Correlation between LIFG and Autonomic Activation during Stressful Tasks:A Functional Near-infrared Spectroscopy (fNIRS) Study

It remains unclear whether language tasks in one＇s first （L1） or second （L2） language can cause stress responses and whether frontal, autonomic and behavioral responses to stressful tasks are correlated. In this study, we studied 22 Chinese subjects whose L2 was English and measured the cerebral blood oxygenation in their frontal lobe by using functional near-infrared spectroscopy （fNIRS） as par- ticipants engaged in a mental arithmetic task （MAT） and verbal fluency tasks （VFTs） in L1 （Chinese） and L2 （English）. To examine the activated cortical areas, we estimated the channel location based on Montreal Neurological Institute （MNI） standard brain space by using a-probabilistic estimation method. We evaluated heart rate （HR） changes to analyze autonomic nervous system （ANS） functioning. We found that the MAT and VFTs induced greater increases in HR than did the control （Ctrl） task. Further- more, subjects developed greater increases in HR in the MAT and VFTt~ than they did in the VFTL1. Compared with the Ctrl task, the MAT and both VFTLland VFTL2 produced robust and widespread bi- lateral activation of the frontal cortex. Interestingly, partial correlation analysis indicated that the activity in the left inferior frontal gyrus （LIFG） [Brodmarm＇s area （BA） 47] was consistently correlated with the increases in HR across the three tasks （MAT, VFTL2, and VFTL1）, after controlling for the performance data. The present results suggested that a VFT in L2 may be more stressful than in L1. The LIFG may affect the activation of the sympathetic system induced by stressful tasks, includin~ MATs and VFTs.

Working-memory training improves developmental dyslexia in Chinese children

Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memory training. In the present study, thirty dyslexic children aged 8-11 years were recruited from an elementary school in Wuhan, China. They received working-memory training including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.