The nature of a writing system shapes the cognitive and neural mechanisms for reading acquisition

Writing systems are cultural inventions that differ in how they represent spoken language. We tested how the brain learns to map arbitrary visual symbols to sound and meaning by comparing neural activity for artificial writing systems that were either alphabetic (systematic symbol-sound mappings) or logographic (arbitrary symbol-sound mappings). 24 adults learned to read aloud and comprehend novel words written in each system. After two-weeks of training, functional magnetic resonance imaging during reading comprehension revealed that the dorsal pathway (inferior parietal cortex, inferior frontal gyrus), which is involved in mapping from print-to-sound, was more active for the alphabetic system, whereas the ventral pathway (anterior fusiform gyrus, middle temporal gyrus), which is involved in mapping from print-to-meaning, was more active for the logographic system. Combined with performance differences, these findings indicate that systematic symbol-sound mappings allowed the brain to bridge the interface between vision and meaning via sound, whereas an absence of systematicity made it more efficient to link vision directly to meaning. Thus, the same brain finds different solutions to the problem of reading that capitalise on the statistical properties of culturally invented writing systems.