左侧梭状回内文字的字形加工：中文正常阅读者，中文文盲、非中文母语被试的对比研究

Reading is an important human-specific skill obtained through extensive learning experience and is reliance on the ability to rapidly recognize single words. According to the behavioral studies, the most important stage of reading is the representation of “visual word form”, which is independent on surface visual features of the reading materials. The prelexical visual word form representation is characterized by the abstractive and highly effective and precise processing. Neuroimaging and neuropsychological studies have investigated the neural basis underlying the visual word form processing. On the basis of summary of the existing literature, the current thesis aimed to address three fundamental questions involving neural basis of word recognition. First, is there a dedicated neural network that is specialized for word recognition? Second, is the orthographic information represented in the putative word/character selective region (VWFA)? Third, what is the role of reading experience in the genesis of the VWFA, is experience a main driver to shape VWFA instead of evolutionary selectivity? Nineteen Chinese literate volunteers, 5 Chinese illiterates and 4 native English speakers participated in this study, and performed perceptual tasks during fMRI scanning. To address the first question, we compared the differential responses to three categories of visual objects, i.e., faces, line drawings of objects and Chinese characters, and defined the region of interesting (ROI) for the next experiment. To address the second question, Chinese character orthography was manipulated to reveal possible differential responses to real characters, false characters, radical combinations, and stroke combinations in the regions defined by the first experiment. To examine the role of reading experience in genesis of specialization for character, the responses for unfamiliar Chinese characters in Chinese illiterates and native English speakers were compared with that in the Chinese literates, and tracked the change in cortical activation after a short-term reading training in the illiterates. Data were analyzed in two dimensions. Both BOLD signal amplitude and spatial distribution pattern among multi-voxels were used to systematically investigate the responsiveness of the left fusiform gyrus to Chinese characters. Our results provide strong and clear evidence for the existence of functionally specialized regions in the human ventral occipital-temporal cortex. In the skilled readers a region specialized for written words could be consistently found in the lateral part of the left fusiform gyrus, line drawings in the median part and faces in the middle. Our results further show that spatial distribution analysis, a method that was not commonly used in neuroimaging of reading, appears to be a more effective measurement for category specialization for visual objects processing. Although we failed to provide evidence that VWFA processes orthographic information in terms of signal intensitiy, we do show that response pattern of real characters and radical collections in this area is different from that of false characters and random stroke combinations. Our last set of experiments suggests that the selective bias to reading material is clearly experience dependent. The response to unknown characters in both English speakers/readers and Chinese illiterates is fundamentally different from that of the skilled Chinese readers. The response pattern for unknown characters is more similar to that for line drawings rather as a weak version of character in skilled Chinese readers. Short-term training is not sufficient to produce VWFA bias even when tested with learned characters, rather the learned characters generated a overall upward shift of the activation of the left fusiform region. Formation of a dedicated region specialized for visual word/character might depend on long-term extensive reading experience, or there might be a critical period for reading acquisition.

序列学习场景条件下学习序列与空间记忆内在参照系的建立

Previous studies showed that preferred directions in pointing judgments (e.g. imagine you are standing at X, facing Y, please point to Z) were consistent with the sequence participants used to learn locations of objects suggesting that the learning sequence may determine the intrinsic frames of reference in spatial memory. Numerous studies pay excessive attention to the selection of intrinsic frames of reference in spatial memory acquired from viewing an entire layout simultaneously. This research focused on the relationship between the learning sequence and the spatial reference direction in sequentially learning a layout based on the theory of intrinsic reference system. The results indicated that: 1. The intrinsic frame of reference used to specify objects’ locations in memory could not be determined by learning sequence. The learning sequence reflected the encoding of interobject spatial relations aligned with the intrinsic reference directions . 2. when the objects presented sequentially in a random order and the layout geometry structure was either all along or briefly, the preferred heading was determined by the symmetric axis. when the objects presented sequentially in a random order and the layout geometry structure was either not indicated or briefly presented after study, the preferred heading was determined by learning viewpoint. 3. When the objects were presented sequentially along a certain direction, whether the layout geometry structure displayed or not, the effect of the learning viewpoint on selection of intrinsic axis was observed. 4. When participants learned a layout during locomotion, whether the layout geometry structure displayed or not, the initial study perspective was used as a reference direction in memory. 5. Spatial reference direction was determined at the very beginning of learning objects’ locations. Spatial reference direction could not be changed once it had been choosed. These results not only contribute to specify in greater detail the nature of these spatial representations but also extend the intrinsic model of spatial memory.

