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Liu L, Chen D, Huang F, Jia T, Cheng W, Pan M, Zhao M, Bu X, Liao X, Wang Y, Cao M, Qian Q, Feng J. Interference of default mode on attention networks in adults with attention-deficit/hyperactivity disorder and its association with genetic variants and treatment outcomes. CNS Neurosci Ther 2024; 30:e14900. [PMID: 39145420 PMCID: PMC11325164 DOI: 10.1111/cns.14900] [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: 12/09/2023] [Revised: 07/09/2024] [Accepted: 07/22/2024] [Indexed: 08/16/2024] Open
Abstract
AIMS Altered brain functional connectivity has been proposed as the neurobiological underpinnings of attention-deficit/hyperactivity disorder (ADHD), and the default mode interference hypothesis is one of the most popular neuropsychological models. Here, we explored whether this hypothesis is supported in adults with ADHD and the association with high-risk genetic variants and treatment outcomes. METHODS Voxel-based whole-brain connectome analysis was conducted on resting-state functional MRI data from 84 adults with ADHD and 89 healthy controls to identify functional connectivity substrates corresponding to ADHD-related alterations. The candidate genetic variants and 12-week cognitive behavioral therapy data were leveraged from the same population to assess these associations. RESULTS We detected breakdowns of functional connectivity in the precuneus and left middle temporal gyrus in adults with ADHD, with exact contributions from decreased connectivity within the default mode, dorsal and ventral attention networks, as well as increased connectivity among them with the middle temporal gyrus serving as a crucial 'bridge'. Additionally, significant associations between the altered functional connectivity and genetic variants in both MAOA and MAOB were detected. Treatment restored brain function, with the amelioration of connectivity of the middle temporal gyrus, accompanied by improvements in ADHD core symptoms. CONCLUSIONS These findings support the interference of default mode on attention in adults with ADHD and its association with genetic risk variants and clinical management, providing insights into the underlying pathogenesis of ADHD and potential biomarkers for treatment evaluation.
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Affiliation(s)
- Lu Liu
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Di Chen
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence, Ministry of Education, Fudan University, Shanghai, China
| | - Fang Huang
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
- Mental Health Education and Counselling Center, Zhejiang University, Hangzhou, China
| | - Tianye Jia
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence, Ministry of Education, Fudan University, Shanghai, China
| | - Wei Cheng
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence, Ministry of Education, Fudan University, Shanghai, China
| | - Meirong Pan
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Mengjie Zhao
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Xuan Bu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xuhong Liao
- School of Systems Science, Beijing Normal University, Beijing, China
| | - Yufeng Wang
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Miao Cao
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence, Ministry of Education, Fudan University, Shanghai, China
| | - Qiujin Qian
- Peking University Sixth Hospital/Institute of Mental Health, Beijing, China
- NHC Key Laboratory of Mental Health (Peking University), National Clinical Research Center for Mental Disorders (Peking University Sixth Hospital), Beijing, China
| | - Jianfeng Feng
- Institute of Science and Technology for Brain-Inspired Intelligence, Fudan University, Shanghai, China
- Key Laboratory of Computational Neuroscience and Brain-Inspired Intelligence, Ministry of Education, Fudan University, Shanghai, China
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2
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Sinha N, Nikki Arrington C, Malins JG, Pugh KR, Frijters JC, Morris R. The reading-attention relationship: Variations in working memory network activity during single word decoding in children with and without dyslexia. Neuropsychologia 2024; 195:108821. [PMID: 38340962 PMCID: PMC11284775 DOI: 10.1016/j.neuropsychologia.2024.108821] [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: 06/13/2023] [Revised: 01/18/2024] [Accepted: 02/07/2024] [Indexed: 02/12/2024]
Abstract
This study utilized a neuroimaging task to assess working memory (WM) network recruitment during single word reading. Associations between WM and reading comprehension skills are well documented. Several converging models suggest WM may also contribute to foundational reading skills, but few studies have assessed this contribution directly. Two groups of children (77 developmental dyslexia (DD), 22 controls) completed a functional magnetic resonance imaging (fMRI) task to identify activation of a priori defined regions of the WM network. fMRI trials consisted of familiar word, pseudoword, and false font stimuli within a 1-back oddball task to assess how activation in the WM network differs in response to stimuli that can respectively be processed using word recognition, phonological decoding, or non-word strategies. Results showed children with DD recruited WM regions bilaterally in response to all stimulus types, whereas control children recruited left-lateralized WM regions during the pseudoword condition only. Group-level comparisons revealed activation differences in the defined WM network regions for false font and familiar word, but not pseudoword conditions. This effect was driven by increased activity in participants with DD in right hemisphere frontal, parietal, and motor regions despite poorer task performance. Findings suggest the WM network may contribute to inefficient decoding and word recognition strategies in children with DD.
