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Goldman E, Bou-Dargham S, Lai M, Guda A, Fallon J, Hauptman M, Reinoso A, Phillips S, Abrams E, Parrish A, Pylkkänen L. MEG correlates of speech planning in simple vs. interactive picture naming in children and adults. PLoS One 2023; 18:e0292316. [PMID: 37847686 PMCID: PMC10581494 DOI: 10.1371/journal.pone.0292316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 09/18/2023] [Indexed: 10/19/2023] Open
Abstract
The picture naming task is common both as a clinical task and as a method to study the neural bases of speech production in the healthy brain. However, this task is not reflective of most naturally occurring productions, which tend to happen within a context, typically in dialogue in response to someone else's production. How the brain basis of the classic "confrontation picture naming" task compares to the planning of utterances in dialogue is not known. Here we used magnetoencephalography (MEG) to measure neural activity associated with language production using the classic picture naming task as well as a minimal variant of the task, intended as more interactive or dialogue-like. We assessed how neural activity is affected by the interactive context in children, teenagers, and adults. The general pattern was that in adults, the interactive task elicited a robust sustained increase of activity in frontal and temporal cortices bilaterally, as compared to simple picture naming. This increase was present only in the left hemisphere in teenagers and was absent in children, who, in fact, showed the reverse effect. Thus our findings suggest a robustly bilateral neural basis for the coordination of interaction and a very slow developmental timeline for this network.
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Affiliation(s)
- Ebony Goldman
- Department of Psychology, New York University, New York, NY, United States of America
| | | | - Marco Lai
- Department of Psychology, New York University, New York, NY, United States of America
| | - Anvita Guda
- Department of Linguistics, New York University, New York, NY, United States of America
| | - Jacqui Fallon
- Department of Psychology, New York University, New York, NY, United States of America
| | - Miriam Hauptman
- Department of Psychology, Johns Hopkins University, Baltimore, MD, United States of America
| | - Alejandra Reinoso
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States of America
| | - Sarah Phillips
- Department of Linguistics, New York University, New York, NY, United States of America
- Center for Brain Plasticity and Recovery, Georgetown University, Washington, DC, United States of America
| | - Ellie Abrams
- Department of Psychology, New York University, New York, NY, United States of America
| | - Alicia Parrish
- Department of Linguistics, New York University, New York, NY, United States of America
| | - Liina Pylkkänen
- Department of Psychology, New York University, New York, NY, United States of America
- NYUAD Research Institute, New York University Abu Dhabi, Abu Dhabi, UAE
- Department of Linguistics, New York University, New York, NY, United States of America
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2
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Martinez-Lincoln A, Fotidzis TS, Cutting LE, Price GR, Barquero LA. Examination of common and unique brain regions for atypical reading and math: a meta-analysis. Cereb Cortex 2023; 33:6959-6989. [PMID: 36758954 PMCID: PMC10233309 DOI: 10.1093/cercor/bhad013] [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: 07/26/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 02/11/2023] Open
Abstract
The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. Coordinates that directly compared TD with either RD or MD were entered into GingerALE (Brainmap.org). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Overall, more studies examined RD (n = 96) than MD (n = 20). Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions; however, inherent threshold variability across imaging studies could diminish overlying regions. For TD > AD comparisons, there were no similar or overlapping brain regions. Results indicate there were domain-specific differences for RD and MD; however, there were some similarities in the ancillary recruitment of executive functioning skills. Theoretical and practical implications for researchers and educators are discussed.
