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Research article summary:

Distinct brain representations for early and late learned words.

Abstract Extract:
Recently there has been a renewed interest in cognitive psychology on the effects of the age of word acquisition (AoA) on lexical processing. In particular, it is currently unclear whether AoA or word frequency are better predictors of word recognition. ... (Full abstract text below)

Published 2003Aug in Journal: Neuroimage (Language : eng)

Full Pubmed Extract

This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:

1. Neuroimage. 2003 Aug;19(4):1627-37

Distinct brain representations for early and late learned words.

Fiebach CJ, Friederici AD, Müller K, von Cramon DY, Hernandez AE

Department of Neuropsychology, Max Planck Institute of Cognitive Neuroscience, PO Box 500 355, D-04303 Leipzig, Germany. fiebach@cns.mpg.de

Recently there has been a renewed interest in cognitive psychology on the effects of the age of word acquisition (AoA) on lexical processing. In particular, it is currently unclear whether AoA or word frequency are better predictors of word recognition. To date no study has investigated the neural bases of the AoA effect or attempted to dissociate it from word frequency. We report a visual and an auditory event-related fMRI experiment investigating the influence of AoA and word frequency on neural activity, and show that AoA modulates brain areas that are not influenced by word frequency. The precuneus was activated for early learned words across auditory and visual presentation modalities. Additional activity in the auditory cortex was observed specifically for the reading of early acquired words. Late learned words, in contrast, led to a selective activation increase in lateral inferior frontal areas. These findings support models that suggest that early and late learned words are represented differently in the brain. They further allow to specify the nature of the representational differences, namely that early learned words are represented in the brain in a more sensory manner than late learned words.

PMID : 12948717 [PubMed - Indexed for MEDLINE]


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Full Author Information

First NameLastNameInitials
Christian JFiebachCJ
Angela DFriedericiAD
KarstenMüllerK
D Yvesvon CramonDY
Arturo EHernandezAE

Affiliation: Department of Neuropsychology, Max Planck Institute of Cognitive Neuroscience, PO Box 500 355, D-04303 Leipzig, Germany. fiebach@cns.mpg.de

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MESH categories and related page links

This article was linked to the MESH categories shown on the left below. The links on the right are related Memletics pages.

Category links from this article:

  • Adolescent
  • Adult
  • Age Factors
  • Auditory Cortex - physiology
  • Brain Mapping
  • Cerebral Cortex - physiology
  • Child
  • Child, Preschool
  • Female
  • Frontal Lobe - physiology
  • Humans
  • Image Processing, Computer-Assisted
  • Imaging, Three-Dimensional
  • Infant
  • Language Development
  • Magnetic Resonance Imaging
  • Male
  • Mental Recall - physiology
  • Psychomotor Performance
  • Reading
  • Semantics
  • Speech Perception - physiology
  • Verbal Learning - physiology
   

Related Memletics topics:

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