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Affiliation(s)
- Niki Sinha
- Department of Child and Youth Studies, Brock University, St. Catharines, ON, L2S 3A1, Canada.
| | - C Nikki Arrington
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States; GSU/GT Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, 30318, United States; Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, 30303, United States
| | - Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States; Haskins Laboratories, New Haven, CT, 06511, United States
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, 06511, United States; Department of Linguistics, Yale University, New Haven, CT, 06520, United States; Department of Psychological Sciences, University of Connecticut, Storrs, CT, 06269, United States
| | - Jan C Frijters
- Department of Child and Youth Studies, Brock University, St. Catharines, ON, L2S 3A1, Canada
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, United States
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3
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Harrington RM, Krishnamurthy LC, Ossowski A, Jeter M, Davis A, Bledniak E, Ware AL, Morris R, Arrington CN. Preliminary evidence of prolonged timing effects of theta-burst stimulation in the reading system. Front Hum Neurosci 2023; 17:1227194. [PMID: 37706172 PMCID: PMC10496289 DOI: 10.3389/fnhum.2023.1227194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 07/31/2023] [Indexed: 09/15/2023] Open
Abstract
Theta-burst stimulation (TBS) is a repetitive transcranial magnetic stimulation technique that can be used to upregulate or downregulate different brain regions. However, the timing of its effects and the differing effects of continuous TBS (cTBS) versus intermittent TBS (iTBS) in the reading system have not been explored. This study assessed how stimulation type and post-stimulation timing affected change in performance during a phonological discrimination and sight word recognition task after stimulation of supramarginal gyrus (SMG). Fourteen right-handed young adults (age 18-27 years; 44% male) were block-randomized to receive either iTBS or cTBS to the supramarginal gyrus. Participants then performed a pseudoword discrimination task and an orthographic awareness task (behavioral control) at four different time points and change in reaction time compared to baseline was measured from each time point. There was no effect of stimulation type on change in reaction time [t(16) = -0.2, p = 0.9], suggesting that both types of TBS caused similar effects. Percent change in reaction time decreased over time in the pseudoword task [t(50) = -5.9, p < 0.001], indicating faster pseudoword processing speed with better performance 60-70 min after stimulation. In contrast, no change was demonstrated over time for the behavioral control task [t(43) = -0.6, p = 0.6], suggesting that the change over time seen in the test condition was not a learning effect. These findings provide insight into the effects of TBS on the reading system and can guide future study designs.
