For a more detailed description of the dataset please refer to our paper on the dataset: ANC language study: A multi-session, multi-echo fMRI dataset for individual level language research.

This data set followed a dense-sampling precision and person-specific neuroimaging approach to investigate individual variability in language processing. More specifically, the variability between and within subjects during reading and listening to single words. In addition to functional individual variability, differences in neuroanatomy and connectivity were also investigated. The experiment was further extended by two movie tasks, Partly Cloudy as introduced by Jacoby et al., (2016) and one movie taken from the human connectome project.

Overall, this dataset contains about 6h of MRI data per subject, with over 5h of functional data.

Additionally to the dataset repository, a repository containing supplementary materials was created within the Open Science Framework (OSF) (DOI 10.17605/OSF.IO/W7BFA). The OSF repository contains the experimental script, stimuli and MRIQC output.

Description of the contents of the dataset

In all 4 sessions:

• A fieldmap
• Two runs of the visual word task with event data
• Two runs of the auditory word task with event data
• A resting state task
• A T1w image

Only in 1 session:

• A T2w image
• A diffusion image (AP) accompanied by shorter diffusion images in both phase encoding directions
• A moviepc task
• A moviehcp1 task

All functional scans were acquired using multi-echo fMRI with 4 echos (TE1 12.40, TE2 30.13, TE3 47.86, TE4 65.59).

Quality assessment of the data

Quality assessment was done on the raw uncombined single echo files with MRIQC (Esteban O, Birman D, Schaer M, Koyejo OO, Poldrack RA, Gorgolewski KJ; MRIQC: Advancing the Automatic Prediction of Image Quality in MRI from Unseen Sites; PLOS ONE 12(9):e0184661; doi:10.1371/journal.pone.0184661). The output on the single subject as well as the group level can be viewed on our supplementary OSF repository (DOI 10.17605/OSF.IO/W7BFA).

Additional data acquired

Phenotype data collected:

• state-assessment for every session
• Salzburger Lesescreening (SLS) (Lüdtke et al., 2019)
• Salzburger Lese- und Rechtschreibtest II (SLRT II, oral reading task only) (Moll & Landerl, 2014)
• 4 subtests of the Wechsler Adult Intelligence Scale (WAIS IV) (Petermann, 2018), one for each of the four subscales (indices): Vocabulary (Verbal Comprehension Index), Matrix Reasoning (Perceptual Reasoning Index), Coding (Processing Speed Index), Digit Span (Working Memory Index)
• Adult Self Report (ASR) (https://aseba.org/adults/)

Note on the state-assessment:

It was constructed to measure differences in mood, stress, energy and habits between sessions. The general structure and content of this assessment is based on Russel Poldrack's assessment data from the My Connectome project (http://www.myconnectome.org). Mood was measured with the German version of the Positive and Negative Affect Schedule (PANAS) (Breyer & Bluemke, 2016) and stress with a variation of the short form of the German adaptation of the Perceived Stress Scale 10 (PSS10) (Anjum et al., 2022; Schneider et al., 2020). The sleep section of the assessment asked about sleep duration as well as sleep quality on the previous night, usual sleep duration and current tiredness - based on the Pittsburgh Sleep Quality Index (Buysse et al., 1988). Information on alcohol, nicotine, caffeine and drug use in the past week was also collected.

Methods

Subjects

Subjects were mainly recruited by advisement in the university networks towards students and within the personal environment of the study conductor.

Subjects' inclusion criteria: - between 18 and 50 years old - German on a native speaker level - no reading or writing difficulties - right-handed - no neurological or psychological disorders - no metallic implants - no claustrophobia

As compensation they received either credits for their studies or some money.

Apparatus

The data was acquired with a Siemens Prisma scanner (Siemens AG, Erlangen, Germany) at the Christian Doppler Clinic in Salzburg, Austria. A 20-channel head-coil was used.

Subjects viewed a monitor mounted behind the scanner through a mirror adjusted to the head coil. The distance from this mirror to the monitor was approximately 190 cm and the monitor had 32 zoll (16:9).

