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Lee MM, Stoodley CJ. Neural bases of reading fluency: A systematic review and meta-analysis. Neuropsychologia 2024; 202:108947. [PMID: 38964441 DOI: 10.1016/j.neuropsychologia.2024.108947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 06/26/2024] [Accepted: 06/29/2024] [Indexed: 07/06/2024]
Abstract
Reading fluency, the ability to read quickly and accurately, is a critical marker of successful reading and is notoriously difficult to improve in reading disabled populations. Despite its importance to functional literacy, fluency is a relatively under-studied aspect of reading, and the neural correlates of reading fluency are not well understood. Here, we review the literature of the neural correlates of reading fluency as well as rapid automatized naming (RAN), a task that is robustly related to reading fluency. In a qualitative review of the neuroimaging literature, we evaluated structural and functional MRI studies of reading fluency in readers from a range of skill levels. This was followed by a quantitative activation likelihood estimate (ALE) meta-analysis of fMRI studies of reading speed and RAN measures. We anticipated that reading speed, relative to untimed reading and reading-related tasks, would harness ventral reading pathways that are thought to enable the fast, visual recognition of words. The qualitative review showed that speeded reading taps the entire canonical reading network. The meta-analysis indicated a stronger role of the ventral reading pathway in rapid reading and rapid naming. Both reviews identified regions outside the canonical reading network that contribute to reading fluency, such as the bilateral insula and superior parietal lobule. We suggest that fluent reading engages both domain-specific reading pathways as well as domain-general regions that support overall task performance and discuss future avenues of research to expand our understanding of the neural bases of fluent reading.
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Affiliation(s)
- Marissa M Lee
- Department of Neuroscience, American University, USA; Center for Applied Brain and Cognitive Sciences, Tufts University, USA
| | - Catherine J Stoodley
- Department of Neuroscience, American University, USA; Developing Brain Institute, Children's National Hospital, USA; Departments of Neurology and Pediatrics, The George Washington University School of Medicine and Health Sciences, USA.
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2
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Roy E, Van Rinsveld A, Nedelec P, Richie-Halford A, Rauschecker AM, Sugrue LP, Rokem A, McCandliss BD, Yeatman JD. Differences in educational opportunity predict white matter development. Dev Cogn Neurosci 2024; 67:101386. [PMID: 38676989 DOI: 10.1016/j.dcn.2024.101386] [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: 10/22/2023] [Revised: 02/05/2024] [Accepted: 04/15/2024] [Indexed: 04/29/2024] Open
Abstract
Coarse measures of socioeconomic status, such as parental income or parental education, have been linked to differences in white matter development. However, these measures do not provide insight into specific aspects of an individual's environment and how they relate to brain development. On the other hand, educational intervention studies have shown that changes in an individual's educational context can drive measurable changes in their white matter. These studies, however, rarely consider socioeconomic factors in their results. In the present study, we examined the unique relationship between educational opportunity and white matter development, when controlling other known socioeconomic factors. To explore this question, we leveraged the rich demographic and neuroimaging data available in the ABCD study, as well the unique data-crosswalk between ABCD and the Stanford Education Data Archive (SEDA). We find that educational opportunity is related to accelerated white matter development, even when accounting for other socioeconomic factors, and that this relationship is most pronounced in white matter tracts associated with academic skills. These results suggest that the school a child attends has a measurable relationship with brain development for years to come.
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Affiliation(s)
- Ethan Roy
- Graduate School of Education, Stanford University, Stanford, CA, USA.
