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dc.contributor.authorXu, Weiyong
dc.contributor.authorKolozsvari, Orsolya Beatrix
dc.contributor.authorOostenveld, Robert
dc.contributor.authorHämäläinen, Jarmo Arvid
dc.date.accessioned2020-07-03T11:02:18Z
dc.date.available2020-07-03T11:02:18Z
dc.date.issued2020
dc.identifier.citationXu, W., Kolozsvari, O. B., Oostenveld, R., & Hämäläinen, J. A. (2020). Rapid changes in brain activity during learning of grapheme-phoneme associations in adults. <i>NeuroImage</i>, <i>220</i>, Article 117058. <a href="https://doi.org/10.1016/j.neuroimage.2020.117058" target="_blank">https://doi.org/10.1016/j.neuroimage.2020.117058</a>
dc.identifier.otherCONVID_36018407
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71055
dc.description.abstractLearning to associate written letters with speech sounds is crucial for the initial phase of acquiring reading skills. However, little is known about the cortical reorganization for supporting letter-speech sound learning, particularly the brain dynamics during the learning of grapheme-phoneme associations. In the present study, we trained 30 Finnish participants (mean age: 24.33 years, SD: 3.50 years) to associate novel foreign letters with familiar Finnish speech sounds on two consecutive days (first day ∼ 50 minutes; second day ∼ 25 minutes), while neural activity was measured using magnetoencephalography (MEG). Two sets of audiovisual stimuli were used for the training in which the grapheme-phoneme association in one set (Learnable) could be learned based on the different learning cues provided, but not in the other set (Control). The learning progress was tracked at a trial-by-trial basis and used to segment different learning stages for the MEG source analysis. The learning-related changes were examined by comparing the brain responses to Learnable and Control uni/multi-sensory stimuli, as well as the brain responses to learning cues at different learning stages over the two days. We found dynamic changes in brain responses related to multi-sensory processing when grapheme-phoneme associations were learned. Further, changes were observed in the brain responses to the novel letters during the learning process. We also found that some of these learning effects were observed only after memory consolidation the following day. Overall, the learning process modulated the activity in a large network of brain regions, including the superior temporal cortex and the dorsal (parietal) pathway. Most interestingly, middle- and inferior- temporal regions were engaged during multi-sensory memory encoding after the cross-modal relationship was extracted from the learning cues. Our findings highlight the brain dynamics and plasticity related to the learning of letter-speech sound associations and provide a more refined model of grapheme-phoneme learning in reading acquisition.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesNeuroImage
dc.rightsCC BY 4.0
dc.subject.otherreading
dc.subject.otherlearning
dc.subject.otheraudiovisual materials
dc.subject.othermagnetoencephalography
dc.titleRapid changes in brain activity during learning of grapheme-phoneme associations in adults
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202007035230
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineMonitieteinen aivotutkimuskeskusfi
dc.contributor.oppiainePsychologyen
dc.contributor.oppiaineCentre for Interdisciplinary Brain Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1053-8119
dc.relation.volume220
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Author(s). Published by Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.relation.grantnumber641652
dc.relation.grantnumber641652
dc.relation.grantnumber641858
dc.relation.grantnumber641858
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/H2020/641652/EU//ChildBrain
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/H2020/641858/EU//PREDICTABLE
dc.subject.ysolukeminen
dc.subject.ysoaivotutkimus
dc.subject.ysokirjaimet
dc.subject.ysoneurotieteet
dc.subject.ysoMEG
dc.subject.ysoyhdistäminen
dc.subject.ysooppiminen
dc.subject.ysoäänteet
dc.subject.ysomuisti (kognitio)
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p23705
jyx.subject.urihttp://www.yso.fi/onto/yso/p2104
jyx.subject.urihttp://www.yso.fi/onto/yso/p18502
jyx.subject.urihttp://www.yso.fi/onto/yso/p3329
jyx.subject.urihttp://www.yso.fi/onto/yso/p17058
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p6125
jyx.subject.urihttp://www.yso.fi/onto/yso/p2607
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.datasethttps://openneuro.org/datasets/ds002598/versions/1.0.1
dc.relation.doi10.1016/j.neuroimage.2020.117058
dc.relation.funderSuomen Akatemiafi
dc.relation.funderEuroopan komissiofi
dc.relation.funderEuroopan komissiofi
dc.relation.funderAcademy of Finlanden
dc.relation.funderEuropean Commissionen
dc.relation.funderEuropean Commissionen
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramMSCA Marie Skłodowska-Curie Actions, H2020fi
jyx.fundingprogramMSCA Marie Skłodowska-Curie Actions, H2020fi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramMSCA Marie Skłodowska-Curie Actions, H2020en
jyx.fundingprogramMSCA Marie Skłodowska-Curie Actions, H2020en
jyx.fundinginformationThis work has been supported by the European Union projects ChildBrain (Marie Curie Innovative Training Networks, no. 641652), Predictable (Marie Curie Innovative Training Networks, no. 641858) and the Academy of Finland (MultiLeTe #292466). The authors declare no conflicts of interest.


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