Task organization

There are 4 different sessions that slightly differ in the data that was acquired.

At the beginning of every session prior to scanning the sate-assessment was conducted.

The first 7 MR-Sequences were the same for every session: 1. fieldmap 2. task-vw run-1 3. task-vw run-2 4. T1w image (movie for distraction played) 5. task-aw run-1 6. task-aw run-2 7. task-rest

Followed by the sequences unique for each session: - Session t2w: T2w image (movie for distraction played) - Session dwi: 3 dwi images (movie for distraction played) - Session mov: task-moviepc followed by task-moviehcp1 - Session mpm: mpm data not included in the repository

From the second session on phenotype data was acquired after the scanning procedure: - In the 2nd session: SLS & SLRTII - In the 3rd session: Vocabulary and Coding from the WAIS-IV - In the 4th session: Digit Span and Matrix Reasoning from the WAIS-IV

The ASR Questionnaire was filled in online at home.

The 4 sessions were conducted in 4 different orders across subjects.

Task details

task-vw (visual word)

The task actually consisted of four different sub-tasks: phonological discrimination task, orthographic discrimination task, semantic discrimination task and a false-font control task.

Each run of the vw task lasted approximately 14.5 min and consisted of 20 blocks. One block consisted of one sub-task. Not more than two blocks consisting of the same sub-task were presented consecutively. Each block began with the instruction, followed by 10 single words. The instructions targeted either semantical, phonological, or orthographical processing or the control task. Each block contained one to two target words. The participant was instructed to press the button as fast and as accurate as possible for the target words. A fixation cross was presented between all stimuli. In the control condition (false-font control task), letter clusters were presented in a non-existent font (for more information on the false font please refer to Hawelka & Wimmer, 2008). Thus, the stimulus word resembled a word visually, but was unintelligible due to the unknown letters. Participants were instructed to press a key when the letter cluster consisted of one repeated letter.

task-aw (auditory word)

The auditory word task was constructed analog to the visual word task, with minor differences. It also consisted of four sub-tasks: phonological discrimination task, orthographic discrimination task, semantic discrimination task and a reversed-audio control task. The block design remained the same, but within a block the fixation cross was presented continuously after the instruction. Meanwhile, the participants listened to ten audio files with short breaks in between. Each audio file consisted of a single word. In the control condition, reversed audio files were played, interspersed with pure tones (beep tones) as target stimuli. Participants were instructed to press a key upon hearing the beep tone.

Stimuli for task-vw and task-aw

The words presented in the semantic, phonological and orthographic discrimination tasks were selected from the Berlin Affective Word List Reloaded (Võ et al., 2009). The 1020 stimuli, divided into three subsets, were matched for: number of letters, number of phonemes, number of syllables, mean bigram frequency, number of neighbors, word frequency, orthographic and phonological Levenstein distance, familiarity, valence, arousal, imaginability, anger, disgust, fear, happiness and sadness.

The BAWL-R contains basic psycholinguistic properties as well as emotional valence, arousal and imaginability ratings. Additional properties of these words were added using the discrete emotion ratings from the Discrete Emotion Norms for Nouns (DENN-BAWL) (Briesemeister et al., 2011) for the 5 basic emotions of anger, disgust, fear, happiness, and sadness, the dlexdb (Baayen et al., 2012) and subtlex (Brysbaert et al., 2011) including google books measures. This resulted in 1020 stimuli divided into three groups with 340 stimuli to be presented in semantical, phonological and orthographical discrimination tasks and matched for: number of letters, number of phonemes, number of syllables, mean bairam frequency, number of neighbors, word frequency, orthographic and phonological levenshtein distance, familiarity, valence, arousal, imaginability, anger, disgust, fear, happiness, and sadness. Every word was presented exactly once visually and once auditory for every subject.

