Karl Magnus Petersson|Alexandra Reis|Simon Askelöf|Alexandre Castro-Caldas|Martin Ingvar
Language Processing Modulated by Literacy: A Network Analysis of Verbal Repetition in Literate and Illiterate Subjects
Karolinska Institutet|Hospital de Santa Maria|Karolinska Institutet|Karolinska Institutet|Hospital de Santa Maria|Karolinska Institutet
previous behavioral functional neuroimaging data indicate certain aspects phonological processing may acquired spontaneously modulated learning alphabetic written language learning read write appears learning alphabetic written language modifies auditoryverbal spoken language processing competence nontrivial way previously suggested based behavioral functional neuroimaging data auditoryverbal written language interact certain language tasks learning developing alphabetic written language capacities significantly modulates spoken language system specifically acquisition alphabetic orthographic knowledge modulatory influence sublexical phonological processing awareness sublexical phonological structure suggested developing orthographic representation system alphabetic written language integrating phonemegrapheme correspondence existing infrastructure auditoryverbal language processing result modified language network specifically suggest parallel interactive processing characteristics underlying languageprocessing brain network differ literate illiterate subjects therefore pattern interactions regions suitably defined largescale functionalanatomical network language processing differ literate illiterate subjects certain language tasks order investigate hypothesis analyzed observed covariance structure pet data set simple auditoryverbal repetition paradigm literate illiterate subjects network approach based structural equation modeling sem based simple network model language processing results present network analysis indicate network interactions word pseudoword repetition illiterate group differ significant differences literate group differences two tasks illiterate group may reflect differences attentional modulation language network executive aspects verbal working memory articulatory organization verbal output significant differences literate illiterate group word repetition contrast network interactions differed literate illiterate group pseudoword repetition addition differences similar observed illiterate group word pseudoword repetition differences related interactions phonological loop groups particular differences related interaction brocas area inferior parietal cortex well posteriormidinsula bridge wernickes brocas area conclusion results network analysis consistent previously presented results support hypothesis learning read write childhood influences functional architecture adult human brain particular basic auditoryverbal language network human brain modified consequence acquiring orthographic language skills