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Suárez-Pellicioni M, Demir-Lira ÖE, Booth JR. Positive math attitudes are associated with greater frontal activation among children from higher socio-economic status families. Neuropsychologia 2024; 194:108788. [PMID: 38184191 PMCID: PMC10872219 DOI: 10.1016/j.neuropsychologia.2024.108788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 12/26/2023] [Accepted: 01/03/2024] [Indexed: 01/08/2024]
Abstract
Math learning is explained by the interaction between cognitive, affective, and social factors. However, studies rarely investigate how these factors interact with one another to explain math performance. This study aims to fill this gap in the literature by using functional magnetic resonance imaging (fMRI) to understand the neurocognitive mechanisms underlying the interaction between parental socioeconomic status (SES) and children's math attitudes. To this aim, 57 children solved multiplication problems inside the scanner. We measured parental SES by creating two groups based on parents' occupations and measured children's math attitudes using a questionnaire. We ran a cluster-wise regression analysis examining the interaction between these two variables while controlling for the main effects of SES, math attitudes, and full IQ. The analysis revealed a cluster in the left inferior frontal gyrus (IFG), which was due to children with positive math attitudes from high socio-economic status families showing greater IFG activation when solving large multiplication problems as compared to their negative attitudes high SES peers, suggesting that they exhibited more retrieval effort to solve large multiplication problems. We discuss how this may be because they were the only ones who fully engaged in math opportunities provided by their environment.
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Affiliation(s)
- Macarena Suárez-Pellicioni
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Alabama, USA.
| | - Ö Ece Demir-Lira
- Department of Psychological and Brain Sciences, DeLTA Center, Iowa Neuroscience Institute, The University of Iowa, Iowa, USA
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
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2
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Taylor EK, Abdurokhmonova G, Romeo RR. Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:324-333. [PMID: 38148924 PMCID: PMC10750966 DOI: 10.1111/mbe.12351] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 02/23/2023] [Indexed: 12/28/2023]
Abstract
Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading-oral language and executive function (EF)-are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the neurobiology of language, EF, and their intersection, including the proximal factors that drive these relationships. We then consider the burgeoning evidence that SES systematically moderates certain brain-behavior relationships for language and EF, underscoring the importance of considering context in investigations of the neurobiological underpinnings of reading development. Finally, we discuss how disparities in reading may be conceptualized as neurobiological adaptations to adversity rather than deficit models. We conclude by suggesting that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously.
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3
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Greenwood P, Hutton J, Dudley J, DiFrancesco M, Farah R, Altaye M, Horowitz-Kraus T. Maternal education as an environmental factor related to reading in children with reading difficulties: A functional magnetic resonance imaging study. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:217-234. [PMID: 37264693 DOI: 10.1002/dys.1744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 04/29/2023] [Accepted: 05/18/2023] [Indexed: 06/03/2023]
Abstract
The expanded simple view of reading (SVR) model suggests that word decoding, language comprehension and executive functions are necessary for reading comprehension. Children with reading difficulties (RDs) often have deficits in critical components of reading established in the expanded SVR model and alterations in brain function of reading-related regions. Maternal education could provide children with advantageous educational opportunities or resources that support reading acquisition. The primary goal of this study was to examine the contributions of maternal education to the behavioural and neurobiological correlates of the expanded SVR model. Seventy-two 8- to 12-year-old children with RDs and typical readers (TRs) completed reading, behavioural and an functional magnetic resonance imaging stories-listening task to determine the functional connectivity of the receptive language network to the whole brain in association with maternal education. Higher maternal education was associated with better vocabulary in children with RDs and positive functional connectivity between the receptive language network and regions related to visual processing in children with RDs versus TRs. These data suggest that maternal education supports the ability to comprehend oral language and engagement of neural networks that support imagination/visualization in children with RDs.
