精神分裂症的语言认知特点及其脑机制

精神分裂症(schizophrenia)是一种常见的精神疾病,在中国终身患病率大概为6.55‰.研究精神分裂症的语言认知,对精神分裂症的诊断和治疗具有重要的理论和应用价值.本文从行为和神经[事件相关电位(event-related potentials,ERP)、功能磁共振成像(functional magnetic resonance imaging,f MRI)、近红外光学成像(functional near-Infrared spectroscopy,f NIRS)]两个层面简述了国内外精神分裂症语言认知的研究进展.目前西方国家对精神分裂症的语言认知研究较多,结果也很丰富,初步形成了语言损伤的理论,而且发现幻听与语言加工相关脑区(wernicke区)有密切关系.精神分裂症的汉语认知研究起步较晚,各方面还不够深入和完善.作者提出应该大力加强对中国精神分裂症的语言认知研究,不仅可以更加清楚中国精神分裂症患者的语言特点,更重要的是可以为中国精神分裂症患者的诊断和探索发病机制提供新的科学依据.     

发展性阅读障碍的产生机制——从行为到遗传研究

发展性阅读障碍(developmental dyslexia,DD)是一种特殊的学习障碍,探索DD的产生机制有助于寻求DD儿童的鉴别和治疗方法.目前拼音文宁国家对DD的产生机制研究很多,结果也很丰富,但是很多观点还不一致.汉语DD研究起步较晚,各方面还不够深入和完善.简述了DD在认知、脑神经和基因方面的研究进展,对拼音文字DD与汉语DD的研究结果进行了对比,以揭示不同语言文字系统下DD者的认知神经差异.研究认为,应该大力加强对汉语DD的探究,这样不但为中国DD儿童的诊治提供理论基础,也可以为DD的语种特异性问题提供科学依据.     

早产儿语言发展的影响因素及其干预对策

早产儿的语言发展受到多种因素的影响,可能导致他们在词汇、语法、语音等方面出现发展滞后或障碍。本文首先简述了影响早产儿语言发展的生物学和环境因素的研究进展,其中生物学因素包括早产程度、体重和性别、新生儿发病率和疾病严重程度等,环境因素则包括新生儿重症监护室的环境、家庭中的语言环境和社会因素等。在明确这些影响因素的基础上,本文强调了早期评估和早期干预是优化早产儿语言发育效果的关键步骤,并分析了具体的干预对策,例如生理和神经干预、优化新生儿重症监护室（NICU）环境、增强家庭语言互动、多学科合作和社会支持等。此综述旨在探讨影响早产儿语言发展的各种因素,并总结出有效的早期干预措施,为其提供更为全面的语言发展支持。     

情绪面孔对听觉通道短时距内隐知觉的影响

时间知觉是人类的一项基本能力.日常生活经验表明时间知觉容易受到情绪的影响.但是在前人的研究中,这些影响往往伴随着主动注意和外显的运动反应.这里关注的是不伴随主动注意和外显运动反应的内隐时间知觉是否受到情绪面孔的影响.被试在主动完成一个由情绪面孔组成的视觉辨别任务的同时,被动地听一系列声音刺激.声音刺激的刺激启动异步时间(stimulus onset asynchrony,SOA)中,80%是标准SOA(800ms),20%是偏差SOA(400,600 ms).对频繁出现的标准SOA和偶尔出现的偏差SOA诱发的事件相关电位(event-related potential,ERP)进行记录.2个短的偏差SOA(400和600ms)引发了2个变化相关的ERP成分:失匹配负波(the mismatch negativity,MMN)和P3a.代表对无规律变化早期检测的MMN波幅受到了情绪面孔的影响.与愉快和中性面孔相比,恐惧面孔降低了MMN波幅.对于400ms偏差SOA,与恐惧面孔和中性面孔相比,愉快面孔增加了P3a波幅.该ERP研究提示听觉通道的内隐时间知觉受到情绪面孔的影响,恐惧面孔降低了内隐时间知觉的准确性.     