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Affiliation(s)
- Amanda Martinez-Lincoln
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Tess S Fotidzis
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
| | - Laurie E Cutting
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
- Vanderbilt University Medical Center, Vanderbilt Kennedy Center, 110 Magnolia Circle, Nashville, TN 37203, United States
| | - Gavin R Price
- Department of Psychology, University of Exeter, Washington Singer Building Perry Road Exeter EX44QG, United Kingdom
| | - Laura A Barquero
- Department of Special Education, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, United States
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Li Y, Bi HY. Comparative research on neural dysfunction in children with dyslexia under different writing systems: A meta-analysis study. Neurosci Biobehav Rev 2022; 137:104650. [PMID: 35367220 DOI: 10.1016/j.neubiorev.2022.104650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 03/03/2022] [Accepted: 03/29/2022] [Indexed: 11/28/2022]
Abstract
Developmental dyslexia is a special learning disorder which is prevalent in all languages. A central question in dyslexia is whether the neural mechanism of their defects is universal or distinct in different writing systems. Using meta-analytic approach, we created meta-images using activation abnormalities in Chinese and alphabetic children with dyslexia to find convergence and divergence under different writing systems. The results revealed that dyslexic children have a universal attention-related dysfunction with hypoactivation in the left inferior frontal cortex (IFC) and the anterior cingulate cortex (ACC) under different writing systems, in spite of differences of degree and spatial extent in those regions. Alphabetic dyslexic children additionally showed hypoactivation in the left occipito-temporo-parietal regions. Chinese dyslexic children showed specific hyperactivation in the right postcentral gyrus, the left rectus, and the right middle temporal gyrus. The present meta-analysis for the first time showed both shared and distinct abnormalities in children with dyslexia under Chinese and alphabetic writing systems.
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Affiliation(s)
- YiZhen Li
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China
| | - Hong-Yan Bi
- CAS Key Laboratory of Behavioral Science, Center for Brain Science and Learning Difficulties, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China.
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4
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Yan X, Jiang K, Li H, Wang Z, Perkins K, Cao F. Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia. eLife 2021; 10:e69523. [PMID: 34569931 PMCID: PMC8497057 DOI: 10.7554/elife.69523] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2021] [Accepted: 09/24/2021] [Indexed: 01/18/2023] Open
Abstract
Brain abnormalities in the reading network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood where the structural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.
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Affiliation(s)
- Xiaohui Yan
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Ke Jiang
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
| | - Hui Li
- Department of Preschool Education, Anyang Preschool Education CollegeAnyangChina
| | - Ziyi Wang
- School of Foreign Language, Jining UniversityJiningChina
| | - Kyle Perkins
- Florida International University (Retired Professor)MiamiUnited States
| | - Fan Cao
- Department of Psychology, Sun Yat-Sen UniversityGuangzhouChina
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5
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Benson PJ, Wallace L, Beedie SA. Sensory auditory interval perception errors in developmental dyslexia. Neuropsychologia 2020; 147:107587. [DOI: 10.1016/j.neuropsychologia.2020.107587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Revised: 08/15/2020] [Accepted: 08/17/2020] [Indexed: 11/16/2022]
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Centanni TM, Pantazis D, Truong DT, Gruen JR, Gabrieli JDE, Hogan TP. Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia. Dev Cogn Neurosci 2018; 34:7-17. [PMID: 29894888 PMCID: PMC6969288 DOI: 10.1016/j.dcn.2018.05.008] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2018] [Revised: 05/14/2018] [Accepted: 05/24/2018] [Indexed: 12/17/2022] Open
Abstract
Individuals with dyslexia exhibit increased brainstem variability in response to sound. It is unknown as to whether increased variability extends to neocortical regions associated with audition and reading, extends to visual stimuli, and whether increased variability characterizes all children with dyslexia or, instead, a specific subset of children. We evaluated the consistency of stimulus-evoked neural responses in children with (N = 20) or without dyslexia (N = 12) as measured by magnetoencephalography (MEG). Approximately half of the children with dyslexia had significantly higher levels of variability in cortical responses to both auditory and visual stimuli in multiple nodes of the reading network. There was a significant and positive relationship between the number of risk alleles at rs6935076 in the dyslexia-susceptibility gene KIAA0319 and the degree of neural variability in primary auditory cortex across all participants. This gene has been linked with neural variability in rodents and in typical readers. These findings indicate that unstable representations of auditory and visual stimuli in auditory and other reading-related neocortical regions are present in a subset of children with dyslexia and support the link between the gene KIAA0319 and the auditory neural variability across children with or without dyslexia.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA; Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - D T Truong
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J R Gruen
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - T P Hogan