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Affiliation(s)
- Paige Greenwood
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - John Hutton
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Mark DiFrancesco
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Israel Institute of Technology, Haifa, Israel
| | - Mekibib Altaye
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Israel Institute of Technology, Haifa, Israel
- Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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4
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Hardy KA, Hart DM, Rosen MJ. Early-life stress affects Mongolian gerbil interactions with conspecific vocalizations in a sex-specific manner. Front Behav Neurosci 2023; 17:1128586. [PMID: 37234406 PMCID: PMC10206074 DOI: 10.3389/fnbeh.2023.1128586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 04/17/2023] [Indexed: 05/28/2023] Open
Abstract
During development, early-life stress (ELS) impairs cognition, learning, and emotional regulation, in part by disrupting neural circuitry in regions underlying these higher-order functions. In addition, our recent work indicates that ELS also alters simple sensory perception: ELS impaired auditory perception and neural encoding of short gaps in sounds, which are essential for vocal communication. The combination of higher-order and basic sensory disruption suggests that ELS is likely to affect both the perception and interpretation of communication signals. We tested this hypothesis by measuring behavioral responses to conspecific vocalizations (those emitted by other gerbils) in ELS and untreated Mongolian gerbils. Because stress effects often differ by sex, we separately examined females and males. To induce ELS, pups were intermittently maternally separated and restrained from post-natal days (P) 9-24, a time window when the auditory cortex is most sensitive to external disruption. We measured the approach responses of juvenile (P31-32) gerbils to two types of conspecific vocalizations: an alarm call, which is emitted to alert other gerbils of a potential threat, and the prosocial contact call, which is emitted near familiar gerbils, especially after separation. Control males, Control females, and ELS females approached a speaker emitting pre-recorded alarm calls, while ELS males avoided this source, suggesting that ELS affects the response to alarm calls in male gerbils. During playback of the pre-recorded contact call, Control females and ELS males avoided the sound source, while Control males neither approached nor avoided, and ELS females approached the sound. These differences cannot be accounted for by changes in locomotion or baseline arousal. However, ELS gerbils slept more during playback, suggesting that ELS may reduce arousal during vocalization playback. Further, male gerbils made more errors than females on a measure of working memory, but the sex difference of cognition in this context may stem from novelty aversion rather than impaired memory. These data indicate that ELS influences behavioral responses to ethologically relevant communication sounds in a sex-specific manner, and are among the first to demonstrate an altered response to auditory stimuli following ELS. Such changes may arise from differences in auditory perception, cognition, or a combination of factors, and suggest that ELS may affect auditory communication in human adolescents.
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Affiliation(s)
- Kate A. Hardy
- Department of Anatomy and Neurobiology, Hearing Research Group, Northeast Ohio Medical University, Rootstown, OH, United States
- Department of Biological Sciences, Brain Health Research Institute, Kent State University, Kent, OH, United States
| | - Denise M. Hart
- Department of Anatomy and Neurobiology, Hearing Research Group, Northeast Ohio Medical University, Rootstown, OH, United States
| | - Merri J. Rosen
- Department of Anatomy and Neurobiology, Hearing Research Group, Northeast Ohio Medical University, Rootstown, OH, United States
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5
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Fendinger NJ, Dietze P, Knowles ED. Beyond cognitive deficits: how social class shapes social cognition. Trends Cogn Sci 2023; 27:528-538. [PMID: 37031013 DOI: 10.1016/j.tics.2023.03.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 03/09/2023] [Accepted: 03/14/2023] [Indexed: 04/10/2023]
Abstract
Lower social class is thought to contribute to poorer executive functioning and working memory. Nevertheless, lower social class individuals consistently outperform their higher-class counterparts on social cognitive tasks that rely on similar underlying cognitive processes (e.g., working memory and executive functioning). Why would lower social class inhibit such processes in one domain, but promote them in another? We argue that features of lower-class communities (e.g., resource scarcity) promote social cognition via cultural processes. We then argue that social cognition involves partially unique task and neural demands that are separate from nonsocial cognition. We conclude that unique task and neural demands, together with the distinctive cognitive proclivities of lower- and higher-class cultures, can explain variable associations between social class and cognitive functioning.
