Brain Structure and Function

, Volume 222, Issue 9, pp 3991–4004 | Cite as

The role of the putamen in language: a meta-analytic connectivity modeling study

Original Article

Abstract

The putamen is a subcortical structure that forms part of the dorsal striatum of basal ganglia, and has traditionally been associated with reinforcement learning and motor control, including speech articulation. However, recent studies have shown involvement of the left putamen in other language functions such as bilingual language processing (Abutalebi et al. 2012) and production, with some authors arguing for functional segregation of anterior and posterior putamen (Oberhuber et al. 2013). A further step in exploring the role of putamen in language would involve identifying the network of coactivations of not only the left, but also the right putamen, given the involvement of right hemisphere in high order language functions (Vigneau et al. 2011). Here, a meta-analytic connectivity modeling technique was used to determine the patterns of coactivation of anterior and bilateral putamen in the language domain. Based on previous evidence, we hypothesized that left putamen coactivations would include brain regions directly associated with language processing, whereas right putamen coactivations would encompass regions involved in broader semantic processes, such as memory and visual imagery. The results showed that left anterior putamen coactivated with clusters predominantly in left hemisphere, encompassing regions directly associated with language processing, a left posterior putamen network spanning both hemispheres, and cerebellum. In right hemisphere, coactivations were in both hemispheres, in regions associated with visual and orthographic processing. These results confirm the differential involvement of right and left putamen in different language components, thus highlighting the need for further research into the role of putamen in language.

Keywords

Putamen Language Meta-analytic connectivity modeling Coactivation 

Notes

Acknowledgements

The present work is supported by the Central Reserve Fund (The Education University of Hong Kong: 03A21) and the Area of Strength (The Faculty of Education and Human Development: 04094).

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© Springer-Verlag Berlin Heidelberg 2017

Authors and Affiliations

  1. 1.Centre for Brain and Education, Faculty of Education and Human DevelopmentThe Education University of Hong KongHong Kong S.A.R.China
  2. 2.College of Psychology and SociologyShenzhen UniversityShenzhenChina

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