| | | | - Pierre Nedelec
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Adam Richie-Halford
- Graduate School of Education, Stanford University, Stanford, CA, USA; Division of Developmental-Behavioral Pediatrics, Stanford University, Stanford, CA, USA
| | - Andreas M Rauschecker
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Leo P Sugrue
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Ariel Rokem
- Department of Psychology and eScience Institute, University of Washington, Seattle, WA, USA
| | | | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, CA, USA; Division of Developmental-Behavioral Pediatrics, Stanford University, Stanford, CA, USA
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3
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Martins B, Baba MY, Dimateo EM, Costa LF, Camara AS, Lukasova K, Nucci MP. Investigating Dyslexia through Diffusion Tensor Imaging across Ages: A Systematic Review. Brain Sci 2024; 14:349. [PMID: 38672001 PMCID: PMC11047980 DOI: 10.3390/brainsci14040349] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Revised: 03/17/2024] [Accepted: 03/28/2024] [Indexed: 04/28/2024] Open
Abstract
Dyslexia is a neurodevelopmental disorder that presents a deficit in accuracy and/or fluency while reading or spelling that is not expected given the level of cognitive functioning. Research indicates brain structural changes mainly in the left hemisphere, comprising arcuate fasciculus (AF) and corona radiata (CR). The purpose of this systematic review is to better understand the possible methods for analyzing Diffusion Tensor Imaging (DTI) data while accounting for the characteristics of dyslexia in the last decade of the literature. Among 124 articles screened from PubMed and Scopus, 49 met inclusion criteria, focusing on dyslexia without neurological or psychiatric comorbidities. Article selection involved paired evaluation, with a third reviewer resolving discrepancies. The selected articles were analyzed using two topics: (1) a demographic and cognitive assessment of the sample and (2) DTI acquisition and analysis. Predominantly, studies centered on English-speaking children with reading difficulties, with preserved non-verbal intelligence, attention, and memory, and deficits in reading tests, rapid automatic naming, and phonological awareness. Structural differences were found mainly in the left AF in all ages and in the bilateral superior longitudinal fasciculus for readers-children and adults. A better understanding of structural brain changes of dyslexia and neuroadaptations can be a guide for future interventions.
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Affiliation(s)
- Bruce Martins
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Mariana Yumi Baba
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Elisa Monteiro Dimateo
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
| | - Leticia Fruchi Costa
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Aila Silveira Camara
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Katerina Lukasova
- Centro de Matemática, Computação e Cognição (CMCC), Universidade Federal do ABC, Santo André 09210-580, Brazil; (L.F.C.); (A.S.C.); (K.L.)
| | - Mariana Penteado Nucci
- Laboratório de Investigação Médica em Neurorradiologia—LIM44—Hospital das Clínicas da Faculdade Medicina, Universidade de São Paulo, São Paulo 05403-000, Brazil; (B.M.); (M.Y.B.); (E.M.D.)
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4
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Meisler SL, Gabrieli JDE, Christodoulou JA. White matter microstructural plasticity associated with educational intervention in reading disability. IMAGING NEUROSCIENCE (CAMBRIDGE, MASS.) 2024; 2:10.1162/imag_a_00108. [PMID: 38974814 PMCID: PMC11225775 DOI: 10.1162/imag_a_00108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/09/2024]
Abstract
Children's reading progress typically slows during extended breaks in formal education, such as summer vacations. This stagnation can be especially concerning for children with reading difficulties or disabilities, such as dyslexia, because of the potential to exacerbate the skills gap between them and their peers. Reading interventions can prevent skill loss and even lead to appreciable gains in reading ability during the summer. Longitudinal studies relating intervention response to brain changes can reveal educationally relevant insights into rapid learning-driven brain plasticity. The current work focused on reading outcomes and white matter connections, which enable communication among the brain regions required for proficient reading. We collected reading scores and diffusion-weighted images at the beginning and end of summer for 41 children with reading difficulties who had completed either 1st or 2nd grade. Children were randomly assigned to either receive an intensive reading intervention (n = 26; Seeing Stars from Lindamood-Bell which emphasizes orthographic fluency) or be deferred to a wait-list group (n = 15), enabling us to analyze how white matter properties varied across a wide spectrum of skill development and regression trajectories. On average, the intervention group had larger gains in reading compared to the non-intervention group, who declined in reading scores. Improvements on a proximal measure of orthographic processing (but not other more distal reading measures) were associated with decreases in mean diffusivity within core reading brain circuitry (left arcuate fasciculus and left inferior longitudinal fasciculus) and increases in fractional anisotropy in the left corticospinal tract. Our findings suggest that responses to intensive reading instruction are related predominantly to white matter plasticity in tracts most associated with reading.