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Affiliation(s)
| | - Pia Dietze
- University of California Irvine, Department of Psychological Science, Irvine, CA 92697, USA
| | - Eric D Knowles
- New York University, Department of Psychology, New York, NY 10003, USA
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Zhou Y, Müller HG, Zhu C, Chen Y, Wang JL, O'Muircheartaigh J, Bruchhage M, Deoni S, Bruchhage M, Carnell S, Deoni S, D’Sa V, Huentelman M, Klepac-Ceraj V, LeBourgeois M, Müller HG, O’Muircheartaigh J, Wang JL. Network evolution of regional brain volumes in young children reflects neurocognitive scores and mother's education. Sci Rep 2023; 13:2984. [PMID: 36804963 PMCID: PMC9941570 DOI: 10.1038/s41598-023-29797-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 02/10/2023] [Indexed: 02/22/2023] Open
Abstract
The maturation of regional brain volumes from birth to preadolescence is a critical developmental process that underlies emerging brain structural connectivity and function. Regulated by genes and environment, the coordinated growth of different brain regions plays an important role in cognitive development. Current knowledge about structural network evolution is limited, partly due to the sparse and irregular nature of most longitudinal neuroimaging data. In particular, it is unknown how factors such as mother's education or sex of the child impact the structural network evolution. To address this issue, we propose a method to construct evolving structural networks and study how the evolving connections among brain regions as reflected at the network level are related to maternal education and biological sex of the child and also how they are associated with cognitive development. Our methodology is based on applying local Fréchet regression to longitudinal neuroimaging data acquired from the RESONANCE cohort, a cohort of healthy children (245 females and 309 males) ranging in age from 9 weeks to 10 years. Our findings reveal that sustained highly coordinated volume growth across brain regions is associated with lower maternal education and lower cognitive development. This suggests that higher neurocognitive performance levels in children are associated with increased variability of regional growth patterns as children age.
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Affiliation(s)
- Yidong Zhou
- Department of Statistics, University of California, Davis, Davis, CA, 95616, USA.
| | - Hans-Georg Müller
- Department of Statistics, University of California, Davis, Davis, CA, 95616, USA
| | - Changbo Zhu
- Department of Applied and Computational Mathematics and Statistics, University of Notre Dame, Notre Dame, IN, 46556, USA
| | - Yaqing Chen
- Department of Statistics, Rutgers University, New Brunswick, NJ, 08901, USA
| | - Jane-Ling Wang
- Department of Statistics, University of California, Davis, Davis, CA, 95616, USA
| | - Jonathan O'Muircheartaigh
- Centre for the Developing Brain, School of Biomedical Engineering and Imaging Sciences, King's College London, London, UK.,Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.,MRC Centre for Neurodevelopmental Disorders, King's College London, London, UK
| | - Muriel Bruchhage
- Department of Pediatrics, Warren Alpert Medical School at Brown University, Providence, USA.,Department of Diagnostic Imaging, Rhode Island Hospital, Providence, USA.,Institute of Social Sciences, Stavanger University, Stavanger, 4021, Norway
| | - Sean Deoni
- Maternal, Newborn, and Child Health Discovery and Tools, Bill and Melinda Gates Foundation, Seattle, WA, USA
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7
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Socioeconomic dissociations in the neural and cognitive bases of reading disorders. Dev Cogn Neurosci 2022; 58:101175. [PMID: 36401889 PMCID: PMC9674867 DOI: 10.1016/j.dcn.2022.101175] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 09/20/2022] [Accepted: 11/14/2022] [Indexed: 11/16/2022] Open
Abstract
Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6-9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing-widely considered the "core deficit" of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children's early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development.