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Affiliation(s)
- Rachael M. Harrington
- Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University, Atlanta, GA, United States
- Department of Communication Sciences and Disorders, Georgia State University, Atlanta, GA, United States
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
| | - Lisa C. Krishnamurthy
- Center for Visual and Neurocognitive Rehabilitation, Atlanta VA Healthcare System, Decatur, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Physics and Astronomy, Georgia State University, Atlanta, GA, United States
- Department of Radiology and Imaging Sciences, Emory University, Atlanta, GA, United States
| | - Alexandra Ossowski
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Mykayla Jeter
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Visual and Neurocognitive Rehabilitation, Atlanta VA Healthcare System, Decatur, GA, United States
| | - Adriane Davis
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
| | - Ewelina Bledniak
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Ashley L. Ware
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
- Department of Neurology, University of Utah, Salt Lake City, UT, United States
| | - Robin Morris
- Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University, Atlanta, GA, United States
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - C. Nikki Arrington
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
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4
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Li J, Liu Y, Wang Y, Wang N, Ji Y, Wei T, Bi H, Yang Y. Functional brain networks underlying the interaction between central and peripheral processes involved in Chinese handwriting in children and adults. Hum Brain Mapp 2023; 44:142-155. [PMID: 36005850 PMCID: PMC9783426 DOI: 10.1002/hbm.26055] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 07/19/2022] [Accepted: 08/02/2022] [Indexed: 02/05/2023] Open
Abstract
The neural mechanisms that support handwriting, an important mode of human communication, are thought to be controlled by a central process (responsible for spelling) and a peripheral process (responsible for motor output). However, the relationship between central and peripheral processes has been debated. Using functional magnetic resonance imaging, this study examined the neural mechanisms underlying this relationship in Chinese handwriting in 36 children (mean age = 10.40 years) and 56 adults (mean age = 22.36 years) by manipulating character frequency (a central variable). Brain network analysis showed that character frequency reconfigured functional brain networks known to underlie motor processes, including the somatomotor and cerebellar network, in both children and adults, indicating that central processing cascades into peripheral processing. Furthermore, the network analysis characterized the interaction profiles between motor networks and linguistic-cognitive networks, fully mapping the neural architecture that supports the interaction of central and peripheral processes involved in handwriting. Taken together, these results reveal the neural interface underlying the interaction between central and peripheral processes involved in handwriting in a logographic writing system, advancing our understanding of the neural basis of handwriting.
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Affiliation(s)
- Junjun Li
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina
- Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
| | - Ying Liu
- School of Medical HumanitiesCapital Medical UniversityBeijingChina
| | - Yi Wang
- School of Mechanical and Materials EngineeringNorth China University of TechnologyBeijingChina
| | - Nizhuan Wang
- School of Biomedical EngineeringShanghaiTech UniversityShanghaiChina
- Artificial Intelligence and Neuro‐Informatics Engineering (ARINE) LaboratorySchool of Computer Engineering, Jiangsu Ocean UniversityLianyungangChina
| | - Yuzhu Ji
- Department of Psychology, College of EducationZhejiang University of TechnologyHangzhouChina
| | - Tongqi Wei
- Pan Shuh LibraryInstitute of Psychology, Chinese Academy of SciencesBeijingChina
| | - Hong‐Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina
- Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
| | - Yang Yang
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning DifficultiesInstitute of Psychology, Chinese Academy of SciencesBeijingChina
- Department of PsychologyUniversity of Chinese Academy of SciencesBeijingChina
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5
