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      A neuroimaging dataset on orthographic, phonological and semantic word processing in school-aged children

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      a , , b , c , a , ∗∗
      Data in Brief
      Elsevier
      fMRI, Reading, Language, Development, Children

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          Abstract

          Here we describe the public neuroimaging and behavioral dataset entitled “Cross-Sectional Multidomain Lexical Processing” available on the OpenNeuro project ( https://openneuro.org). This dataset explores the neural mechanisms and development of lexical processing through task based functional magnetic resonance imaging (fMRI) of rhyming, spelling, and semantic judgement tasks in both the auditory and visual modalities. Each task employed varying degrees of trial difficulty, including conflicting versus non-conflicting orthography-phonology pairs (e.g. harm – warm, wall – tall) in the rhyming and spelling tasks as well as high versus low word pair association in the semantic tasks (e.g. dog – cat, dish – plate). In addition, this dataset contains scores from a battery of standardized psychoeducational assessments allowing for future analyses of brain-behavior relations. Data were collected from a cross-sectional sample of 91 typically developing children aged 8.7- to 15.5- years old. The cross-sectional design employed in this dataset as well as the inclusion of multiple measures of lexical processing in varying difficulties and modalities allows for multiple avenues of future research on reading development.

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          Understanding normal and impaired word reading: computational principles in quasi-regular domains.

          A connectionist approach to processing in quasi-regular domains, as exemplified by English word reading, is developed. Networks using appropriately structured orthographic and phonological representations were trained to read both regular and exception words, and yet were also able to read pronounceable nonwords as well as skilled readers. A mathematical analysis of a simplified system clarifies the close relationship of word frequency and spelling-sound consistency in influencing naming latencies. These insights were verified in subsequent simulations, including an attractor network that accounted for latency data directly in its time to settle on a response. Further analyses of the ability of networks to reproduce data on acquired surface dyslexia support a view of the reading system that incorporates a graded division of labor between semantic and phonological processes, and contrasts in important ways with the standard dual-route account.
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            Artifact repair for fMRI data from high motion clinical subjects

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              A longitudinal neuroimaging dataset on arithmetic processing in school children

              We describe functional and structural data acquired using a 3T scanner in a sample of 132 typically developing children, who were scanned when they were approximately 11 years old (i.e. Time 1). Sixty-three of them were scanned again approximately 2 years later (i.e. Time 2). Children performed four tasks inside the scanner: two arithmetic tasks and two localizer tasks. The arithmetic tasks were a single-digit multiplication and a single-digit subtraction task. The localizer tasks, a written rhyming judgment task and a numerosity judgment task, were used to independently identify verbal and quantity brain areas, respectively. Additionally, we provide data on behavioral performance on the tasks inside the scanner, participants’ scores on standardized tests, including reading and math skill, and a developmental history questionnaire completed by parents. This dataset could be useful to answer questions regarding the neural bases of the development of math in children and its relation to individual differences in skill. The data, entitled “Brain Correlates of Math Development”, are freely available from OpenNeuro (https://openneuro.org).
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                Author and article information

                Contributors
                Journal
                Data Brief
                Data Brief
                Data in Brief
                Elsevier
                2352-3409
                03 January 2020
                February 2020
                03 January 2020
                : 28
                : 105091
                Affiliations
                [a ]Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
                [b ]Department of Psychology and IIPDM, University of Haifa, Haifa, Israel
                [c ]Department of Speech Pathology, University of Toronto, Toronto, Canada
                Author notes
                []Corresponding author. marisa.n.lytle@ 123456vanderbilt.edu
                [∗∗ ]Corresponding author. james.booth@ 123456vanderbilt.edu
                Article
                S2352-3409(19)31447-7 105091
                10.1016/j.dib.2019.105091
                6957861
                798a3efb-47c5-4774-b39c-7d476bab16be
                © 2020 The Authors. Published by Elsevier Inc.

                This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

                History
                : 21 October 2019
                : 24 December 2019
                : 28 December 2019
                Categories
                Neuroscience

                fmri,reading,language,development,children
                fmri, reading, language, development, children

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