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8
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Ponce C, Alcorta M, Constans S, Rouyer V, Lucenet J. Distancing strategies in child-mother dyads: effect of mother’s education and children’s sex. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-021-00574-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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9
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Rakesh D, Whittle S. Socioeconomic status and the developing brain - A systematic review of neuroimaging findings in youth. Neurosci Biobehav Rev 2021; 130:379-407. [PMID: 34474050 DOI: 10.1016/j.neubiorev.2021.08.027] [Citation(s) in RCA: 61] [Impact Index Per Article: 20.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 08/13/2021] [Accepted: 08/25/2021] [Indexed: 02/06/2023]
Abstract
A growing literature has shown associations between socioeconomic disadvantage and neural properties (such as brain structure and function). In this review, we aimed to synthesize findings on the neural correlates of socioeconomic status (SES) in youth samples across neuroimaging modalities. We also aimed to disentangle the effects of different SES measures (e.g., parent income and education) in our synthesis. We found relatively consistent patterns of positive associations between SES and both volume and cortical surface area of frontal regions, and amygdala, hippocampal, and striatal volume (with most consistent results for composite SES indices). Despite limited longitudinal work, results suggest that SES is associated with developmental trajectories of gray matter structure. Higher SES was also found to be associated with increased fractional anisotropy of some white matter tracts, although there were more null than positive findings. Finally, methodological heterogeneity in brain function and connectivity studies prevented us from making strong inferences. Based on our findings, we make recommendations for future research, discuss the role of mitigating factors, and implications for policy.
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Affiliation(s)
- Divyangana Rakesh
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne and Melbourne Health, VIC, Australia.
| | - Sarah Whittle
- Melbourne Neuropsychiatry Centre, Department of Psychiatry, The University of Melbourne and Melbourne Health, VIC, Australia
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10
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Olson L, Kinnear M, Chen B, Reynolds S, Ibarra C, Wang T, Linke A, Fishman I. Socioeconomic Factors Account for Variability in Language Skills in Preschoolers with Autism Spectrum Disorders. J Dev Behav Pediatr 2021; 42:101-108. [PMID: 33027104 PMCID: PMC7864097 DOI: 10.1097/dbp.0000000000000870] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/01/2020] [Accepted: 08/01/2020] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Although no longer required for a diagnosis, language delays are extremely common in children diagnosed with autism spectrum disorders (ASD). Factors associated with socioeconomic status (SES) have broad-reaching impact on language development in early childhood. Despite recent advances in characterizing autism in early childhood, the relationship between SES and language development in ASD has not received much attention. THE OBJECTIVE OF THIS STUDY WAS to examine whether toddlers and preschoolers with ASD from low-resource families are more likely to experience language delays above and beyond those associated with autism itself. METHODS Developmental and diagnostic assessments including the Mullen Scales of Early Learning, the Autism Diagnostic Observation Schedule, Second Edition, and the Vineland Adaptive Behavior Scales were obtained from 62 young children with ASD and 45 typically developing children aged 15 to 64 months. Sociodemographic information including household income, maternal education, and racial/ethnic identity was obtained from caregivers. Multiple regression models were used to test for associations between socioeconomic indices and language scores. RESULTS Maternal education accounted for variability in expressive language (EL) and receptive language (RL), with lower SES indices associated with lower language skills, and more so in children with ASD. CONCLUSION These results demonstrate that variability in EL and RL skills in young children with autism can be accounted for by socioeconomic variables. These findings highlight the necessity for targeted intervention and effective implementation strategies for children with ASD from low-resource households and communities and for policies designed to improve learning opportunities and access to services for these young children and their families.
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Affiliation(s)
- Lindsay Olson
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
- San Diego State University/UC San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA
| | - Mikaela Kinnear
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
| | - Bosi Chen
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
- San Diego State University/UC San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA
| | - Sarah Reynolds
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
| | - Cynthia Ibarra
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
| | - Tiffany Wang
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
| | - Annika Linke
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
| | - Inna Fishman
- Department of Psychology, Brain Development Imaging Laboratories, San Diego State University, San Diego, CA
- San Diego State University/UC San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA
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11
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Abstract
A burgeoning literature has recently begun investigating the links between socioeconomic inequality and the developing brain. This work suggests widespread disparities in both brain structure and function that begin as early as the first year of life. Here we review disparities in neural structure that have been reported in both cortical and subcortical gray matter, as well as in white matter. Disparities in brain function have also been reported, particularly in circuits that support language, memory, executive functioning, and emotion processing. We additionally review recent work investigating the mechanisms that underlie socioeconomic disparities in brain development. Taken together, this work has the potential to identify important targets for intervention in policy and practice.
