What Might Books Be Teaching Young Children About Gender?

We investigated how gender is represented in children's books using a novel 200,000-word corpus comprising 247 popular, contemporary books for young children. Using adult human judgments and word co-occurrence data, we quantified gender biases of words in individual books and in the whole corpus. We found that children's books contain many words that adults judge as gendered. Semantic analyses based on co-occurrence data yielded word clusters related to gender stereotypes (e.g., feminine: emotions; masculine: tools). Co-occurrence data also indicated that many books instantiate gender stereotypes identified in other research (e.g., girls are better at reading, and boys are better at math). Finally, we used large-scale data to estimate the gender distribution of the audience for individual books, and we found that children are more often exposed to stereotypes for their own gender. Together, the data suggest that children's books may be an early source of gender associations and stereotypes.

How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.

There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in computational models of reading and focus on individual differences in the functional organization of the reading system. Specifically, we estimate the extent to which children with reading disabilities (n=118 3rd-4th graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-speech correspondences and greater decreases in their reliance on imageability had better intervention outcomes. Importantly, these two factors were differentially related to specific reading task outcomes, with greater reliance on print-speech correspondences associated with pseudoword naming, while (lesser) reliance on imageability related to word reading and comprehension. We discuss the implications of these findings for theoretical models of reading acquisition and educational practice.

Heteromodal Cortical Areas Encode Sensory-Motor Features of Word Meaning.

UNLABELLED: The capacity to process information in conceptual form is a fundamental aspect of human cognition, yet little is known about how this type of information is encoded in the brain. Although the role of sensory and motor cortical areas has been a focus of recent debate, neuroimaging studies of concept representation consistently implicate a network of heteromodal areas that seem to support concept retrieval in general rather than knowledge related to any particular sensory-motor content. We used predictive machine learning on fMRI data to investigate the hypothesis that cortical areas in this "general semantic network" (GSN) encode multimodal information derived from basic sensory-motor processes, possibly functioning as convergence-divergence zones for distributed concept representation. An encoding model based on five conceptual attributes directly related to sensory-motor experience (sound, color, shape, manipulability, and visual motion) was used to predict brain activation patterns associated with individual lexical concepts in a semantic decision task. When the analysis was restricted to voxels in the GSN, the model was able to identify the activation patterns corresponding to individual concrete concepts significantly above chance. In contrast, a model based on five perceptual attributes of the word form performed at chance level. This pattern was reversed when the analysis was restricted to areas involved in the perceptual analysis of written word forms. These results indicate that heteromodal areas involved in semantic processing encode information about the relative importance of different sensory-motor attributes of concepts, possibly by storing particular combinations of sensory and motor features. SIGNIFICANCE STATEMENT: The present study used a predictive encoding model of word semantics to decode conceptual information from neural activity in heteromodal cortical areas. The model is based on five sensory-motor attributes of word meaning (color, shape, sound, visual motion, and manipulability) and encodes the relative importance of each attribute to the meaning of a word. This is the first demonstration that heteromodal areas involved in semantic processing can discriminate between different concepts based on sensory-motor information alone. This finding indicates that the brain represents concepts as multimodal combinations of sensory and motor representations.

Concept Representation Reflects Multimodal Abstraction: A Framework for Embodied Semantics.

Recent research indicates that sensory and motor cortical areas play a significant role in the neural representation of concepts. However, little is known about the overall architecture of this representational system, including the role played by higher level areas that integrate different types of sensory and motor information. The present study addressed this issue by investigating the simultaneous contributions of multiple sensory-motor modalities to semantic word processing. With a multivariate fMRI design, we examined activation associated with 5 sensory-motor attributes--color, shape, visual motion, sound, and manipulation--for 900 words. Regions responsive to each attribute were identified using independent ratings of the attributes' relevance to the meaning of each word. The results indicate that these aspects of conceptual knowledge are encoded in multimodal and higher level unimodal areas involved in processing the corresponding types of information during perception and action, in agreement with embodied theories of semantics. They also reveal a hierarchical system of abstracted sensory-motor representations incorporating a major division between object interaction and object perception processes.

