未受教育及受教育儿童语言处理脑区偏侧化的差异:基于体素的MR形态学分析

Difference in lateralization between literate and illiterate children: A voxel-based morphometry MR analysis

目的采用基于体素的形态学方法分析未受教育及受教育儿童语言处理相关脑区的偏侧化差异。方法对42名学龄儿童(未受教育组23名,6.0～7.8岁,中位年龄6.5岁;受教育组19名,5.8～7.6岁,中位年龄6.3岁)行高分辨力T1W扫描,采用VBM8软件包进行图像后处理,并采用LI-tools工具软件进行偏侧化分析,比较未受教育组与受教育组的灰质密度(GMD)偏侧化指数情况。结果受教育组的额下回(BA44)以及颞上回(BA22)的GMD偏侧化指数显著高于未受教育组。结论学校教育可能显著促进额下回和颞上回的GMD偏侧化。

Objective To compare the ability of semantic processing in literate and illiterate children, in order to investigate whether literacy influence the functional hemispheric balance or not using voxel-based morphometry （VBM） method. Methods Forty-two healthy right-handed Chinese children （23 illiterates, 6.0 to 7.8 years old, with a median age of 6.5 years old; 19 literates, 5.8 to 7.6 years old, with a median age of 6.3 years old） were enrolled. VBM of a high-resolution 3.0T T1-weighted MR images processed using SPM extension VBM8 was performed. An asymmetry index （AI） for gray matter density （GMD） of each brain region was calculated using SPM toolbox LI-tools and compared between two groups. Results AI for GMD in inferior frontal gyrus （BA44） and superior temporal gyrus （BA22） in literate children was more higher than that of illiterat children, respectively. Conclusion Literacy influences the functional lateralization in language-related regions of children especially in inferior frontal gyrus and superior temporal gyrus.