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
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7
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Choo AL, Burnham E, Hicks K, Chang SE. Dissociations among linguistic, cognitive, and auditory-motor neuroanatomical domains in children who stutter. JOURNAL OF COMMUNICATION DISORDERS 2016; 61:29-47. [PMID: 27010940 PMCID: PMC4880500 DOI: 10.1016/j.jcomdis.2016.03.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Revised: 02/04/2016] [Accepted: 03/12/2016] [Indexed: 05/26/2023]
Abstract
The onset of developmental stuttering typically occurs between 2 to 4 years of age, coinciding with a period of rapid development in speech, language, motor and cognitive domains. Previous studies have reported generally poorer performance and uneven, or "dissociated" development across speech and language domains in children who stutter (CWS) relative to children who do not stutter (CWNS) (Anderson, Pellowski, & Conture, 2005). The aim of this study was to replicate and expand previous findings by examining whether CWS exhibit dissociated development across speech-language, cognitive, and motor domains that are also reflected in measures of neuroanatomical development. Participants were 66CWS (23 females) and 53CWNS (26 females) ranging from 3 to 10 years. Standardized speech, language, cognitive, and motor skills measures, and fractional anisotropy (FA) values derived from diffusion tensor imaging from speech relevant "dorsal auditory" left perisylvian areas (Hickok & Poeppel, 2007) were analyzed using a correlation-based statistical procedure (Coulter, Anderson, & Conture, 2009) that quantified dissociations across domains. Overall, CWS scored consistently lower on speech, language, cognitive and motor measures, and exhibited dissociated development involving these same measures and white matter neuroanatomical indices relative to CWNS. Boys who stutter exhibited a greater number of dissociations compared to girls who stutter. Results suggest a subgroup of CWS may have incongruent development across multiple domains, and the resolution of this imbalance may be a factor in recovery from stuttering.
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Affiliation(s)
- Ai Leen Choo
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA.
| | - Evamarie Burnham
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, USA.
| | - Kristin Hicks
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI, USA.
| | - Soo-Eun Chang
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, USA.
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8
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Chen HY, Chang EC, Chen SHY, Lin YC, Wu DH. Functional and anatomical dissociation between the orthographic lexicon and the orthographic buffer revealed in reading and writing Chinese characters by fMRI. Neuroimage 2016; 129:105-116. [PMID: 26777478 DOI: 10.1016/j.neuroimage.2016.01.009] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2015] [Revised: 12/29/2015] [Accepted: 01/06/2016] [Indexed: 11/30/2022] Open
Abstract
The contribution of orthographic representations to reading and writing has been intensively investigated in the literature. However, the distinction between neuronal correlates of the orthographic lexicon and the orthographic (graphemic) buffer has rarely been examined in alphabetic languages and never been explored in non-alphabetic languages. To determine whether the neural networks associated with the orthographic lexicon and buffer of logographic materials are comparable to those reported in the literature, the present fMRI experiment manipulated frequency and the stroke number of Chinese characters in the tasks of form judgment and stroke judgment, which emphasized the processing of character recognition and writing, respectively. It was found that the left fusiform gyrus exhibited higher activation when encountering low-frequency than high-frequency characters in both tasks, which suggested this region to be the locus of the orthographic lexicon that represents the knowledge of character forms. On the other hand, the activations in the posterior part of the left middle frontal gyrus and in the left angular gyrus were parametrically modulated by the stroke number of target characters only in the stroke judgment task, which suggested these regions to be the locus of the orthographic buffer that represents the processing of stroke sequence in writing. These results provide the first evidence for the functional and anatomical dissociation between the orthographic lexicon and buffer in reading and writing Chinese characters. They also demonstrate the critical roles of the left fusiform area and the frontoparietal network to the long-term and short-term representations of orthographic knowledge, respectively, across different orthographies.
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Affiliation(s)
- Hsiang-Yu Chen
- Institute of Cognitive Neuroscience, National Central University, No.300, Zhongda Rd., Zhongli Dist., Taoyuan City 32001, Taiwan; Laboratories for Cognitive Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan
| | - Erik C Chang
- Institute of Cognitive Neuroscience, National Central University, No.300, Zhongda Rd., Zhongli Dist., Taoyuan City 32001, Taiwan; Laboratories for Cognitive Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan
| | - Sinead H Y Chen
- Institute of Cognitive Neuroscience, National Central University, No.300, Zhongda Rd., Zhongli Dist., Taoyuan City 32001, Taiwan; Laboratories for Cognitive Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan
| | - Yi-Chen Lin
- Laboratories for Cognitive Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan; Institute of Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan
| | - Denise H Wu
- Institute of Cognitive Neuroscience, National Central University, No.300, Zhongda Rd., Zhongli Dist., Taoyuan City 32001, Taiwan; Laboratories for Cognitive Neuroscience, National Yang-Ming University, No.155, Sec. 2, Linong St., Beitou Dist., Taipei City 11221, Taiwan.