跨通路注意的失匹配负波研究

采用“跨通路延迟反应”实验模式 ,提高了非注意纯度 ,排除了偏差刺激中的目标任务因素 ,以 1 2名青年正常人为被试者 ,研究注意与非注意条件下的ERPs.实验分为 2项 :( 1 )注意视觉通路 ,忽视听觉通路 ;( 2 )注意听觉通路 ,忽视视觉通路 .主要分析偏差刺激ERP减去标准刺激ERP所得之偏差成分 .结果发现视听通路在注意条件下均能产生MMN ,N2b和P3,在非注意时主要产生MMN .听觉MMN与视觉MMN具有如下共同特征 :注意时视听最大MMN波幅分布于它们的初级感觉投射区 ,而在非注意条件下视听最大MMN波幅均分布于额中央部 .视觉MMN与听觉MMN波幅无显著性差异 .MMN波幅及其头皮分布不受注意影响 ,提示MMN波幅是反映自动加工的重要ERP指标 ;但视听觉MMN潜伏期皆受注意影响 ,表明MMN不仅仅反映自动加工 ,尚与控制加工有关     

创伤性事件（汶川地震）对个体选择性注意的影响：一项ERP实验

采用事件相关电位（ERP）技术探讨了被试完成地震色词Stroop任务（the earthquake color-matching Stroop task）时的脑内时程动态变化．24名被试都亲身经历了汶川大地震（5．12）,其中12名被试为成都灾民（成都组：强烈震感）,另外12名来自重庆（重庆组：稍有震感）．行为结果发现,只有成都组被试对地震相关词颜色判断的反应时显著长于地震无关词,表现出了明显的地震干扰效应（the earthquake interference effect）．ERP结果显示,就成都组被试而言,在刺激出现后的350～450ms内,地震相关词比无关词诱发出一个更加正性的ERP成分（P350～450）,最强效应出现在大脑中前部;而重庆组没有表现出明显的ERP干扰效应．对差异波（地震相关词一地震无关词）进行偶极子溯源分析,结果显示,P350～450可能起源于海马旁回．本研究结果表明,P350～450可能反映了成都被试对地震词的注意加工偏向（或创伤性事件的自动激活）,从而干扰了其对刺激物理颜仁的判断．     

错误信念推理的时间过程与源定位

理解他人心理并进行人际互动是人类交往的认知基础,人所持有的信念直接决定着个体的心理活动．为了研究推测他人信念的认知神经机制,记录并分析了14名健康成人执行“欺骗外表”任务时的32导脑电数据．错误信念与正确信念问题呈现后,均在头皮中前部诱发了N100,P200和晚期负成分（LNC）．LNC从400ms左右开始,一直持续到1200ms结束．在400～800ms,错误信念LNC显著低于正确信念．对错误信念减正确信念所得差异波进行源分析,发现偶极子定位于扣带回中部皮层．这些发现表明,错误信念推理中可能包含了抑制加工．     

噪声暴露对大鼠事件相关电位P300的影响及其海马水平的机制

目的：研究噪声暴露对大鼠事件相关电位（ERP）的影响及海马水平的机制。方法：雄性SD大鼠,随机均分为正常对照组（C组）、噪声暴露组（N组）。暴露条件：105dB白噪声2．5h／d×20d。观察试验过程中第0、7、14和20d ERP各波的峰潜伏期以及峰峰幅度值,并检测海马神经元尼氏体、NMDAR2B及胞内钙浓度的变化。结果：在实验第14d、第20d,噪声暴露组动物ERP P3a、P3和P3b的峰潜伏期显著增长,而且在噪声暴露20d后,大鼠海马齿状回以及CA1区尼氏体显著减少（P〈0．01）,齿状回、CA1及CA3区NMDAB2B的免疫反应强度显著降低（P〈0．01）,神经元胞内钙浓度显著升高（P〈0．01）。结论：噪声暴露可致事件相关电位的改变,这可能与其海马神经元尼氏体、NMDAR2B以及胞内钙的变化有关。     

噬藻体感染相关基因的研究进展

噬藻体是感染蓝细菌(蓝藻)的病毒,能调控蓝细菌种群的丰度和多样性,在许多水生生态系统的食物网动态变化和生物地球化学循环中起关键作用.噬藻体与宿主细胞发生各种相互作用,包括吸附、入侵和复制,参与感染过程,从而完成噬藻体的生命周期.本文在综述噬藻体生命周期与基因组结构相互关联的基础上,重点介绍噬藻体与宿主蓝细菌相互作用的蛋...     