Glutamate and choline levels predict individual differences in reading ability in emergent readers.

Reading disability is a brain-based difficulty in acquiring fluent reading skills that affects significant numbers of children. Although neuroanatomical and neurofunctional networks involved in typical and atypical reading are increasingly well characterized, the underlying neurochemical bases of individual differences in reading development are virtually unknown. The current study is the first to examine neurochemistry in children during the critical period in which the neurocircuits that support skilled reading are still developing. In a longitudinal pediatric sample of emergent readers whose reading indicators range on a continuum from impaired to superior, we examined the relationship between individual differences in reading and reading-related skills and concentrations of neurometabolites measured using magnetic resonance spectroscopy. Both continuous and group analyses revealed that choline and glutamate concentrations were negatively correlated with reading and related linguistic measures in phonology and vocabulary (such that higher concentrations were associated with poorer performance). Correlations with behavioral scores obtained 24 months later reveal stability for the relationship between glutamate and reading performance. Implications for neurodevelopmental models of reading and reading disability are discussed, including possible links of choline and glutamate to white matter anomalies and hyperexcitability. These findings point to new directions for research on gene-brain-behavior pathways in human studies of reading disability.

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability.

Despite anecdotal evidence of relative visuospatial processing strengths in individuals with reading disability (RD), only a few studies have assessed the presence or the extent of these putative strengths. The current study examined the cognitive and neural bases of visuospatial processing abilities in adolescents with RD relative to typically developing (TD) peers. Using both cognitive tasks and functional magnetic resonance imaging (fMRI) we contrasted printed word recognition with non-language visuospatial processing tasks. Behaviorally, lower reading skill was related to a visuospatial processing advantage (shorter latencies and equivalent accuracy) on a geometric figure processing task, similar to findings shown in two published studies. FMRI analyses revealed key group by task interactions in patterns of cortical and subcortical activation, particularly in frontostriatal networks, and in the distributions of right and left hemisphere activation on the two tasks. The results are discussed in terms of a possible neural tradeoff in visuospatial processing in RD.

The role of left occipitotemporal cortex in reading: reconciling stimulus, task, and lexicality effects.

Although the left posterior occipitotemporal sulcus (pOTS) has been called a visual word form area, debate persists over the selectivity of this region for reading relative to general nonorthographic visual object processing. We used high-resolution functional magnetic resonance imaging to study left pOTS responses to combinatorial orthographic and object shape information. Participants performed naming and visual discrimination tasks designed to encourage or suppress phonological encoding. During the naming task, all participants showed subregions within left pOTS that were more sensitive to combinatorial orthographic information than to object information. This difference disappeared, however, when phonological processing demands were removed. Responses were stronger to pseudowords than to words, but this effect also disappeared when phonological processing demands were removed. Subregions within the left pOTS are preferentially activated when visual input must be mapped to a phonological representation (i.e., a name) and particularly when component parts of the visual input must be mapped to corresponding phonological elements (consonant or vowel phonemes). Results indicate a specialized role for subregions within the left pOTS in the isomorphic mapping of familiar combinatorial visual patterns to phonological forms. This process distinguishes reading from picture naming and accounts for a wide range of previously reported stimulus and task effects in left pOTS.

A piece of the action: modulation of sensory-motor regions by action idioms and metaphors.

The idea that the conceptual system draws on sensory and motor systems has received considerable experimental support in recent years. Whether the tight coupling between sensory-motor and conceptual systems is modulated by factors such as context or task demands is a matter of controversy. Here, we tested the context sensitivity of this coupling by using action verbs in three different types of sentences in an fMRI study: literal action, apt but non-idiomatic action metaphors, and action idioms. Abstract sentences served as a baseline. The result showed involvement of sensory-motor areas for literal and metaphoric action sentences, but not for idiomatic ones. A trend of increasing sensory-motor activation from abstract to idiomatic to metaphoric to literal sentences was seen. These results support a gradual abstraction process whereby the reliance on sensory-motor systems is reduced as the abstractness of meaning as well as conventionalization is increased, highlighting the context sensitive nature of semantic processing.

