A central assumption of the Interactive Specialization model (ISM) of brain development postulates that earlier interaction between brain regions (i.e., functional connectivity) drives later specialization. The goal of the current study was to examine this assumption in the language domain. Longitudinal data from 32 children at 7 and 9 years of age were analyzed. The children were given a sound judgment task and a meaning judgment task while undergoing functional magnetic resonance imaging (fMRI) to assess children's phonological and semantic specialization, and functional connectivity in the brain. We found evidence that earlier connectivity at age 7 predicted later specialization at age 9 within the dorsal pathway for phonology and ventral pathway for semantics, therefore supporting the assumption of the Interactive Specialization model. We also found that individual differences in specialization at age 7 predicted later specialization at age 9, and this predictive effect was more pronounced for semantics than phonology. In sum, our results not only suggest a continued development of neural specialization for both phonology and semantics but also support the core hypothesis of ISM as earlier pathway connectivity within dorsal inferior frontal gyrus and posterior superior temporal gyrus appeared as a significant predictor for subsequent phonological specialization, and within ventral inferior frontal gyrus and posterior middle temporal gyrus appeared as a significant predictor for subsequent semantic specialization.

Previous studies have demonstrated that classifiers associated with nouns are activated during lexical access. Shape classifiers, a specific type, incorporate visual shape information. This study examined how visual shape information in classifiers is processed during the production of classifier-noun phrases by native Chinese speakers. Participants performed a picture-naming task using the blocked cyclic naming paradigm, where classifier congruency and shape similarity were manipulated. Behavioural results revealed a classifier congruency effect, with slower reaction times for classifier-incongruent conditions, and a shape interference effect, where classifiers with similar shapes slowed responses. EEG analysis showed that classifier-incongruent conditions elicited more positive voltage amplitudes than congruent ones, while shape-dissimilar conditions produced more negative amplitudes compared to shape-similar conditions after 300 ms post-stimulus. These findings indicated that classifiers were activated when producing noun phrases in a blocked cyclic naming paradigm. Moreover, visual shape information embedded in classifiers was processed during the production of classifier-noun phrases.

Phonological processing is measured behaviorally using phonological awareness, phonological memory, and rapid naming tasks. These tasks engage brain regions such as the superior temporal gyrus, inferior parietal cortex, and inferior frontal gyrus. This chapter is a selective review of behavioral and neural studies phonological processing as measured by these tasks. It focuses on the longitudinal development of phonological processing from early infancy to middle elementary years and its relations with language and reading skills. It also reviews how these tasks are related to neurodiversity, such as dyslexia, developmental language disorder, and cross-linguistic populations.

During speech production, lexico-syntactic features associated with nouns (e.g., grammatical gender, classifiers, number) are assumed to be automatically activated. Although previous studies have provided evidence for this assumption by examining classifier congruency effects, empirical validation of this mechanism in Mandarin Chinese remains limited. The present study investigated whether a classifier congruency effect can be reliably elicited during noun phrase production in Mandarin and explored how this effect relates to semantic processing. We employed a picture-word interference (PWI) paradigm, incorporating several methodological refinements. Both classifier congruency and semantic relatedness between the target and distractor words were manipulated. Behavioural results replicated the semantic interference effect, with longer naming latencies observed for semantically related distractors than semantically unrelated ones. Although no main effect of classifier congruency was found, a significant interaction with semantic relatedness emerged. Classifier incongruency led to delayed naming under semantically related conditions. ERP results further revealed that both the semantic interference and classifier congruency effects peaked within the N400 time window. These findings provide further evidence that classifier information is automatically activated as a lexico-syntactic feature during lemma access, and that this activation is influenced by semantic processing. The present results contribute both conceptually and methodologically to advancing our understanding of classifier processing in Mandarin Chinese.

Prior literature has debated whether syntax is separable from semantics in the brain. Using functional magnetic resonance imaging and multi-voxel pattern analysis, our previous studies investigated brain activity during morpho-syntactic versus semantic processing. These studies only detected semantic specialization in activation patterns and no syntactic specialization in 5- to 6-year-old and 7- to 8-year-old children. To examine if older children who have mastered morpho-syntactic skills would show specialization for syntax, the current study examined 64 9- to 10-year-old children using the same design and analyses. We observed that only the left IFG pars opercularis was sensitive to syntactic but not semantic information, supporting the hypothesis that this region serves as a core region for syntax. In addition, the left STG which has been implicated in the integration of semantics and syntax, as well as the left MTG and IFG pars triangularis which have been implicated in semantics, were sensitive to both semantic and syntactic information with no evidence of specialization. These findings suggest a lexicalized view of syntax, which argues that semantically sensitive regions are also critical regions for syntactic processing during language comprehension.

