应用功能磁共振研究学习对复杂加法的影响

Learning of Complex Addition: A fMRI Study

目的:应用功能磁共振(fMRI)对复杂加法的脑功能区进行研究,并分析学习记忆对复杂加法的影响。材料和方法:20名年轻成人右利手正常志愿者参加实验,任务采用组块设计,应用AFNI软件进行数据分析和功能定位,并比较学习前后的脑区激活结构。结果:在未学习复杂计算任务中,两侧枕叶视区、两侧额中回、两侧额叶内侧前部及中部(辅助运动区)、两侧额下回、左侧中央前回、两侧楔前叶、两侧顶间沟周围脑区、两侧顶下小叶、小脑出现激活。学习后复杂加法任务所显示的激活区域有:两侧枕叶视区、两侧额中回、左侧额下回、左侧中央前回、两侧辅助运动区、两侧顶上小叶和顶下小叶、两侧楔前叶。比较学习前后的脑区激活结构,学习前右侧额下回、左侧扣带回后部、左侧顶间沟周围脑区、左侧颞中回激活明显强于学习后;而学习后两侧楔前叶、两侧缘上回及右侧角回的激活相对增强。结论:学习能对复杂加法计算时神经网络功能活动方式产生影响,主要反映在前额叶和顶叶等与工作记忆相关脑区激活的改变上。

Purpose： To study brain active areas relating to complex addition calculation with fMRI and analyze the effect that how learning influences complex addition.Materials and Methods： Twenty right- handed young adults participated in the research designed with block design. Data analysis and brain active areas locating were done with AFNI software. Brain activity construction between pre - learning and post - learning was compared. Results： In pre- learning task, the activities of bilateral occipital lobe （visual areas）, middle frontal gyrus, anterior and middle of medial frontal lobe （supplement motor area, SMA）, inferior frontal gyrus, left precentral gyrus, bilateral precuneus, intraparietal sulcus, inferior parietal lobes and cerebellum were observed. In post - learning task, the activities of bilateral occipital lobe （visual areas） and middle frontal gyrus, left inferior frontal gyrus, precentral gyrus and bilateral SMA, superior parietal lobule, inferior parietal lobule and precuneus could be observed. Comparing pre - learning and post - learning task shows that during pre - learning task stronger activities on right inferior frontal gyrus, left posterior cingulate gyrus, left intraparietal sulcus and left middle temporal gyrus. While comparing pre - learning task to post - learning task, we found that more obvious activities occurred on bilateral supramarginal gyrus and right angular gyrus. Conclusion- Learning can influence activity construction of complex addition neural network. Specific prefrontal and parietal lobes, which are relating to working memory, seem to incline to be affected by learning or training.