Noun-noun combination: meaningfulness ratings and lexical statistics for 2,160 word pairs.

The combining of individual concepts to form an emergent concept is a fundamental aspect of language, yet much less is known about it than about processing isolated words or sentences. To facilitate research on conceptual combination, we provide meaningfulness ratings for a large set of (2,160) noun-noun pairs. Half of these pairs (1,080) are reversed versions of the other half (e.g., SKI JACKET and JACKET SKI), to facilitate the comparison of successful and unsuccessful conceptual combination independently of constituent lexical items. The computer code used for obtaining these ratings through a Web interface is provided. To further enhance the usefulness of this resource, ancillary measures obtained from other sources are also provided for each pair. These measures include associate production norms, contextual relatedness in terms of latent semantic analysis distance, total number of letters, phrase-level usage frequency, and word-level usage frequency summed across the words in each pair. Results of correlation and regression analyses are also provided for a quantitative description of the stimulus set. A subset of these stimuli was used to identify neural correlates of successful conceptual combination Graves, Binder, Desai, Conant, & Seidenberg, (NeuroImage 53:638-646, 2010). The stimuli can be used in other research and also provide benchmark data for evaluating the effectiveness of computational algorithms for predicting meaningfulness of noun-noun pairs.

Writing systems: not optimal, but good enough.

Languages and writing systems result from satisfying multiple constraints related to learning, comprehension, production, and their biological bases. Orthographies are not optimal because these constraints often conflict, with further deviations due to accidents of history and geography. Things tend to even out because writing systems and the languages they represent exhibit systematic trade-offs between orthographic depth and morphological complexity.

The neural career of sensory-motor metaphors.

The role of sensory-motor systems in conceptual understanding has been controversial. It has been proposed that many abstract concepts are understood metaphorically through concrete sensory-motor domains such as actions. Using fMRI, we compared neural responses with literal action (Lit; The daughter grasped the flowers), metaphoric action (Met; The public grasped the idea), and abstract (Abs; The public understood the idea) sentences of varying familiarity. Both Lit and Met sentences activated the left anterior inferior parietal lobule, an area involved in action planning, with Met sentences also activating a homologous area in the right hemisphere, relative to Abs sentences. Both Met and Abs sentences activated the left superior temporal regions associated with abstract language. Importantly, activation in primary motor and biological motion perception regions was inversely correlated with Lit and Met familiarity. These results support the view that the understanding of metaphoric action retains a link to sensory-motor systems involved in action performance. However, the involvement of sensory-motor systems in metaphor understanding changes through a gradual abstraction process whereby relatively detailed simulations are used for understanding unfamiliar metaphors, and these simulations become less detailed and involve only secondary motor regions as familiarity increases. Consistent with these data, we propose that anterior inferior parietal lobule serves as an interface between sensory-motor and conceptual systems and plays an important role in both domains. The similarity of abstract and metaphoric sentences in the activation of left superior temporal regions suggests that action metaphor understanding is not completely based on sensory-motor simulations but relies also on abstract lexical-semantic codes.

Activation of sensory-motor areas in sentence comprehension.

The sensory-motor account of conceptual processing suggests that modality-specific attributes play a central role in the organization of object and action knowledge in the brain. An opposing view emphasizes the abstract, amodal, and symbolic character of concepts, which are thought to be represented outside the brain's sensory-motor systems. We conducted a functional magnetic resonance imaging study in which the participants listened to sentences describing hand/arm action events, visual events, or abstract behaviors. In comparison to visual and abstract sentences, areas associated with planning and control of hand movements, motion perception, and vision were activated when understanding sentences describing actions. Sensory-motor areas were activated to a greater extent also for sentences with actions that relied mostly on hands, as opposed to arms. Visual sentences activated a small area in the secondary visual cortex, whereas abstract sentences activated superior temporal and inferior frontal regions. The results support the view that linguistic understanding of actions partly involves imagery or simulation of actions, and relies on some of the same neural substrate used for planning, performing, and perceiving actions.

Neural systems for reading aloud: a multiparametric approach.