The left ventral occipito-temporal (lvOT) cortex is considered to house the brain's representation of orthography (i.e., the spelling patterns of words). Because letter-sound coupling is crucial in reading, we investigated the engagement of the lvOT cortex in processing phonology (i.e., the sound patterns of words) as a function of reading acquisition. We tested 47 Polish children both at the beginning of formal literacy instruction and 2 years later. During functional magnetic resonance imaging, children performed auditory phonological tasks from small to large grain size levels (i.e., single phoneme, rhyme). We showed that orthographically relevant lvOT areas activated during small-grain size phonological tasks were skill-dependent, perhaps due to the relatively transparent mappings between orthography and phonology in Polish. We also studied activation pattern similarity between processing visual and auditory word stimuli in the lvOT. We found that a higher similarity level was observed in the anterior lvOT compared to the posterior lvOT after 2 years of schooling. This is consistent with models proposing a posterior-to-anterior shift in word processing during reading acquisition. We argue that the development of orthography-phonology coupling at the brain level reflects writing system-specific effects and a more universal pathway of the left vOT development in reading acquisition. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Using univariate analysis, a previous study by Wang et al. (2020) found a scaffolding effect of earlier phonological representation in superior temporal gyrus (STG) on later reading skill but failed to observe a sculpting effect of earlier reading on later phonological representation. The current study applied multi-voxel pattern analysis (MVPA) to examine if both scaffolding and sculpting effects were present in young children. We found that better initial reading skill predicted higher decoding coefficient of brain activity patterns for phonological representations in STG. This sculpting effect was present only for decoding small grain sizes (phonemes) and in younger children (6- to 7.5-year-olds), as we did not find any effects for large grain sizes (rhymes) or older children (7.5- to 9.5-year-olds). Although a scaffolding effect was not observed, the current study provides the first neural evidence of how earlier reading sculpts later phonological awareness in beginning readers.

One of the core features of brain maturation is functional specialization. Previous research has found that 7- to 8-year-old children start to specialize in both the temporal and frontal lobes. However, as children continue to develop their phonological and semantic skills rapidly until approximately 10 years old, it remained unclear whether any changes in specialization later in childhood would be detected. Thus, the goal of the current study was to examine phonological and semantic specialization in 9- to 10-year-old children during auditory word processing. Sixty-one children were included in the analysis. They were asked to perform a sound judgment task and a meaning judgment task, each with both hard and easy conditions to examine parametric effects. Consistent with previous results from 7- to 8-year-old children, direct task comparisons revealed language specialization in both the temporal and frontal lobes in 9- to 10-year-old children. Specifically, the left dorsal inferior frontal gyrus showed greater activation for the sound than the meaning task whereas the left middle temporal gyrus showed greater activation for the meaning than the sound task. Interestingly, in contrast to the previously reported finding that 7- to 8-year-old children primarily engage a general control region during the harder condition for both tasks, we showed that 9- to 10-year-old children recruited language-specific regions to process the more difficult task conditions. Specifically, the left superior temporal gyrus showed greater activation for the phonological parametric manipulation whereas the left ventral inferior frontal gyrus showed greater activation for the semantic parametric manipulation.

PURPOSE:It is often assumed that phonological awareness only reflects children's phonological skill. However, orthographic representations have been found to be automatically involved during phonological awareness tasks, which we refer to as automatic orthographic activation. Although previous longitudinal neural studies have addressed how phonological processing during phonological awareness tasks is bidirectionally related to reading skill in developing children, we do not know how automatic orthographic activation plays a role in reading skill. METHOD:To address this gap, we measured 40 children's reading skill and brain activity during an auditory phonological task at two time points using functional magnetic resonance imaging. Children were 5.5 to 6.5 years old at the first time point and were followed up approximately 1.5 years later when they were 7 to 8 years old. RESULTS:We found that earlier reading skill predicted children's later functional connectivity during onset processing between the left superior temporal gyrus, a phonological region, and the left posterior ventral occipitotemporal cortex, an orthographic region representing letters. CONCLUSION:This finding, together with previous studies, suggests that learning to read influences phonological awareness not only by refining phonological representations but also via strengthening the automatic mapping between phonemes and letters during spoken language processing.