多视点学习条件下场景内在参照系的建立

The aim of the present study was to investigate whether people can establish two oblique spatial reference directions to represent objects’ locations in memory. Participants learned a layout of objects from two oblique viewpoints (0º and 225º) and made judgments of relative direction (“Imagine you are standing at X, facing Y, please point to Z”). Experiments 1 to 3 showed that performance in pointing were better at either one of the familiar imagined headings (0º and 225º) in most of the participants even when they were instructed to learn the layout along their actual heading at both learning directions, and when their actual headings at the test were the same as the imagined headings. Experiments 4 to 6 showed performance in pointing could be equivalent at the two familiar imagined headings for significant number of the participants when participants learned two different set of objects occupied at the same locations from the two learning viewpoints, and when participants learned the same layout of objects together with two different layouts from the two learning viewpoints. These results suggest that the orientation dependent performance in Experiments 1 to 3 cannot be attributed to the possibility that participants had formed two oblique spatial reference directions during learning but only used one of them during testing. Experiments 7 and 8 further showed that the performance of pointing at the two familiar viewpoints were significantly different when participants experienced one viewpoint by learning the actual layout and the other viewpoint by learning the map of the same layout, and when participants experienced two viewpoints alternatively over the ten times of learning sessions. All these results strongly suggest that people establish only one spatial reference system to represent locations of objects when they learn the same layout in the same background from two oblique viewpoints.

运动与重定向时物-我、物-物空间表征的使用

Eight experiments tested how object array structure and learning location influenced the establishing and utilization of self-to-object and object-to-object spatial representations in locomotion and reorientation. In Experiment 1 to 4, participants learned either at the periphery of or amidst regular or irregular object array, and then pointed to objects while blindfolded in three conditions: before turning (baseline), after rotating 240 degrees (updating), and after disorientation (disorientation). In Experiment 5 to 8, participants received instruction to keep track of self-to-object or object-to-object spatial representations before rotation. In each condition, the configuration error, which means the standard deviation of the means per target object of the signed pointing errors, was calculated as the index of the fidelity of representation used in each condition. Results indicate that participants form both self-to-object and object-to-object spatial representations after learning an object-array. Object-array structure influences the selection of representation during updating. By default, object-to-object spatial representation is updated when people learned the regular object-array structure, and self-to-object spatial representation is updated when people learned the irregular object array. But people could also update the other representation when they are required to do so. The fidelity of representations will confine this kind of “switch”. People could only “switch” from a low fidelity representation to a high fidelity representation or between two representations of similar fidelity. They couldn’t “switch” from a high fidelity representation to a low fidelity representation. Leaning location might influence the fidelity of representations. When people learned at the periphery of object array, they could acquire both self-to-object and object-to-object spatial representations of high fidelity. But when people learned amidst the object array, they could only acquire self-to-object spatial representation of high fidelity, and the fidelity of object-to-object spatial representation was low.