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9
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Papagiannopoulou EA, Lagopoulos J. Resting State EEG Hemispheric Power Asymmetry in Children with Dyslexia. Front Pediatr 2016; 4:11. [PMID: 26942169 PMCID: PMC4764697 DOI: 10.3389/fped.2016.00011] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/21/2015] [Accepted: 02/10/2016] [Indexed: 11/13/2022] Open
Abstract
Dyslexia is a neurodevelopmental disorder estimated to affect between 4 and 7% of the population. It is often referred to as a learning disability and is characterized by deficits in the linguistic system. To better understand the neural underpinnings of dyslexia, we examined the electroencephalography (EEG) power spectra between pre-adolescents with dyslexia and neurotypical control children during eyes closed state. We reported the differences in spontaneous oscillatory activity of each major EEG band (delta, theta, alpha, and beta) adopting a global as well as in a region-by-region and hemispheric approach to elucidate whether there are changes in asymmetry in children with dyslexia compared to controls. We also examined the relationship between EEG power spectra and clinical variables. The findings of our study confirm the presence of an atypical linguistic network, evident in children with dyslexia. This abnormal network hallmarked by a dominance of theta activity suggests that these abnormalities are present prior to these children learning to read, thus implicating delayed maturation and abnormal hypoarousal mechanisms.
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Affiliation(s)
| | - Jim Lagopoulos
- Brain and Mind Research Institute, University of Sydney, Camperdown, NSW, Australia; Sunshine Coast Mind and Neuroscience - Thompson Institute, University of the Sunshine Coast, Birtinya, QLD, Australia
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10
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Paulesu E, Danelli L, Berlingeri M. Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies. Front Hum Neurosci 2014; 8:830. [PMID: 25426043 PMCID: PMC4227573 DOI: 10.3389/fnhum.2014.00830] [Citation(s) in RCA: 106] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2014] [Accepted: 09/29/2014] [Indexed: 02/01/2023] Open
Abstract
Developmental dyslexia has been the focus of much functional anatomical research. The main trust of this work is that typical developmental dyslexics have a dysfunction of the phonological and orthography to phonology conversion systems, in which the left occipito-temporal cortex has a crucial role. It remains to be seen whether there is a systematic co-occurrence of dysfunctional patterns of different functional systems perhaps converging on the same brain regions associated with the reading deficit. Such evidence would be relevant for theories like, for example, the magnocellular/attentional or the motor/cerebellar ones, which postulate a more basic and anatomically distributed disorder in dyslexia. We addressed this issue with a meta-analysis of all the imaging literature published until September 2013 using a combination of hierarchical clustering and activation likelihood estimation methods. The clustering analysis on 2360 peaks identified 193 clusters, 92 of which proved spatially significant. Following binomial tests on the clusters, we found left hemispheric network specific for normal controls (i.e., of reduced involvement in dyslexics) including the left inferior frontal, premotor, supramarginal cortices and the left infero-temporal and fusiform regions: these were preferentially associated with reading and the visual-to-phonology processes. There was also a more dorsal left fronto-parietal network: these clusters included peaks from tasks involving phonological manipulation, but also motoric or visuo-spatial perception/attention. No cluster was identified in area V5 for no task, nor cerebellar clusters showed a reduced association with dyslexics. We conclude that the examined literature demonstrates a specific lack of activation of the left occipito-temporal cortex in dyslexia particularly for reading and reading-like behaviors and for visuo-phonological tasks. Additional deficits of motor and attentional systems relevant for reading may be associated with altered functionality of dorsal left fronto-parietal cortex.
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Affiliation(s)
- Eraldo Paulesu
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy ; fMRI - Unit, Istituto di Ricovero e Cura a Carattere Scientifico Galeazzi Milan, Italy
| | - Laura Danelli
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy
| | - Manuela Berlingeri
- Department of Psychology, University of Milano-Bicocca Milan, Italy ; NEUROMI- Milan Center for Neuroscience, University of Milano-Bicocca Milan, Italy
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Stubenrauch C, Krinzinger H, Konrad K. [From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2014; 42:253-68; quiz 268-9. [PMID: 25005903 DOI: 10.1024/1422-4917/a000298] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.