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Zhang K, Yuan J, Pei X, Fu Z, Zhao Y, Hu N, Wang Y, Yang L, Cao Q. Cerebral blood flow characteristics of drug-naïve attention-deficit/hyperactivity disorder with social impairment: Evidence for region-symptom specificity. Front Neurosci 2023; 17:1149703. [PMID: 37025372 PMCID: PMC10070692 DOI: 10.3389/fnins.2023.1149703] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2023] [Accepted: 03/03/2023] [Indexed: 04/08/2023] Open
Abstract
Background Social deficits are among the most important functional impairments in attention-deficit/hyperactivity disorder (ADHD). However, the relationship between social impairment and ADHD core symptoms as well as the underlying cerebral blood flow (CBF) characteristics remain unclear. Methods A total of 62 ADHD subjects with social deficits (ADHD + SD), 100 ADHD subjects without social deficits (ADHD-SD) and 81 age-matched typically developing controls (TDC) were enrolled. We first examined the correlation between the Social Responsiveness Scale (SRS-1) and ADHD core symptoms (inattention, hyperactivity, and impulsion) and then explored categorical and dimensional ADHD-related regional CBF by arterial spin labeling (ASL). For the categorical analysis, a voxel-based comparison of CBF maps between the ADHD + SD, ADHD-SD, and TDC groups was performed. For the dimensional analysis, the whole-brain voxel-wise correlation between CBF and ADHD symptoms (inattention, hyperactivity/impulsivity, and total scores) was evaluated in three groups. Finally, correlations between the SRS-1 and ADHD-related regional CBF were investigated. We applied Gaussian random field (GRF) for the correction of multiple comparisons in imaging results (voxel-level P < 0.01, and cluster-level P < 0.05). Results The clinical characteristics analysis showed that social deficits positively correlated with ADHD core symptoms, especially in social communication and autistic mannerisms domains. In the categorical analysis, we found that CBF in the left middle/inferior temporal gyrus in ADHD groups was higher than TDCs and was negatively correlated with the social motivation scores. Moreover, in dimensional analysis, we found that CBF in the left middle frontal gyrus was negatively correlated with the inattention scores, SRS total scores and autistic mannerisms scores in ADHD + SD subjects. Conclusion The present study shows that inattention, hyperactivity, and impulsivity may be responsible for the occurrence of social deficits in ADHD, with autistic traits being another significant contributing factor. Additionally, CBF in the left middle/inferior temporal gyrus and the left middle frontal gyrus might represent the corresponding physiological mechanisms underlying social deficits in ADHD.
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6
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Siegelman N, van den Bunt MR, Lo JCM, Rueckl JG, Pugh KR. Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models. Neuroimage 2021; 242:118476. [PMID: 34416399 PMCID: PMC8494078 DOI: 10.1016/j.neuroimage.2021.118476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 07/19/2021] [Accepted: 08/13/2021] [Indexed: 11/29/2022] Open
Abstract
Decades of research have led to several competing theories regarding the neural contributors to impaired reading. But how can we know which theory (or theories) identifies the types of markers that indeed differentiate between individuals with reading disabilities (RD) and their typically developing (TD) peers? To answer this question, we propose a new analytical tool for theory evaluation and comparison, grounded in the Bayesian latent-mixture modeling framework. We start by constructing a series of latent-mixture classification models, each reflecting one existing theoretical claim regarding the neurofunctional markers of RD (highlighting network-level differences in either mean activation, inter-subject heterogeneity, inter-region variability, or connectivity). Then, we run each model on fMRI data alone (i.e., while models are blind to participants' behavioral status), which enables us to interpret the fit between a model's classification of participants and their behavioral (known) RD/TD status as an estimate of its explanatory power. Results from n=127 adolescents and young adults (RD: n=59; TD: n=68) show that models based on network-level differences in mean activation and heterogeneity failed to differentiate between TD and RD individuals. In contrast, classifications based on variability and connectivity were significantly associated with participants' behavioral status. These findings suggest that differences in inter-region variability and connectivity may be better network-level markers of RD than mean activation or heterogeneity (at least in some populations and tasks). More broadly, the results demonstrate the promise of latent-mixture modeling as a theory-driven tool for evaluating different theoretical claims regarding neural contributors to language disorders and other cognitive traits.