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Affiliation(s)
- Steven L. Meisler
- Program in Speech and Hearing Bioscience and Technology, Harvard Medical School, Boston, MA, United States
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - John D. E. Gabrieli
- Program in Speech and Hearing Bioscience and Technology, Harvard Medical School, Boston, MA, United States
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- McGovern Institute for Brain Research, Cambridge, MA, United States
| | - Joanna A. Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- McGovern Institute for Brain Research, Cambridge, MA, United States
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Charlestown, MA, United States
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5
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Park WJ, Fine I. A unified model for cross-modal plasticity and skill acquisition. Front Neurosci 2024; 18:1334283. [PMID: 38384481 PMCID: PMC10879418 DOI: 10.3389/fnins.2024.1334283] [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: 11/06/2023] [Accepted: 01/22/2024] [Indexed: 02/23/2024] Open
Abstract
Historically, cross-modal plasticity following early blindness has been largely studied in the context of visual deprivation. However, more recently, there has been a shift in focus towards understanding cross-modal plasticity from the perspective of skill acquisition: the striking plasticity observed in early blind individuals reflects the extraordinary perceptual and cognitive challenges they solve. Here, inspired by two seminal papers on skill learning (the "cortical recycling" theory) and cross-modal plasticity (the "metamodal" hypothesis) respectively, we present a unified hypothesis of cortical specialization that describes how shared functional, algorithmic, and structural constraints might mediate both types of plasticity.
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Affiliation(s)
- Woon Ju Park
- Department of Psychology, University of Washington, Seattle, WA, United States
- Center for Human Neuroscience, University of Washington, Seattle, WA, United States
| | - Ione Fine
- Department of Psychology, University of Washington, Seattle, WA, United States
- Center for Human Neuroscience, University of Washington, Seattle, WA, United States
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Roy E, Richie-Halford A, Kruper J, Narayan M, Bloom D, Nedelec P, Rauschecker AM, Sugrue LP, Brown TT, Jernigan TL, McCandliss BD, Rokem A, Yeatman JD. White matter and literacy: A dynamic system in flux. Dev Cogn Neurosci 2024; 65:101341. [PMID: 38219709 PMCID: PMC10825614 DOI: 10.1016/j.dcn.2024.101341] [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: 02/22/2023] [Revised: 08/24/2023] [Accepted: 01/03/2024] [Indexed: 01/16/2024] Open
Abstract
Cross-sectional studies have linked differences in white matter tissue properties to reading skills. However, past studies have reported a range of, sometimes conflicting, results. Some studies suggest that white matter properties act as individual-level traits predictive of reading skill, whereas others suggest that reading skill and white matter develop as a function of an individual's educational experience. In the present study, we tested two hypotheses: a) that diffusion properties of the white matter reflect stable brain characteristics that relate to stable individual differences in reading ability or b) that white matter is a dynamic system, linked with learning over time. To answer these questions, we examined the relationship between white matter and reading in a five-year longitudinal dataset and a series of large-scale, single-observation, cross-sectional datasets (N = 14,249 total participants). We find that gains in reading skill correspond to longitudinal changes in the white matter. However, in the cross-sectional datasets, we find no evidence for the hypothesis that individual differences in white matter predict reading skill. These findings highlight the link between dynamic processes in the white matter and learning.
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Affiliation(s)
- Ethan Roy
- Graduate School of Education, Stanford University, Stanford, CA, USA.
| | - Adam Richie-Halford
- Graduate School of Education, Stanford University, Stanford, CA, USA; Department of Psychology and eScience Institute, University of Washington, Seattle, WA, USA; Division of Developmental-Behavioral Pediatrics, Stanford University, Stanford, CA, USA
| | - John Kruper
- Department of Psychology and eScience Institute, University of Washington, Seattle, WA, USA
| | - Manjari Narayan
- Division of Developmental-Behavioral Pediatrics, Stanford University, Stanford, CA, USA
| | - David Bloom
- Department of Psychology and eScience Institute, University of Washington, Seattle, WA, USA
| | - Pierre Nedelec
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Andreas M Rauschecker
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Leo P Sugrue
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, USA
| | - Timothy T Brown
- School of Medicine, University of California San Diego, San Diego, CA, USA
| | - Terry L Jernigan
- Center for Human Development, University of California San Diego, San Diego, CA, USA
| | | | - Ariel Rokem