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Affiliation(s)
- Christa Stubenrauch
- Kinder- und Jugendabteilung für Psychische Gesundheit, Universitätsklinikum Erlangen
| | - Helga Krinzinger
- Lehr- und Forschungsgebiet Klinische Neuropsychologie des Kindes- und Jugendalters, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, Universitätsklinikum der RWTH Aachen
| | - Kerstin Konrad
- Lehr- und Forschungsgebiet Klinische Neuropsychologie des Kindes- und Jugendalters, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, Universitätsklinikum der RWTH Aachen Kognitive Entwicklung, Institut für Neurowissenschaften und Medizin (INM-III), Forschungszentrum Jülich
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12
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Krishnan S, Leech R, Mercure E, Lloyd-Fox S, Dick F. Convergent and Divergent fMRI Responses in Children and Adults to Increasing Language Production Demands. Cereb Cortex 2014; 25:3261-77. [PMID: 24907249 PMCID: PMC4585486 DOI: 10.1093/cercor/bhu120] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022] Open
Abstract
In adults, patterns of neural activation associated with perhaps the most basic language skill—overt object naming—are extensively modulated by the psycholinguistic and visual complexity of the stimuli. Do children's brains react similarly when confronted with increasing processing demands, or they solve this problem in a different way? Here we scanned 37 children aged 7–13 and 19 young adults who performed a well-normed picture-naming task with 3 levels of difficulty. While neural organization for naming was largely similar in childhood and adulthood, adults had greater activation in all naming conditions over inferior temporal gyri and superior temporal gyri/supramarginal gyri. Manipulating naming complexity affected adults and children quite differently: neural activation, especially over the dorsolateral prefrontal cortex, showed complexity-dependent increases in adults, but complexity-dependent decreases in children. These represent fundamentally different responses to the linguistic and conceptual challenges of a simple naming task that makes no demands on literacy or metalinguistics. We discuss how these neural differences might result from different cognitive strategies used by adults and children during lexical retrieval/production as well as developmental changes in brain structure and functional connectivity.
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Affiliation(s)
- Saloni Krishnan
- Birkbeck-UCL Centre for NeuroImaging, London, UK Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Robert Leech
- Department of Neurosciences and Mental Health, Imperial College London, London, UK
| | | | - Sarah Lloyd-Fox
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Frederic Dick
- Birkbeck-UCL Centre for NeuroImaging, London, UK Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
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13
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Heim S, Pape-Neumann J, van Ermingen-Marbach M, Brinkhaus M, Grande M. Shared vs. specific brain activation changes in dyslexia after training of phonology, attention, or reading. Brain Struct Funct 2014; 220:2191-207. [PMID: 24802381 DOI: 10.1007/s00429-014-0784-y] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2013] [Accepted: 04/17/2014] [Indexed: 11/29/2022]
Abstract
Whereas the neurobiological basis of developmental dyslexia has received substantial attention, only little is known about the processes in the brain during remediation. This holds in particular in light of recent findings on cognitive subtypes of dyslexia which suggest interactions between individual profiles, training methods, and also the task in the scanner. Therefore, we trained three groups of German dyslexic primary school children in the domains of phonology, attention, or visual word recognition. We compared neurofunctional changes after 4 weeks of training in these groups to those in untrained normal readers in a reading task and in a task of visual attention. The overall reading improvement in the dyslexic children was comparable over groups. It was accompanied by substantial increase of the activation level in the visual word form area (VWFA) during a reading task inside the scanner. Moreover, there were activation increases that were unique for each training group in the reading task. In contrast, when children performed the visual attention task, shared training effects were found in the left inferior frontal sulcus and gyrus, which varied in amplitude between the groups. Overall, the data reveal that different remediation programmes matched to individual profiles of dyslexia may improve reading ability and commonly affect the VWFA in dyslexia as a shared part of otherwise distinct networks.