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12
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Hermann B, Conant LL, Cook CJ, Hwang G, Garcia-Ramos C, Dabbs K, Nair VA, Mathis J, Bonet CNR, Allen L, Almane DN, Arkush K, Birn R, DeYoe EA, Felton E, Maganti R, Nencka A, Raghavan M, Shah U, Sosa VN, Struck AF, Ustine C, Reyes A, Kaestner E, McDonald C, Prabhakaran V, Binder JR, Meyerand ME. Network, clinical and sociodemographic features of cognitive phenotypes in temporal lobe epilepsy. Neuroimage Clin 2020; 27:102341. [PMID: 32707534 PMCID: PMC7381697 DOI: 10.1016/j.nicl.2020.102341] [Citation(s) in RCA: 44] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2019] [Revised: 06/10/2020] [Accepted: 07/03/2020] [Indexed: 01/14/2023]
Abstract
This study explored the taxonomy of cognitive impairment within temporal lobe epilepsy and characterized the sociodemographic, clinical and neurobiological correlates of identified cognitive phenotypes. 111 temporal lobe epilepsy patients and 83 controls (mean ages 33 and 39, 57% and 61% female, respectively) from the Epilepsy Connectome Project underwent neuropsychological assessment, clinical interview, and high resolution 3T structural and resting-state functional MRI. A comprehensive neuropsychological test battery was reduced to core cognitive domains (language, memory, executive, visuospatial, motor speed) which were then subjected to cluster analysis. The resulting cognitive subgroups were compared in regard to sociodemographic and clinical epilepsy characteristics as well as variations in brain structure and functional connectivity. Three cognitive subgroups were identified (intact, language/memory/executive function impairment, generalized impairment) which differed significantly, in a systematic fashion, across multiple features. The generalized impairment group was characterized by an earlier age at medication initiation (P < 0.05), fewer patient (P < 0.001) and parental years of education (P < 0.05), greater racial diversity (P < 0.05), and greater number of lifetime generalized seizures (P < 0.001). The three groups also differed in an orderly manner across total intracranial (P < 0.001) and bilateral cerebellar cortex volumes (P < 0.01), and rate of bilateral hippocampal atrophy (P < 0.014), but minimally in regional measures of cortical volume or thickness. In contrast, large-scale patterns of cortical-subcortical covariance networks revealed significant differences across groups in global and local measures of community structure and distribution of hubs. Resting-state fMRI revealed stepwise anomalies as a function of cluster membership, with the most abnormal patterns of connectivity evident in the generalized impairment group and no significant differences from controls in the cognitively intact group. Overall, the distinct underlying cognitive phenotypes of temporal lobe epilepsy harbor systematic relationships with clinical, sociodemographic and neuroimaging correlates. Cognitive phenotype variations in patient and familial education and ethnicity, with linked variations in total intracranial volume, raise the question of an early and persisting socioeconomic-status related neurodevelopmental impact, with additional contributions of clinical epilepsy factors (e.g., lifetime generalized seizures). The neuroimaging features of cognitive phenotype membership are most notable for disrupted large scale cortical-subcortical networks and patterns of functional connectivity with bilateral hippocampal and cerebellar atrophy. The cognitive taxonomy of temporal lobe epilepsy appears influenced by features that reflect the combined influence of socioeconomic, neurodevelopmental and neurobiological risk factors.