抑郁行为及不同抑郁亚型的多巴胺机制研究

The conceptualization of “depression” as a heterogenous disease has been widely accepted by most researchers. However, controlled experiments are rather sparse. To date, most studies demonstrated that animals with helplessness, a widely recognized behavioral index of “depression” also show varied comobidity expressions of other emotional behaviors, such as hightened or lightened anxiety level compared with controls. This means that distinct subtypes of “depression” may exist, in which different neural mechanisms may play roles. The present study aims to explore the possibility of behaviorally categorizing two depressive subtypes, referred as anxious helplessness and non-anxious helplessness, respectively. Then, by using RT-PCR, the dopamine D1, D2, D3 receptors mRNA expressions in medial prefrontal cortex (mPFC) and nucleus accubems (NAc) were quantified. The main findings are described as belows: 1. Uncontrollable shock could readily induce helpless behavior in shocked animals as a whole but with salient individual differences. Prior inescaoable shock induces subsuquent helplessness in approximately 40% shocked animals, while the other animals showed no sign of helpless expression, and were classified as non-helplessness. 2. Among helpless animals, the “subtype” of anxious helpless and non-anxious helpless could be identified according to the anxiety level evaluated by elevated plus maze. 3. D3 receptors mRNA expressions in the mPFC and NAc were increased in stressed animals after uncontrollable shock treatment. At the meanwhile, significant lower expressions of D2 receptors in the mPFC and NAc, and much lower expressions of D1 receptors in the mPFC were found in rats that did not become helpless after stress. In contrast, no significant difference between helpless and control animals was found in D1/D2 receptors mRNA expressions. 4. Based on above mentioned results, the up-regulation of D3 receptors in the mPFC and NAc may reflect a generalized effect of exposure to uncontrollalbe shock. While the down-regulation of D1\D2 receptors in the mPFC and decreased expression of D2 receptors in the NAc may be associated with adaptive or protective mechnisms which protecting animals from helplessness after uncontrollable shock treatment. 5. Futhermore, a significant negative relationship was found between anxiety level and D1 receptors expressions in the mPFC in helpless animals. Compared to the non-anxious helpless and control rats, the D1 receptors mRNA of anxious helpless rats were down-regulation in the mPFC. The present study indicated that the D1 dopamine receptor gene is associated with co-morbid depression and anxiety.

绑定于身体和绑定于环境的空间信息处理过程

In 7 experiments, the authors examined the perceptual and cognitive processes used to track the locations of objects during locomotion. Participants learned locations of 9 objects on the outer part of a turntable from a single viewpoint while standing in the middle of the turntable. They subsequently pointed to objects while facing the learning heading and a new heading, using imagined headings that corresponded to their current actual body heading and the other actual heading. Participants in 6 experiments were asked to imagine that the objects moved with them as they turned and were shown or only told that the objects would move with them; in Experiment 7, participants were shown that objects could move with them but were asked to ignore this as they turned. Results showed that participants tracked object locations as though the objects moved with them when shown but not when told about the consequences of their locomotion. Once activated, this processing mode could not be suppressed by instructions. Results indicated that people process object locations in a body- or an environment-stabilized manner during locomotion, depending on the perceptual consequences of locomotion.

物体朝向对场景内在参照系建立的影响

Six experiments tested how headings of objects in scenes influenced the construction for the intrinsic frame of reference under different structure and viewpoint amount conditions. In Experiment 1 and 2, participants stood at 0 degree and learned an asymmetrical scene and a symmetrical scene that were composed by balls with no apparent headings separately. In Experiment 3, 4, 5 and 6, toys with apparent headings were used and they all faced the 315 degree of the scene. In Experiment 3 and 4, participants stood at 0 degree and learned an asymmetrical scene and a symmetrical scene that were composed by toys separately. In Experiment 5 and 6, participants stood at 0 and 315 degree and learned an asymmetrical scene and a symmetrical scene that were composed by toys separately. After learning, participants needed to finish triplet recognition tasks in all the experiments. The dependent measures were response latency and accuracy. The correct response latencies to the targets were analyzed by ANOVA. Accuracy was used to filter data and analyzed in an ANOVA in some experiments as a reference. Results indicate that headings of objects in scenes influence the pattern for intrinsic frame of reference. The structure of scene affects the acting mechanism of heading, but the amount of viewpoints does not have this effect. If the objects in scenes have no apparent headings, there will be viewpoint dependent effect and the advantage of symmetry axis as intrinsic axis in triplet recognition tasks. If the objects in scenes have apparent headings, people’s spatial memory pattern will be affected by objects’ headings. If the heading of objects (315 degree) is not parallel to the viewpoint (0 degree) in an asymmetrical scene, people will be inclined to represent the scene from the heading of objects but not from the viewpoint. As a result, the viewpoint dependent effect will disappear, and there is significant advantage for the triplets presented from heading of objects. If the heading of objects is not parallel to the symmetry axis in a symmetrical scene, people will represent the scene not only according to the symmetry axis as intrinsic axis, but also according to the heading of objects. As a result, the significant advantage for symmetry axis as intrinsic axis in triplet recognition tasks will disappear but there will be still a tendency. By contrast, the effect for the headings of objects is more significant in asymmetrical scenes than that in symmetrical scenes.