推理和阅读能力共享的脑功能基础,其中,基线的推理分数对一年后阅读成绩的预测作用可以被共享的额中回-枕中回及额中回-脑岛间的功能连接所介导。综上,本研究发现了学龄儿童复杂的认知能力对阅读技能的稳定预测作用,且此关系模式的神经中介因素可能是额中回与视觉和凸显网络间的连通性。因此,针对推理能力的培养是优化儿童阅读技能和大脑发育的重要途径,值得在教育实践中予以重视。更多还原

【Abstract】 As a complex cognitive skill, reasoning supports children to swiftly transfer mental representations from familiar tasks to unfamiliar ones and derive novel conclusions based on existing knowledge. The process of reading also involves the engagement of reasoning abilities, as children utilize their learned knowledge systems and cognitive representations to infer and comprehend texts in new contexts, thereby understanding discourse and syntax. Existing research has indicated that the development of reasoning abilities supports the acquisition of reading skills, and in turn, the reading process can enhance cognitive abilities. However, the bidirectional relationship between these two factors and the underlying neural functional connections involved require further exploration. Therefore, this study aims to investigate the longitudinal predictive patterns between reasoning and reading abilities, as well as how these patterns are explained by changes in functional connectivity between specific brain regions. To achieve this, we conducted two rounds of reasoning and reading ability assessments for464 children aged between 6 and 12 years(mean age 8.96 ± 1.31 years), with a one-year interval. And structural and resting-state functional imaging scans of the brain were performed. The results from the cross-lagged panel model revealed that, after controlling for baseline reading scores, baseline reasoning scores significantly predicted the development of reading abilities one year later. This predictive relationship remained robust, unaffected by background variables, including gender, age, parental education levels, and family economic status. Conversely,after controlling for baseline reasoning scores, lower reading scores significantly predicted reasoning scores one year later, while the predictive relationship for individuals with higher reading proficiency was not significant.Through exploring the brain functional mechanisms, we found that the functional connectivity between the left middle frontal gyrus and the visual and salience networks serves as the shared neural foundation for reasoning and reading abilities. Specifically, the predictive effect of baseline reasoning scores on subsequent reading performance was mediated by the shared functional connectivity between the middle frontal gyrus and the middle occipital gyrus, as well as between the middle frontal gyrus and the insula. In conclusion, this study discovers the stable predictive role of complex cognitive abilities on reading skills in school-age children, with the identified neural mediation factor being the connectivity between the left middle frontal gyrus and the visual and salience networks. Therefore, nurturing reasoning abilities is a crucial pathway to optimize children’s reading skills and promote healthy brain development, warranting significant attention in educational practice.更多还原