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Affiliation(s)
- Stefan Heim
- Department of Psychiatry, Psychotherapy, and Psychosomatics, Uniklinik RWTH Aachen, Pauwelsstraße 30, 52074, Aachen, Germany,
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Generalized role for the cerebellum in encoding internal models: evidence from semantic processing. J Neurosci 2014; 34:2871-8. [PMID: 24553928 DOI: 10.1523/jneurosci.2264-13.2014] [Citation(s) in RCA: 82] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The striking homogeneity of cerebellar microanatomy is strongly suggestive of a corresponding uniformity of function. Consequently, theoretical models of the cerebellum's role in motor control should offer important clues regarding cerebellar contributions to cognition. One such influential theory holds that the cerebellum encodes internal models, neural representations of the context-specific dynamic properties of an object, to facilitate predictive control when manipulating the object. The present study examined whether this theoretical construct can shed light on the contribution of the cerebellum to language processing. We reasoned that the cerebellum might perform a similar coordinative function when the context provided by the initial part of a sentence can be highly predictive of the end of the sentence. Using functional MRI in humans we tested two predictions derived from this hypothesis, building on previous neuroimaging studies of internal models in motor control. First, focal cerebellar activation-reflecting the operation of acquired internal models-should be enhanced when the linguistic context leads terminal words to be predictable. Second, more widespread activation should be observed when such predictions are violated, reflecting the processing of error signals that can be used to update internal models. Both predictions were confirmed, with predictability and prediction violations associated with increased blood oxygenation level-dependent signal in the posterior cerebellum (Crus I/II). Our results provide further evidence for cerebellar involvement in predictive language processing and suggest that the notion of cerebellar internal models may be extended to the language domain.
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Heim S, Wehnelt A, Grande M, Huber W, Amunts K. Effects of lexicality and word frequency on brain activation in dyslexic readers. BRAIN AND LANGUAGE 2013; 125:194-202. [PMID: 22230039 DOI: 10.1016/j.bandl.2011.12.005] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2011] [Revised: 11/18/2011] [Accepted: 12/11/2011] [Indexed: 05/12/2023]
Abstract
We investigated the neural basis of lexical access to written stimuli in adult dyslexics and normal readers via the Lexicality effect (pseudowords>words) and the Frequency effect (low>high frequent words). The participants read aloud German words (with low or high lexical frequency) or pseudowords while being scanned. In both groups, both Lexicality effect and Frequency effect involved Broca's region (areas 44 and 45). Whereas the effects were stronger for dyslexic than normal readers in area 44, area 45 showed the reverse pattern. These findings mimic recent results from an fMRI study on dyslexic primary school children, indicating that lexical access to written stimuli poses increased and enduring difficulties on dyslexic readers, at least in a language with a transparent orthography. Additionally, data from four compensated adult dyslexics are reported and discussed, which hint at the importance of both Broca's and Wernicke's region for recovery from childhood dyslexia.
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Affiliation(s)
- Stefan Heim
- Section Structural-Functional Brain Mapping, Department of Psychiatry, Psychotherapy, and Psychosomatics, Medical School, RWTH Aachen University, Germany.
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Grande M, Meffert E, Schoenberger E, Jung S, Frauenrath T, Huber W, Hussmann K, Moormann M, Heim S. From a concept to a word in a syntactically complete sentence: An fMRI study on spontaneous language production in an overt picture description task. Neuroimage 2012; 61:702-14. [DOI: 10.1016/j.neuroimage.2012.03.087] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2011] [Revised: 03/15/2012] [Accepted: 03/29/2012] [Indexed: 11/27/2022] Open
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Richlan F. Developmental dyslexia: dysfunction of a left hemisphere reading network. Front Hum Neurosci 2012; 6:120. [PMID: 22557962 PMCID: PMC3340948 DOI: 10.3389/fnhum.2012.00120] [Citation(s) in RCA: 115] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2012] [Accepted: 04/16/2012] [Indexed: 11/30/2022] Open
Abstract
This mini-review summarizes and integrates findings from recent meta-analyses and original neuroimaging studies on functional brain abnormalities in dyslexic readers. Surprisingly, there is little empirical support for the standard neuroanatomical model of developmental dyslexia, which localizes the primary phonological decoding deficit in left temporo-parietal (TP) regions. Rather, recent evidence points to a dysfunction of a left hemisphere reading network, which includes occipito-temporal (OT), inferior frontal, and inferior parietal regions.
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Affiliation(s)
- Fabio Richlan
- Department of Psychology, Center for Neurocognitive Research, University of SalzburgSalzburg, Austria
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