Language as a multimodal phenomenon: implications for language learning,processing and evolution

Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages.     

The bridge of iconicity: from a world of experience to the experience of language

Iconicity, a resemblance between properties of linguistic form (both in spoken and signed languages) and meaning, has traditionally been considered to be a marginal, irrelevant phenomenon for our understanding of language processing, development and evolution. Rather, the arbitrary and symbolic nature of language has long been taken as a design feature of the human linguistic system. In this paper, we propose an alternative framework in which iconicity in face-to-face communication (spoken and signed) is a powerful vehicle for bridging between language and human sensori-motor experience, and, as such, iconicity provides a key to understanding language evolution, development and processing. In language evolution, iconicity might have played a key role in establishing displacement (the ability of language to refer beyond what is immediately present), which is core to what language does; in ontogenesis, iconicity might play a critical role in supporting referentiality (learning to map linguistic labels to objects, events, etc., in the world), which is core to vocabulary development. Finally, in language processing, iconicity could provide a mechanism to account for how language comes to be embodied (grounded in our sensory and motor systems), which is core to meaningful communication.     

Verbal cues modulate hedonic perception of odors in 5-year-old children as well as in adults

The judgment of pleasantness/unpleasantness is the prominent reaction to the olfactory world. In human adults, the hedonic valence of odor perception is affected by various factors, among which is an individual's lexical knowledge about smells. The present study examined whether such top-down effects of lexical knowledge on hedonic judgment of olfactory input are similar in children (5-6 years) and adults (20-25 years). In both groups, the lexical knowledge was found to influence the perception of the least emotional (or most neutral) odors: the pleasantness of the smells of banana and mint was enhanced when participants were given the corresponding odor label before olfactory sensation. These results lend support to the notion that, during childhood, smells are not only encoded perceptually but that verbal encoding also steers contextual effects that may be prominent factors in the early memorization and categorization of odors.     

The association between flavor labeling and flavor recall ability in children

This study sought to determine if the ability to label a flavor is associated with an improved ability to recall having tasted the flavor in preschool-aged children. A total of 120 3- to 6-year-old English-speaking children tasted and labeled 20 different flavors, blinded to color. Children's labels for the flavors were scored for consistency and accuracy. Recall for having tasted the flavor was tested. Both labeling ability and recall ability improved rapidly between the ages of 3 and 6 years in this cohort. Regression analysis indicated that independent of the child's age, consistent accurate labeling was positively associated with recall ability. Higher maternal education was an independent and marginal contributor to greater recall ability. The combination of consistent and accurate labeling, age, and maternal education accounted for 28% of the variance in flavor recall ability. Consistent but inaccurate labeling alone contributed little to the variance in flavor recall ability. We conclude from these findings that children's ability to recall having tasted a flavor develops rapidly during the preschool age range and that improved recall ability is associated with the ability to consistently and accurately label the flavor. We conclude that language mediates memory for flavors in young children.     

Turkish-language ability of children of immigrants in Germany: which contexts of exposure influence preschool children's acquisition of their heritage language?

A lot of research has been devoted to explaining immigrants' acquisition of the language of the receiving country. However, less attention has been paid to explaining the acquisition of the heritage language among children of immigrants. The most important determinant for young children is exposure to the language. Language exposure can occur in various contexts, such as within the family, during preschool, through peers or via media. Our empirical analysis therefore explores which of these contexts is most statistically significant for the acquisition of the heritage language among children of Turkish immigrants. Using data from the project Preschool Education and Educational Careers among Migrant Children, we show that all contexts are important at different age levels but the acquisition of the heritage language is mainly determined by the exposure to it within the family.