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Affiliation(s)
- Bruce Hermann
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
| | - Lisa L Conant
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Cole J Cook
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Gyujoon Hwang
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Camille Garcia-Ramos
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Kevin Dabbs
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Veena A Nair
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Jedidiah Mathis
- Department of Radiology Froedtert & Medical College of Wisconsin, Milwaukee, WI, USA
| | - Charlene N Rivera Bonet
- Neuroscience Training Program, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Linda Allen
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Dace N Almane
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Karina Arkush
- Neuroscience Innovation Institute, Aurora St. Luke's Medical Center, Milwaukee, WI, USA
| | - Rasmus Birn
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA; Neuroscience Training Program, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA; Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Edgar A DeYoe
- Department of Radiology Froedtert & Medical College of Wisconsin, Milwaukee, WI, USA; Department of Biophysics, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Elizabeth Felton
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Rama Maganti
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Andrew Nencka
- Department of Radiology Froedtert & Medical College of Wisconsin, Milwaukee, WI, USA
| | - Manoj Raghavan
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Umang Shah
- Neuroscience Innovation Institute, Aurora St. Luke's Medical Center, Milwaukee, WI, USA
| | - Veronica N Sosa
- Neuroscience Innovation Institute, Aurora St. Luke's Medical Center, Milwaukee, WI, USA
| | - Aaron F Struck
- Department of Neurology, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Candida Ustine
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Anny Reyes
- Department of Psychiatry, University of California-San Diego, La Jolla, CA, USA
| | - Erik Kaestner
- Department of Psychiatry, University of California-San Diego, La Jolla, CA, USA
| | - Carrie McDonald
- Department of Psychiatry, University of California-San Diego, La Jolla, CA, USA
| | - Vivek Prabhakaran
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA; Neuroscience Training Program, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA; Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
| | - Jeffrey R Binder
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA; Department of Biophysics, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Mary E Meyerand
- Department of Medical Physics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA; Neuroscience Training Program, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA
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13
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Romeo RR. Socioeconomic and experiential influences on the neurobiology of language development. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2019; 4:1229-1238. [PMID: 34013041 PMCID: PMC8130857 DOI: 10.1044/2019_persp-19-00073] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
PURPOSE The process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. While the foundations of brain structure and function are genetically determined, children's experiences during sensitive periods in early life have a significant influence on the development of language systems. The purpose of this review is to provide practitioners with a comprehensive summary of foundational and recent research on the ways that children's early experiences-both favorable and adverse-may influence the neuroanatomy and neurophysiology underlying language development. A specific focus is given to the burgeoning neuroimaging evidence of relationships between socioeconomic status (SES) and brain development, as well as to emerging research on proximal experiences that may serve as the direct mechanisms by which SES influences language development. CONCLUSION Findings from the neuroscience field have direct implications for practice in speech language pathology. Specifically, clinicians can have immense influence on crafting supportive language environments during windows of maximal neural influence, both via direct intervention and parent coaching. Practical suggestions are provided for translating research findings to practice.
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Affiliation(s)
- Rachel R. Romeo
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital; Boston, MA
- Harvard Medical School; Boston, MA
- Brain and Cognitive Sciences Department and McGovern Institute for Brain Research, Massachusetts Institute of Technology; Cambridge, MA
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Liu Y, Gui Y, Hu J, Liang S, Mo S, Zhou Y, Li Y, Zhou F, Xu J. Attention/memory complaint is correlated with motor speech disorder in Parkinson's disease. BMC Neurol 2019; 19:309. [PMID: 31787082 PMCID: PMC6886194 DOI: 10.1186/s12883-019-1535-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2019] [Accepted: 11/19/2019] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND The mechanisms underlying the online modulation of motor speech in Parkinson's disease (PD) have not been determined. Moreover, medical and rehabilitation interventions for PD-associated motor speech disorder (MSD) have a poor long-term prognosis. METHODS To compare risk factors in PD patients with MSD to those without MSD (non-MSD) and determine predictive independent risk factors correlated with the MSD phenotype, we enrolled 314 PD patients, including 250 with and 64 without MSD. We compared demographic, characteristic data, as well as PD-associated evaluations between the MSD group and non-MSD group. RESULTS Univariate analysis showed that demographic characteristics, including occupation, educational level, monthly income and speaking background; clinical characteristics, including lesions in the frontal and temporal lobes, and concurrent dysphagia; and PD-associated evaluations, including the activity of daily living (ADL) score, non-motor symptoms scale (NMSS) domain 4 score (perceptual problem), and NMSS domain 5 score (attention/memory) were all significantly different between the MSD and non-MSD group (all P < 0.05). Multivariate logistic regression analysis showed that educational level, frontal lesions, and NMSS domain 5 score (attention/memory) were independent risk factors for PD-associated MSD (all P < 0.005). CONCLUSIONS We determined an association between MSD phenotype and cognitive impairment, reflected by low-level education and related clinical profiles. Moreover, attention and memory dysfunction may play key roles in the progression of MSD in PD patients. Further studies are required to detail the mechanism underlying abnormal speech motor modulation in PD patients. Early cognitive intervention may enhance rehabilitation management and motor speech function in patients with PD-associated MSD.