Brain asymmetries are hypothesized to reduce functional duplication and thus have evolutionary advantages. The goal of this study was to examine whether early brain lateralization contributes to skill development within the speech-language domain. To achieve this goal, 25 infants (2-13 months old) underwent behavioral language examination as well as fMRI during sleep while listening to forward and backward speech and then were assessed on various language skills at 55-69 months old. We observed that infant functional lateralization of the superior temporal gyrus (STG) for forward > backward speech was associated with phonological, vocabulary, and expressive language skills 4 to 5 years later. However, we failed to observe that infant language skills or the anatomical lateralization of STG were related to subsequent language skills. Overall, our findings suggest that infant functional lateralization of STG for speech perception may scaffold subsequent language acquisition, supporting the hypothesis that functional hemisphere asymmetries are advantageous.

Research has shown that nouns and verbs exhibit distinctive processing patterns. It remains unclear if the noun-verb distinction is driven by semantic or grammatical differences. The present study investigated the mechanism of noun-verb distinction in Chinese, which has a simple morphological system. Participants made grammatical class judgments on two types of compound nouns in Experiment 1-NN (nominal + nominal morphemes) and VN (verbal + nominal morphemes). The shorter RTs elicited by low frequency NN nouns than those of VN nouns suggest a facilitatory effect of morpheme type. In Experiment 2, preceding contexts for NN and VN were added in an acceptability judgment task to rule out the impact from context. Results showed that the processing of NN conferred a marginal advantage over that of VN, though the underlying source of this marginal NN-VN difference remains undetermined. Experiment 3 therefore pitted semantic versus grammatical class against each other by manipulating the congruency of semantic and syntactic relations between the first morpheme of a compound and its preceding context. Results showed that low frequency NN were processed more easily when the preceding context primed a nominal morpheme both semantically and syntactically than other conditions. Together, these results indicate that the noun-verb distinction in Chinese exists at the sublexical morphemic level and reveal for the first time that such sublexical noun-verb distinction is due to semantic rather than grammatical differences. (C) 2022 Elsevier B.V. All rights reserved.

Previous studies indicate that adults show specialized syntactic and semantic processes in both the temporal and frontal lobes during language comprehension. Neuro-cognitive models of language development argue that this specialization appears earlier in the temporal than the frontal lobe. However, there is little evidence supporting this proposed progression. Our recently published study (Wang, Rice, & Booth, 2020), using multivoxel pattern analyses, detected that children as young as 5 to 6 years old exhibit specialization and integration in the temporal lobe, but not the frontal lobe. In the current study, we used the same approach to examine semantic and syntactic specialization in children ages 7 to 8 years old. We found support for semantic specialization in the left middle temporal gyrus (MTG) for correct sentences and in the triangular part of the left inferior frontal gyrus (IFG) for incorrect sentences. We also found that the left superior temporal gyrus (STG) played an integration role and was sensitive to both semantic and syntactic processing during both correct and incorrect sentence processing. However, there was no support for syntactic specialization in 7- to 8-year-old children. As compared to our previous study on 5- to 6-year-old children, which only showed semantic specialization in the temporal lobe, the current study suggests a developmental progression to semantic specialization in the frontal lobe. This project represents an important step forward in testing neuro-cognitive models of language processing in children.

Previous studies have shown that reading skill in 3- to 6-year-old children is related to the automatic activation of the posterior left ventral occipitotemporal cortex (vOT) during spoken language processing, whereas 8- to 15-year-old children and adult readers activate the anterior vOT. However, it is unknown how children who are between these two age groups automatically activate orthographic representations in vOT for spoken language. In the current study, we recruited 153 7- to 8-year-old children to fill the age gap from previous studies. Using functional magnetic resonance imaging (fMRI), we measured children's reading-related skills and brain activity during an auditory phonological task with both a small (i.e. onset) and a large (i.e. rhyme) grain size condition. We found that letter fluency, but not reading accuracy, was correlated with activation in the anterior vOT for the rhyme condition. There were no reading-related skill correlations for the posterior vOT or for activation during the onset condition in this age group. Our findings reveal that automatic activation in the anterior vOT during spoken language processing already occurs in higher skilled 7- to 8-year-old children. In addition, increases in naming automaticity is the primary determinant of the engagement of vOT during phonological awareness tasks.