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Affiliation(s)
| | | | | | - Jay G Rueckl
- Haskins Laboratories, USA; University of Connecticut, USA
| | - Kenneth R Pugh
- Haskins Laboratories, USA; University of Connecticut, USA; Yale University, USA
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7
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Zhang Z, Peng P, Eickhoff SB, Lin X, Zhang D, Wang Y. Neural substrates of the executive function construct, age-related changes, and task materials in adolescents and adults: ALE meta-analyses of 408 fMRI studies. Dev Sci 2021; 24:e13111. [PMID: 33817920 DOI: 10.1111/desc.13111] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 03/10/2021] [Accepted: 03/16/2021] [Indexed: 12/21/2022]
Abstract
To explore the neural substrates of executive function (EF), we conducted an activation likelihood estimation meta-analysis of 408 functional magnetic resonance imaging studies (9639 participants, 7587 activation foci, 518 experimental contrasts) covering three fundamental EF subcomponents: inhibition, switching, and working memory. Our results found that activation common to all three EF subcomponents converged in the multiple-demand network across adolescence and adulthood. The function of EF with the multiple-demand network involved, especially for the prefrontal cortex and the parietal regions, could not be mature until adulthood. In adolescents, only working memory could be separable from common EF, whereas in adults, the three EF subcomponents could be separable from common EF. However, findings of switching in adolescents should be treated with substantial caution and may be exploratory due to limited data available on switching tasks. For task materials, inhibition and working memory showed both domain generality and domain specificity, undergirded by the multiple-demand network, as well as different brain regions in response to verbal and nonverbal task materials, respectively. In contrast, switching showed only domain generality with no activation specialized for either verbal or nonverbal task materials. These findings, taken together, support and contribute to the unitary-diverse nature of EF such that EF should be interpreted in an integrative model that relies on the integration of the EF construct, development, and task materials.
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Affiliation(s)
- Zheng Zhang
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Peng Peng
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Simon B Eickhoff
- Medical Faculty, Institute of Systems Neuroscience, Heinrich-Heine University Düsseldorf, Düsseldorf, Germany.,Brain & Behaviour (INM-7), Institute of Neuroscience and Medicine, Research Centre Jülich, Jülich, Germany
| | - Xin Lin
- Department of Special Education, The University of Texas at Austin, Austin, Texas, USA
| | - Delong Zhang
- School of Psychology, Center for the Study of Applied Psychology, Key Laboratory of Mental Health and Cognitive Science of Guangdong Province, South China Normal University, Guangzhou, PR China
| | - Yingying Wang
- Department of Special Education and Communication Disorders, Neuroimaging for Language, Literacy, and Learning, College of Education and Human Science, University of Nebraska-Lincoln, Lincoln, Nebraska, USA
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8
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Siegelman N, Rueckl JG, Steacy LM, Frost SJ, van den Bunt M, Zevin JD, Seidenberg MS, Pugh KR, Compton DL, Morris RD. Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. JOURNAL OF MEMORY AND LANGUAGE 2020; 114:104145. [PMID: 32694882 PMCID: PMC7373223 DOI: 10.1016/j.jml.2020.104145] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Statistical views of literacy development maintain that proficient reading requires the assimilation of myriad statistical regularities present in the writing system. Indeed, previous studies have tied statistical learning (SL) abilities to reading skills, establishing the existence of a link between the two. However, some issues are currently left unanswered, including questions regarding the underlying bases for these associations as well as the types of statistical regularities actually assimilated by developing readers. Here we present an alternative approach to study the role of SL in literacy development, focusing on individual differences among beginning readers. Instead of using an artificial task to estimate SL abilities, our approach identifies individual differences in children's reliance on statistical regularities as reflected by actual reading behavior. We specifically focus on individuals' reliance on regularities in the mapping between print and speech versus associations between print and meaning in a word naming task. We present data from 399 children, showing that those whose oral naming performance is impacted more by print-speech regularities and less by associations between print and meaning have better reading skills. These findings suggest that a key route by which SL mechanisms impact developing reading abilities is via their role in the assimilation of sub-lexical regularities between printed and spoken language -and more generally, in detecting regularities that are more reliable than others. We discuss the implications of our findings to both SL and reading theories.
