The contributions of the left fusiform subregions to successful encoding of novel words.

The left fusiform cortex has been identified as a crucial structure in visual word learning and memory. Nevertheless, the specific roles of the fusiform subregions in word memory and their consistency across different writings have not been elaborated. To address these questions, the present study performed two experiments, in which study-test paradigm was used. Participants' brain activity was measured with fMRI while memorizing novel logographic words in Experiment 1 and novel alphabetic words in Experiment 2. A post-scan recognition memory test was then administered to acquire the memory performance. Results showed that, neural responses in the left anterior and middle fusiform subregions during encoding were positively correlated with recognition memory of novel words. Moreover, the positive brain-behavior correlations in the left anterior and middle fusiform cortex were evident for both logographic and alphabetic writings. The present findings clarify the relationship between the left fusiform subregions and novel word memory.

Individuals' preference on reading pathways influences the involvement of neural pathways in phonological learning.

Introduction: Existing behavioral and neuroimaging studies revealed inter-individual variability in the selection of the two phonological routes in word reading. However, it is not clear how individuals' preferred reading pathways/strategies modulate the involvement of a certain brain region for phonological learning in a new language, and consequently affect their behavioral performance on phonological access. Methods: To address this question, the present study recruited a group of native Chinese speakers to learn two sets of artificial language characters, respectively, in addressed-phonology training (i.e., whole-word mapping) and assembled-phonology training conditions (i.e., grapheme-to-phoneme mapping). Results: Behavioral results showed that the more lexical pathways participants preferred, the better they performed on newly-acquired addressed characters relative to assembled characters. More importantly, neuroimaging results showed that participants who preferred lexical pathway in phonological access show less involvement of brain regions for addressed phonology (e.g., the bilateral orbitofrontal cortex and right pars triangularis) in the processing of newly-acquired addressed characters. Conclusion: These results indicated that phonological access via the preferred pathway required less neural resources to achieve better behavioral performance. These above results provide direct neuroimaging evidence for the influence of reading pathway preference on phonological learning.

Neural Representation in Visual Word Form Area during Word Reading.

The visual word form area (VWFA) has been consistently identified as a crucial structure in visual word processing. Nevertheless, it is controversial whether the VWFA represents external visual information (e.g., case information) of visual words. To address that question, we functionally localized VWFA at the group level (gVWFA) and at the individual level (iVWFA), and used multivariate pattern analysis (MVPA) to explore the information representation in the VWFA during an implicit reading task (i.e., a passive viewing task). Univariate activation analysis revealed that participants showed stronger activations for uppercase English words compared to lowercase ones in the VWFA. MVPA further revealed that the classifier trained based on lowercase words versus letter strings significantly distinguished uppercase words versus letter strings in the iVWFA, while that trained based on lowercase words versus uppercase words distinguished lowercase letter strings versus uppercase letter strings neither in the gVWFA nor in the iVWFA. These results suggest that the VWFA does not represent case information, but represents case-independent linguistic information. Our findings elaborate the function in the VWFA and support the VWFA hypothesis.