The stimuli-set was divided into three stimuli-sub-sets, one for each discrimination task. The assignment of a stimuli-sub-set to a discrimination task was pseudo-randomized between the subjects.

task-rest

A black fixation cross was presented in the middle of a white screen and the subjects were told to look at it, think of nothing in particular and let their minds wander.

task-moviepc

The short movie "Partly Cloudy" (5.6 min) by PIXAR (Reher, K., & Sohn, P. (2009)) is a short animated video, a short description can be found here www.pixar.com/partly-cloudy. It was introduced by Jacoby et al., (2016) as localizer task for Theory of Mind (ToM) and the pain network. Later Richardson et al., (2018) used it describe developmental changes in children regarding these two networks.

task-moviehcp1

This movie was taken from the Human Connectome Project https://www.humanconnectome.org (Movie1). It consists of five short clips from independent films and some resting phases in between. For more information also compare Finn and Bandettini (2021).

Missing data and data issues

Drop outs

As this study was a longitudinal study with multiple sessions (4), a few subjects dropped out before completing all sessions.

Missing files

Missing files within sessions.

Known issues in collected data

Interrupted sessions:

Some subject left the scanner within a session shortly for example to go to the toilet. Thus additional fieldmaps were acquired.

Data access and reuse

If you want to access this dataset, contact eva.steckermeier@plus.ac.at.

References

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• Baayen, R. H., Kresse, L., Kirschner, S., Dipper, S., Belke, E., Keuleers, E., Brysbaert, M., New, B., Heister, J., Kliegl, R., Zinsmeister, H., Smolka, E., Briesemeister, B. B., Hofmann, M. J., Kuchinke, L., & Jacobs, A. M. (2012). Lexical resources in psycholinguistic research. Universitätsverlag Potsdam.
• Breyer, B., & Bluemke, M. (2016). Deutsche Version der Positiven und Negativen Affect Schedule PANAS (GESIS Panel). In Zusammenstellung sozialwissenschaftlicher Items und Skalen. https://doi.org/10.6102/zis242
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• Buysse, D. J., Reynolds, C. F., Monk, T. H., Berman, S. R., & Kupfer, D. J. (1988). The Pittsburgh Sleep Quality Index: A New Instrument for Psychiatric Practice and Research. Psychiatry Research, 28.
• Hawelka, S. & Wimmer, H. (2008), Visual target detection is not impaired in dyslexic readers. Vision Research, 48 (6), 850-852. https://doi.org/10.1016/j.visres.2007.11.003
• Jacoby, N., Bruneau, E., Koster-Hale, J., & Saxe, R. (2016). Localizing Pain Matrix and Theory ofMind networks with both verbal and non-verbal stimuli. NeuroImage, 126. https://doi.org/10.1016/j.neuroimage.2015.11.025
• Lüdtke, J., Froehlich, E., Jacobs, A. M., & Hutzler, F. (2019). The SLS-Berlin: Validation of a German Computer-Based Screening Test to Measure Reading Proficiency in Early and Late Adulthood. frontiers in psychology, 10. https://doi.org/10.3389/fpsyg.2019.01682
• Moll, K., & Landerl, K. (2014). SLRT-II: Lese- und Rechtschreibtest; Weiterentwicklung des Salzburger Lese- und Rechtschreibtests (SLRT) (2 ed.). Huber, Hogrefe.
• Petermann, F. (Ed.). (2018). Wechsler adult intelligence scale - fourth edition : WAIS-IV. deutschsprachige Adaption nach David Wechsler (3rd ed.). Pearson
• Reher, K., & Sohn, P. (2009). Partly cloudy [Motion Picture]. Emeryville, CA: Pixar Animation Studios and Walt Disney Pictures
• Richardson, H., Lisandrelli, G., Riobueno-Naylor, A., & Saxe, R. (2018). Development of the social brain from age three to twelve years. Natur Communications, 9. https://doi.org/10.1038/s41467-018-03399-2
• Võ, M. L., Conrad, M., Kuchinke, L., Urton, K., Hofmann, M. J., & M.Jacobs, A. (2009). The Berlin Affective Word List Reloaded (BAWL-R). Behav Res Methods, 41, 534-538. https://doi.org/10.3758/BRM.41.2.534