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Affiliation(s)
- Ying Liu
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Yuchang Gui
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Jincui Hu
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Shanshan Liang
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Sixia Mo
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Yuanfang Zhou
- Department of Neurology, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Yujian Li
- Department of Neurology, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Fengkun Zhou
- Department of Neurology, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China
| | - Jianwen Xu
- Department of Rehabilitation Medicine, the First Affiliated Hospital of Guangxi Medical University, Nanning, 530021, Guangxi, China.
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15
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Wang Q, Wang L, Shi M, Li X, Liu R, Liu J, Zhu M, Wu H. Empathy, burnout, life satisfaction, correlations and associated socio-demographic factors among Chinese undergraduate medical students: an exploratory cross-sectional study. BMC MEDICAL EDUCATION 2019; 19:341. [PMID: 31492136 PMCID: PMC6729024 DOI: 10.1186/s12909-019-1788-3] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Accepted: 09/03/2019] [Indexed: 05/11/2023]
Abstract
BACKGROUND Medical education is widely known to be a demanding process that may cause various mental health problems, such as burnout, which can lead to lowered levels of life satisfaction among medical students. Research shows that empathy is negatively correlated with burnout, but there are few studies on the relationship among empathy, burnout and life satisfaction in medical students. The objective of the present study is to explore the correlations of empathy and burnout with life satisfaction and the associated socio-demographic factors among Chinese undergraduate medical students. METHODS In this cross-sectional study, 1271 undergraduate medical students (age 19.42 ± 1.34 years, 36% male) from 1st to 4th grades completed questionnaires including the Interpersonal Reactivity Index Chinese version (IRI-C), the Maslach Burnout Inventory Modified Chinese version (MBI-MC), the Satisfaction With Life Scale (SWLS) and socio-demographic characteristics. Statistical analyses included Student's t-test, one-way ANOVA, post hoc Bonferroni tests, hierarchical linear regression analysis and general linear model-univariate full factorial model. RESULTS Over four academic years, medical students' empathy levels declined, but their burnout levels almost plateaued and their life satisfaction levels witnessed an initial fall before a rebound. Empathy was correlated with students' age and grade, and burnout was associated with students' maternal education. Significant differences in life satisfaction were detected with regard to medical students' age, academic year, the number of children in the family, place of residence and parents' educational levels. CONCLUSIONS Empathy explained 0.6% of the variance in life satisfaction in contrast to 13.7% of the variance explained by burnout in life satisfaction. Although empathy did not have a main effect on life satisfaction, there was an interaction effect of empathy and burnout on life satisfaction among students of high and low empathy and burnout levels. Students with high levels of empathy and low levels of burnout were most satisfied with life. Medical institutions and related authorities need to find effective measures to enhance students' empathy levels and reduce burnout to improve their life satisfaction.