Reading aloud involves computing the sound of a word from its visual form. This may be accomplished 1) by direct associations between spellings and phonology and 2) by computation from orthography to meaning to phonology. These components have been studied in behavioral experiments examining lexical properties such as word frequency; length in letters or phonemes; spelling-sound consistency; semantic factors such as imageability, measures of orthographic, or phonological complexity; and others. Effects of these lexical properties on specific neural systems, however, are poorly understood, partially because high intercorrelations among lexical factors make it difficult to determine if they have independent effects. We addressed this problem by decorrelating several important lexical properties through careful stimulus selection. Functional magnetic resonance imaging data revealed distributed neural systems for mapping orthography directly to phonology, involving left supramarginal, posterior middle temporal, and fusiform gyri. Distinct from these were areas reflecting semantic processing, including left middle temporal gyrus/inferior-temporal sulcus, bilateral angular gyrus, and precuneus/posterior cingulate. Left inferior frontal regions generally showed increased activation with greater task load, suggesting a more general role in attention, working memory, and executive processes. These data offer the first clear evidence, in a single study, for the separate neural correlates of orthography-phonology mapping and semantic access during reading aloud.

Neural correlates of implicit and explicit combinatorial semantic processing.

Language consists of sequences of words, but comprehending phrases involves more than concatenating meanings: A boat house is a shelter for boats, whereas a summer house is a house used during summer, and a ghost house is typically uninhabited. Little is known about the brain bases of combinatorial semantic processes. We performed two fMRI experiments using familiar, highly meaningful phrases (lake house) and unfamiliar phrases with minimal meaning created by reversing the word order of the familiar items (house lake). The first experiment used a 1-back matching task to assess implicit semantic processing, and the second used a classification task to engage explicit semantic processing. These conditions required processing of the same words, but with more effective combinatorial processing in the meaningful condition. The contrast of meaningful versus reversed phrases revealed activation primarily during the classification task, to a greater extent in the right hemisphere, including right angular gyrus, dorsomedial prefrontal cortex, and bilateral posterior cingulate/precuneus, areas previously implicated in semantic processing. Positive correlations of fMRI signal with lexical (word-level) frequency occurred exclusively with the 1-back task and to a greater spatial extent on the left, including left posterior middle temporal gyrus and bilateral parahippocampus. These results reveal strong effects of task demands on engagement of lexical versus combinatorial processing and suggest a hemispheric dissociation between these levels of semantic representation.

Effects of germline mutations in the Ras/MAPK signaling pathway on adaptive behavior: cardiofaciocutaneous syndrome and Noonan syndrome.

Cardiofaciocutaneous syndrome (CFC) and Noonan syndrome (NS) are two phenotypically overlapping genetic disorders whose underlying molecular etiologies affect a common signaling pathway. Mutations in the BRAF, MEK1, and MEK2 genes cause most cases of CFC and mutations in PTPN11, SOS1, KRAS, and RAF1 typically cause NS. Although both syndromes are associated with developmental delays of varying severity, the extent to which the behavioral profiles differ may shed light on the different roles these respective genes play in development of skills necessary for everyday functioning. In this study, profiles of adaptive behavior of individuals with CFC and NS who had confirmed pathogenic mutations in Ras/mitogen-activated protein kinase (MAPK) pathway genes were investigated. Patterns of strengths and weaknesses, age-related differences, and risk factors for difficulties in adaptive skills were assessed. Although genes acting more downstream in the Ras/MAPK pathway were associated with more difficulties in adaptive functioning than genes more upstream in the pathway, several inconsistencies highlight the wide spectrum of possible developmental courses in CFC and NS. Along with clinical and genetic factors, variables such as chronological age, gestational age at birth, and parental education levels accounted for significant variance in adaptive skills. Results indicate that there is wide heterogeneity in adaptive functioning in CFC and NS, but that these abilities are correlated to some extent with the specific disease-causing genes.

Connecting cues: overlapping regularities support cue discovery in infancy.