- Department of Psychology and eScience Institute, University of Washington, Seattle, WA, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, CA, USA; Division of Developmental-Behavioral Pediatrics, Stanford University, Stanford, CA, USA
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7
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Scheinok TJ, D'Haeseleer M, Nagels G, De Bundel D, Van Schependom J. Neuronal activity and NIBS in developmental myelination and remyelination - current state of knowledge. Prog Neurobiol 2023; 226:102459. [PMID: 37127087 DOI: 10.1016/j.pneurobio.2023.102459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 04/06/2023] [Accepted: 04/28/2023] [Indexed: 05/03/2023]
Abstract
Oligodendrocytes are responsible for myelinating central nervous system (CNS) axons. and rapid electrical transmission through saltatory conduction of action potentials. Myelination and myelin repair rely partially on oligodendrogenesis, which comprises. oligodendrocyte precursor cell (OPC) migration, maturation, and differentiation into. oligodendrocytes (OL). In multiple sclerosis (MS), demyelination occurs due to an. inflammatory cascade with auto-reactive T-cells. When oligodendrogenesis fails, remyelination becomes aberrant and conduction impairments are no longer restored. Although current disease modifying therapies have achieved results in modulating the. faulty immune response, disease progression continues because of chronic. inflammation, neurodegeneration, and failure of remyelination. Therapies have been. tried to promote remyelination. Modulation of neuronal activity seems to be a very. promising strategy in preclinical studies. Additionally, studies in people with MS. (pwMS) have shown symptom improvement following non-invasive brain stimulation. (NIBS) techniques. The aforementioned mechanisms are yet unknown and probably. involve both the activation of neurons and glial cells. Noting neuronal activity. contributes to myelin plasticity and that NIBS modulates neuronal activity; we argue. that NIBS is a promising research horizon for demyelinating diseases. We review the. hypothesized pathways through which NIBS may affect both neuronal activity in the. CNS and how the resulting activity can affect oligodendrogenesis and myelination.
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Affiliation(s)
- Thomas J Scheinok
- AIMS Lab, Center for Neurosciences, UZ Brussel, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussel, Belgium; Department of Pharmaceutical and Pharmacological Sciences, Research Group Experimental Pharmacology (EFAR), Center for Neurosciences (C4N), Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium.
| | - Miguel D'Haeseleer
- Nationaal Multiple Sclerose Centrum, Vanheylenstraat 16, 1820 Melsbroek, Belgium
| | - Guy Nagels
- AIMS Lab, Center for Neurosciences, UZ Brussel, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussel, Belgium; St Edmund Hall, University of Oxford, Queen's Lane, Oxford, UK
| | - Dimitri De Bundel
- Department of Pharmaceutical and Pharmacological Sciences, Research Group Experimental Pharmacology (EFAR), Center for Neurosciences (C4N), Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
| | - Jeroen Van Schependom
- AIMS Lab, Center for Neurosciences, UZ Brussel, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussel, Belgium; Department of Electronics and Informatics (ETRO), Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussel, Belgium
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8
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Meisler SL, Gabrieli JDE. Fiber-specific structural properties relate to reading skills in children and adolescents. eLife 2022; 11:e82088. [PMID: 36576253 PMCID: PMC9815823 DOI: 10.7554/elife.82088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 12/21/2022] [Indexed: 12/29/2022] Open
Abstract
Recent studies suggest that the cross-sectional relationship between reading skills and white matter microstructure, as indexed by fractional anisotropy, is not as robust as previously thought. Fixel-based analyses yield fiber-specific micro- and macrostructural measures, overcoming several shortcomings of the traditional diffusion tensor model. We ran a whole-brain analysis investigating whether the product of fiber density and cross-section (FDC) related to single-word reading skills in a large, open, quality-controlled dataset of 983 children and adolescents ages 6-18. We also compared FDC between participants with (n = 102) and without (n = 570) reading disabilities. We found that FDC positively related to reading skills throughout the brain, especially in left temporoparietal and cerebellar white matter, but did not differ between reading proficiency groups. Exploratory analyses revealed that among metrics from other diffusion models - diffusion tensor imaging, diffusion kurtosis imaging, and neurite orientation dispersion and density imaging - only the orientation dispersion and neurite density indexes from NODDI were associated (inversely) with reading skills. The present findings further support the importance of left-hemisphere dorsal temporoparietal white matter tracts in reading. Additionally, these results suggest that future DWI studies of reading and dyslexia should be designed to benefit from advanced diffusion models, include cerebellar coverage, and consider continuous analyses that account for individual differences in reading skill.