This dataset examines language development with a longitudinal design and includes diffusion- and T1-weighted structural magnetic resonance imaging (MRI), task-based functional MRI (fMRI), and a battery of psycho-educational assessments and parental questionnaires. We collected data from 5.5-6.5-year-old children (ses-5) and followed them up when they were 7-8 years old (ses-7) and then again at 8.5-10 years old (ses-9). To increase the sample size at the older time points, another cohort of 7-8-year-old children (ses-7) were recruited and followed up when they were 8.5-10 years old (ses-9). In total, 322 children who completed at least one structural and functional scan were included. Children performed four fMRI tasks consisting of two word-level tasks examining phonological and semantic processing and two sentence-level tasks investigating semantic and syntactic processing. The MRI data is valuable for examining changes over time in interactive specialization due to the use of multiple imaging modalities and tasks in this longitudinal design. In addition, the extensive psycho-educational assessments and questionnaires provide opportunities to explore brain-behavior and brain-environment associations.

A previous functional magnetic resonance imaging (fMRI) study by Weiss et al. (Weiss et al., Human Brain Mapping, 2018, 39, 4334-4348) examined brain specialization for phonological and semantic processing of spoken words in young children who were 5 to 6 years old and found evidence for specialization in the temporal but not the frontal lobe. According to a prominent neurocognitive model of language development (Skeide & Friederici, Nature Reviews Neuroscience, 2016, 17, 323-332), the frontal lobe matures later than the temporal lobe. Thus, the current study aimed to examine if brain specialization in the frontal lobe can be observed in a slightly older cohort of children aged 7 to 8 years old using the same experimental and analytical approach as in Weiss et al. (Weiss et al., Human Brain Mapping, 2018, 39, 4334-4348). One hundred and ten typically developing children were recruited and were asked to perform a sound judgment task, tapping into phonological processing, and a meaning judgment task, tapping into semantic processing, while in the MRI scanner. Direct task comparisons showed that these children exhibited language specialization in both the temporal and the frontal lobes, with the left posterior dorsal inferior frontal gyrus (IFG) showing greater activation for the sound than the meaning judgment task, and the left anterior ventral IFG and the left posterior middle temporal gyrus (MTG) showing greater activation for the meaning than the sound judgment task. These findings demonstrate that 7- to 8-year-old children have already begun to develop a language-related specialization in the frontal lobe, suggesting that early elementary schoolers rely on both specialized linguistic manipulation and representation mechanisms to perform language tasks.

By using a longitudinal design and functional magnetic resonance imaging (fMRI), our previous study (Wang et al., 2020) found a scaffolding effect of early phonological processing in the superior temporal gyrus (STG) in 6-year-old children on later behavioral reading skill in 7.5-year-old children. Other than this previous study, nothing is known about longitudinal change in the bidirectional relation between reading skill and phonological processing in the brain. To fill this gap, in the current study, we used the same experimental paradigm as in Wang et al. (2020) to measure children's reading skill and brain activity during an auditory phonological awareness task, but with children who were 7.5 years old at Time 1 (T1) and about 1.5 years later when they were 9 years old at Time 2 (T2). The phonological awareness task included both small grain (i.e., onset) and large grain (i.e., rhyme) conditions. In a univariate analysis, we found that better reading skill at T1 predicted lower brain activation in IFG at T2 for onset processing after controlling for brain activation and non-verbal IQ at T1. This suggests that early reading ability reduces the effort of phonemic access, thus supporting the refinement hypothesis. When using general psychophysiological interaction (gPPI), we found that higher functional connectivity from IFG to STG for rhyme processing at T1 predicted better reading skill at T2 after controlling for reading skill and non-verbal IQ at T1. This suggests that the early effectiveness of accessing rhyme representations scaffolds reading acquisition. As both results did not survive multiple comparison corrections, replication of these findings is needed. However, both findings are consistent with prior studies demonstrating that phonological access in the frontal lobe becomes important in older elementary school readers. Moreover, the refinement effect for onsets is consistent with the hypothesis that learning to read allows for better access of small grain phonology, and the scaffolding effect for rhymes supports the idea that reading progresses to larger grain orthography-to-phonology mapping in older skilled readers. The current study, along with our previous study on younger children, indicates that the development of reading skill is associated with (1) the early importance of the quality of the phonological representations to later access of these representations, and (2) early importance of small grain sizes to later development of large grain ones.