The present work examined the discovery of linguistic cues during a word segmentation task. Whereas previous studies have focused on sensitivity to individual cues, this study addresses how individual cues may be used to discover additional, correlated cues. Twenty-four 9-month-old infants were familiarized with a speech stream in which syllable-level transitional probabilities and an overlapping novel cue served as cues to word boundaries. Infants' behavior at test indicated that they were able to discover the novel cue. Additional experiments showed that infants did not have a preexisting preference for specific test items and that transitional probability information was necessary to acquire the novel cue. Results suggest one way learners can discover relevant linguistic structure amid the multiple overlapping properties of natural language.

Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia.

Developmental dyslexia is a learning disorder characterized by difficulties reading words accurately and/or fluently. Several behavioral studies have suggested the presence of anomalies at an early stage of phoneme processing, when the complex spectrotemporal patterns in the speech signal are analyzed and assigned to phonemic categories. In this study, fMRI was used to compare brain responses associated with categorical discrimination of speech syllables (P) and acoustically matched nonphonemic stimuli (N) in children and adolescents with dyslexia and in typically developing (TD) controls, aged 8-17 years. The TD group showed significantly greater activation during the P condition relative to N in an area of the left ventral occipitotemporal cortex that corresponds well with the region referred to as the "visual word form area" (VWFA). Regression analyses using reading performance as a continuous variable across the full group of participants yielded similar results. Overall, the findings are consistent with those of previous neuroimaging studies using print stimuli in individuals with dyslexia that found reduced activation in left occipitotemporal regions; however, the current study shows that these activation differences seen during reading are apparent during auditory phoneme discrimination in youth with dyslexia, suggesting that the primary deficit in at least a subset of children may lie early in the speech processing stream and that categorical perception may be an important target of early intervention in children at risk for dyslexia.

Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills.

Statistical views of literacy development maintain that proficient reading requires the assimilation of myriad statistical regularities present in the writing system. Indeed, previous studies have tied statistical learning (SL) abilities to reading skills, establishing the existence of a link between the two. However, some issues are currently left unanswered, including questions regarding the underlying bases for these associations as well as the types of statistical regularities actually assimilated by developing readers. Here we present an alternative approach to study the role of SL in literacy development, focusing on individual differences among beginning readers. Instead of using an artificial task to estimate SL abilities, our approach identifies individual differences in children's reliance on statistical regularities as reflected by actual reading behavior. We specifically focus on individuals' reliance on regularities in the mapping between print and speech versus associations between print and meaning in a word naming task. We present data from 399 children, showing that those whose oral naming performance is impacted more by print-speech regularities and less by associations between print and meaning have better reading skills. These findings suggest that a key route by which SL mechanisms impact developing reading abilities is via their role in the assimilation of sub-lexical regularities between printed and spoken language -and more generally, in detecting regularities that are more reliable than others. We discuss the implications of our findings to both SL and reading theories.

Deficits in perceptual noise exclusion in developmental dyslexia.

We evaluated signal-noise discrimination in children with and without dyslexia, using magnocellular and parvocellular visual stimuli presented either with or without high noise. Dyslexic children had elevated contrast thresholds when stimuli of either type were presented in high noise, but performed as well as non-dyslexic children when either type was displayed without noise. Our findings suggest that deficits in noise exclusion, not magnocellular processing, contribute to the etiology of dyslexia.

Influences of speech familiarity on immediate perception and final comprehension.

Unfamiliar speech-spoken in a familiar language but with an accent different from the listener's-is known to increase comprehension difficulty. However, there is evidence of listeners' rapid adaptation to unfamiliar accents (although perhaps not to the level of familiar accents). This paradox might emerge from prior focus on isolated word perception and/or use of single comprehension measures. We investigated processing of fluent connected speech spoken either in a familiar or unfamiliar accent, using participants' ability to "shadow" the speech as an immediate measure as well as a comprehension test at passage end. Shadowing latencies and errors and comprehension errors increased for Unfamiliar relative to Familiar Speech conditions, especially for relatively informal rather than more academic content. Additionally, there was evidence of less adaptation to Unfamiliar than Familiar Speech. These results suggest that unfamiliar speech imposes costs, especially in the immediate timescale of perceiving speech.