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Affiliation(s)
- Qinghua Wang
- English Department, School of Fundamental Sciences, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Lie Wang
- Department of Social Medicine, School of Public Health, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Meng Shi
- English Department, School of Fundamental Sciences, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Xuelian Li
- Department of Epidemiology, School of Public Health, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Rong Liu
- Department of Statistics, School of Public Health, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Jie Liu
- Department of Statistics, School of Public Health, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Min Zhu
- Department of Healthcare Management, School of Humanities and Social Sciences, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
| | - Huazhang Wu
- Department of Healthcare Management, School of Humanities and Social Sciences, China Medical University, No. 77 Puhe Road, Shenyang North New Area, Shenyang, Liaoning Province People’s Republic of China
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Yaple ZA, Yu R. Functional and Structural Brain Correlates of Socioeconomic Status. Cereb Cortex 2019; 30:181-196. [DOI: 10.1093/cercor/bhz080] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2018] [Revised: 03/04/2019] [Accepted: 03/24/2019] [Indexed: 12/28/2022] Open
Abstract
Abstract
Socioeconomic status (SES) is a multidimensional construct that includes not only measures of material wealth, but also education, social prestige, and neighborhood quality. Socioeconomic correlates between wealth and cognitive functions have been well established in behavioral studies. However, functional and structural brain correlates of SES remain unclear. Here, we sought to uncover the most likely neural regions to be affected by low SES, specifically associated with age. Using effect size–seed-based d Mapping, we compiled studies that examined individuals with low SES and performed functional magnetic resonance imaging and voxel-based morphometry meta-analyses. The results revealed that as from early to late age, individuals exposed to low SES are less likely to have sustained executive network activity yet a greater likelihood to enhanced activity within reward-related regions. A similar activity was shown for gray matter volume across early to older age. These findings provide the first quantitative integration of neuroimaging results pertaining to the neural basis of SES. Hypoactivation of the executive network and hyperactivation of the reward network in low SES individuals may support the scarcity hypothesis and animal models of the effects of early adversity.
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Affiliation(s)
- Zachary A Yaple
- Department of Psychology, National University of Singapore, Singapore
| | - Rongjun Yu
- Department of Psychology, National University of Singapore, Singapore
- NUS Graduate School for Integrative Sciences and Engineering, National University of Singapore, Singapore
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Merz EC, Maskus EA, Melvin SA, He X, Noble KG. Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills. Child Dev 2019; 91:846-860. [PMID: 30919945 DOI: 10.1111/cdev.13239] [Citation(s) in RCA: 59] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult-child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.
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Affiliation(s)
| | | | | | - Xiaofu He
- Columbia University Medical Center.,New York State Psychiatric Institute
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Younger JW, Lee KW, Demir-Lira OE, Booth JR. Brain lateralization of phonological awareness varies by maternal education. Dev Sci 2019; 22:e12807. [PMID: 30735285 DOI: 10.1111/desc.12807] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2018] [Revised: 01/26/2019] [Accepted: 01/29/2019] [Indexed: 12/01/2022]
Abstract
Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less established. In this study, we examined the relation between maternal education (ME), a component of SES, and neural mechanisms of language. We focused on Kindergarten children, at the beginning of formal reading education, and on a pre-reading skill, phonological awareness-the ability to distinguish or manipulate the sounds of language. We determined ME-related differences in neural activity by examining a skill-matched sample of typically achieving 5-year-old children as they performed a rhyme judgment task. We examined brain lateralization in two language processing regions, the inferior frontal gyrus (IFG) and superior temporal gyrus (STG). In the IFG, lateralization was related to ME but not skill: children with low ME showed bilateral activation compared to children with higher ME who showed leftward lateralization. In the STG, there was a skill by ME interaction on lateralization, such that children with high ME showed a positive relation between rightward lateralization and skill and children with low ME showed a positive relation between leftward lateralization and skill. Thus, we demonstrated ME is related to differences in neural recruitment during language processing, yet this difference in recruitment is not indicative of a deficit in linguistic processing in Kindergarten children.
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Affiliation(s)
- Jessica W Younger
- Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, Texas
| | - Keun-Woo Lee
- Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, Texas
| | - Ozlem E Demir-Lira
- Department of Psychological and Brain Sciences, The University of Iowa, Iowa City, Iowa
| | - James R Booth
- Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, Texas.,Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee
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Merz EC, Wiltshire CA, Noble KG. Socioeconomic Inequality and the Developing Brain: Spotlight on Language and Executive Function. CHILD DEVELOPMENT PERSPECTIVES 2018. [DOI: 10.1111/cdep.12305] [Citation(s) in RCA: 50] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
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20
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Farah MJ. The Neuroscience of Socioeconomic Status: Correlates, Causes, and Consequences. Neuron 2017; 96:56-71. [DOI: 10.1016/j.neuron.2017.08.034] [Citation(s) in RCA: 303] [Impact Index Per Article: 43.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 07/31/2017] [Accepted: 08/17/2017] [Indexed: 12/12/2022]
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