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Affiliation(s)
- Steven Lee Meisler
- Program in Speech and Hearing Bioscience and Technology, Harvard Medical SchoolBostonUnited States
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9
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Branchi I. Recentering neuroscience on behavior: The interface between brain and environment is a privileged level of control of neural activity. Neurosci Biobehav Rev 2022; 138:104678. [PMID: 35487322 DOI: 10.1016/j.neubiorev.2022.104678] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 04/21/2022] [Accepted: 04/22/2022] [Indexed: 02/08/2023]
Abstract
Despite the huge and constant progress in the molecular and cellular neuroscience fields, our capability to understand brain alterations and treat mental illness is still limited. Therefore, a paradigm shift able to overcome such limitation is warranted. Behavior and the associated mental states are the interface between the central nervous system and the living environment. Since, in any system, the interface is a key regulator of system organization, behavior is proposed here as a unique and privileged level of control and orchestration of brain structure and activity. This view has relevant scientific and clinical implications. First, the study of behavior represents a singular starting point for the investigation of neural activity in an integrated and comprehensive fashion. Second, behavioral changes, accomplished through psychotherapy or environmental interventions, are expected to have the highest impact to specifically reorganize the complexity of the human mind and thus achieve a solid and long-lasting improvement in mental health.
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Affiliation(s)
- Igor Branchi
- Center for Behavioral Sciences and Mental Health, Istituto Superiore di Sanità, Viale Regina Elena, 299, 00161 Rome, Italy.
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10
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Brignoni-Pérez E, Dubner SE, Ben-Shachar M, Berman S, Mezer AA, Feldman HM, Travis KE. White matter properties underlying reading abilities differ in 8-year-old children born full term and preterm: A multi-modal approach. Neuroimage 2022; 256:119240. [PMID: 35490913 PMCID: PMC9213558 DOI: 10.1016/j.neuroimage.2022.119240] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 04/18/2022] [Accepted: 04/20/2022] [Indexed: 11/19/2022] Open
Abstract
Many diffusion magnetic resonance imaging (dMRI) studies document associations between reading skills and fractional anisotropy (FA) within brain white matter, suggesting that efficient transfer of information across the brain contributes to individual differences in reading. Use of complementary imaging methods can determine if these associations relate to myelin content of white matter tracts. Compared to children born at term (FT), children born preterm (PT) are at risk for reading deficits. We used two MRI methods to calculate associations of reading and white matter properties in FT and PT children. Participants (N=79: 36 FT and 43 PT) were administered the Gray's Oral Reading Test at age 8. We segmented three dorsal (left arcuate and bilateral superior longitudinal fasciculus) and four ventral (bilateral inferior longitudinal fasciculus and bilateral uncinate) tracts and quantified (1) FA from dMRI and (2) R1 from quantitative T1 relaxometry. We examined correlations between reading scores and these metrics along the trajectories of the tracts. Reading positively correlated with FA in segments of left arcuate and bilateral superior longitudinal fasciculi in FT children; no FA associations were found in PT children. Reading positively correlated with R1 in segments of the left superior longitudinal, right uncinate, and left inferior longitudinal fasciculi in PT children; no R1 associations were found in FT children. Birth group significantly moderated the associations of reading and white matter metrics. Myelin content of white matter may contribute to individual differences in PT but not FT children.
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Affiliation(s)
- Edith Brignoni-Pérez
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University, 3145 Porter Drive, MC 5395, Palo Alto, CA 94304, United States; Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, United States
| | - Sarah E Dubner
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University, 3145 Porter Drive, MC 5395, Palo Alto, CA 94304, United States
| | - Michal Ben-Shachar
- The Gonda Brain Research Center, Bar Ilan University, Ramat Gan, Israel; Department of English Literature and Linguistics, Bar Ilan University, Ramat Gan, Israel
| | - Shai Berman
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Aviv A Mezer
- Edmond and Lily Safra Center for Brain Sciences, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Heidi M Feldman
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University, 3145 Porter Drive, MC 5395, Palo Alto, CA 94304, United States
| | - Katherine E Travis
- Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University, 3145 Porter Drive, MC 5395, Palo Alto, CA 94304, United States.
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11
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OUP accepted manuscript. Cereb Cortex 2022; 32:4684-4697. [DOI: 10.1093/cercor/bhab510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 12/13/2021] [Accepted: 12/13/2021] [Indexed: 11/13/2022] Open
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