The left ventral occipitotemporal cortex (vOT) is a critical region in reading. According to the interactive account of reading, the vOT is an interface between the lower-level visual regions and higher-level language areas. One prediction of the interactive account is that orthographic activation in vOT should be automatically influenced by semantics and phonology. In the current study, we used functional magnetic resonance imaging (fMRI) and a masked priming paradigm with a relatively short duration (150 ms) to examine whether language information automatically influences vOT during Chinese reading. Participants were asked to perform a lexical decision task on target characters. We separately tested the phonological and semantic influence on orthographic processing in vOT. Brain activation analyses showed that the activation of vOT was modulated by semantic information. In addition, a functional connectivity analysis showed stronger connectivity between vOT and the left ventral inferior frontal gyrus was modulated by semantic information. These findings provided converging evidence for the existence of an automatic semantic influence on vOT during reading, supporting the interactive account. Our study did not show a phonological effect either in the activation of or connectivity with vOT. Taken together, these results reflect the unique processes of Chinese reading, which relies more on the mapping between orthography and semantics, as compared to the orthographic to phonology mapping.

Previous studies have found specialized syntactic and semantic processes in the adult brain during language comprehension. Young children have sophisticated semantic and syntactic aspects of language, yet many previous fMRI studies failed to detect this specialization, possibly due to experimental design and analytical methods. In this current study, 5- to 6-year-old children completed a syntactic task and a semantic task to dissociate these two processes. Multivoxel pattern analysis was used to examine the correlation of patterns within a task (between runs) or across tasks. We found that the left middle temporal gyrus showed more similar patterns within the semantic task compared with across tasks, whereas there was no difference in the correlation within the syntactic task compared with across tasks, suggesting its specialization in semantic processing. Moreover, the left superior temporal gyrus showed more similar patterns within both the semantic task and the syntactic task as compared with across tasks, suggesting its role in integration of semantic and syntactic information. In contrast to the temporal lobe, we did not find specialization or integration effects in either the opercular or triangular part of the inferior frontal gyrus. Overall, our study showed that 5- to 6-year-old children have already developed specialization and integration in the temporal lobe, but not in the frontal lobe, consistent with developmental neurocognitive models of language comprehension in typically developing young children.

The objective of this study was to investigate whether phonological processes measured through brain activation are crucial for the development of reading skill (i.e. scaffolding hypothesis) and/or whether learning to read words fine-tunes phonology in the brain (i.e. refinement hypothesis). We specifically looked at how different grain sizes in two brain regions implicated in phonological processing played a role in this bidirectional relation. According to the dual-stream model of speech processing and previous empirical studies, the posterior superior temporal gyrus (STG) appears to be a perceptual region associated with phonological representations, whereas the dorsal inferior frontal gyrus (IFG) appears to be an articulatory region that accesses phonological representations in STG during more difficult tasks. 36 children completed a reading test outside the scanner and an auditory phonological task which included both small (i.e. onset) and large (i.e. rhyme) grain size conditions inside the scanner when they were 5.5–6.5 years old (Time 1) and once again approximately 1.5 years later (Time 2). To study the scaffolding hypothesis, a regression analysis was carried out by entering brain activation in either STG or IFG for either small (onset > perceptual) or large (rhyme > perceptual) grain size phonological processing at T1 as the predictors and reading skill at T2 as the dependent measure, with several covariates of no interest included. To study the refinement hypothesis, the regression analysis included reading skill at T1 as the predictor and brain activation in either STG or IFG for either small or large grain size phonological processing at T2 as the dependent measures, with several covariates of no interest included. We found that only posterior STG, regardless of grain size, was predictive of reading gains. Parallel models with only behavioral accuracy were not significant. Taken together, our results suggest that the representational quality of phonology in temporal cortex is crucial for reading development. Moreover, our study provides neural evidence supporting the scaffolding hypothesis, suggesting that brain measures of phonology could be helpful in early identification of reading difficulties.