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Affiliation(s)
| | | | | | | | | | | | | | - Kenneth R. Pugh
- Haskins Laboratories
- University of Connecticut
- Yale University
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9
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Wang F, Karipidis II, Pleisch G, Fraga-González G, Brem S. Development of Print-Speech Integration in the Brain of Beginning Readers With Varying Reading Skills. Front Hum Neurosci 2020; 14:289. [PMID: 32922271 PMCID: PMC7457077 DOI: 10.3389/fnhum.2020.00289] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 06/26/2020] [Indexed: 12/13/2022] Open
Abstract
Learning print-speech sound correspondences is a crucial step at the beginning of reading acquisition and often impaired in children with developmental dyslexia. Despite increasing insight into audiovisual language processing, it remains largely unclear how integration of print and speech develops at the neural level during initial learning in the first years of schooling. To investigate this development, 32 healthy, German-speaking children at varying risk for developmental dyslexia (17 typical readers and 15 poor readers) participated in a longitudinal study including behavioral and fMRI measurements in first (T1) and second (T2) grade. We used an implicit audiovisual (AV) non-word target detection task aimed at characterizing differential activation to congruent (AVc) and incongruent (AVi) audiovisual non-word pairs. While children’s brain activation did not differ between AVc and AVi pairs in first grade, an incongruency effect (AVi > AVc) emerged in bilateral inferior temporal and superior frontal gyri in second grade. Of note, pseudoword reading performance improvements with time were associated with the development of the congruency effect (AVc > AVi) in the left posterior superior temporal gyrus (STG) from first to second grade. Finally, functional connectivity analyses indicated divergent development and reading expertise dependent coupling from the left occipito-temporal and superior temporal cortex to regions of the default mode (precuneus) and fronto-temporal language networks. Our results suggest that audiovisual integration areas as well as their functional coupling to other language areas and areas of the default mode network show a different development in poor vs. typical readers at varying familial risk for dyslexia.
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Affiliation(s)
- Fang Wang
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong
| | - Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, United States
| | - Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Gorka Fraga-González
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich, Zurich, Switzerland.,Neuroscience Center Zurich, University of Zurich and ETH Zürich, Zurich, Switzerland
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10
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Malins JG, Landi N, Ryherd K, Frijters JC, Magnuson JS, Rueckl JG, Pugh KR, Sevcik R, Morris R. Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Dev Sci 2020; 24:e13023. [PMID: 32691904 PMCID: PMC7988620 DOI: 10.1111/desc.13023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2019] [Revised: 07/04/2020] [Accepted: 07/11/2020] [Indexed: 01/24/2023]
Abstract
Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD. Furthermore, it is unclear whether word learning deficits in RD or DLD include difficulties with offline consolidation of newly learned words. In the current study, we employed an artificial lexicon learning paradigm with an overnight design to investigate how typically developing (TD) children (N = 25), children with only RD (N = 93), and children with both RD and DLD (N = 34) learned and remembered a set of phonologically similar pseudowords. Results showed that compared to TD children, children with RD exhibited: (i) slower growth in discrimination accuracy for cohort item pairs sharing an onset (e.g. pibu‐pibo), but not for rhyming item pairs (e.g. pibu‐dibu); and (ii) lower discrimination accuracy for both cohort and rhyme item pairs on Day 2, even when accounting for differences in Day 1 learning. Moreover, children with comorbid RD and DLD showed learning and retention deficits that extended to unrelated item pairs that were phonologically dissimilar (e.g. pibu‐tupa), suggestive of broader impairments compared to children with only RD. These findings provide insights into the specific learning deficits underlying RD and DLD and motivate future research concerning how children use phonological similarity to guide the organization of new word knowledge.
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Affiliation(s)
- Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA, USA.,Haskins Laboratories, New Haven, CT, USA
| | - Nicole Landi
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kayleigh Ryherd
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jan C Frijters
- Faculty of Social Sciences, Department of Child and Youth Studies, Brock University, St. Catharines, ON, Canada
| | - James S Magnuson
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Jay G Rueckl
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA.,Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA.,Department of Linguistics, Yale University, New Haven, CT, USA.,Department of Diagnostic Radiology, Yale University School of Medicine, New Haven, CT, USA
| | - Rose Sevcik
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, USA
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