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Zhong X, Xu L, Wang L, Chen J, Gong X, Lian J, Gong J, Shao Y. Caffeine and modafinil modulate the effects of sleep deprivation on thalamic resting-state functional connectivity: A double-blind pilot study. Sleep Med 2024; 122:71-83. [PMID: 39137663 DOI: 10.1016/j.sleep.2024.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Revised: 08/07/2024] [Accepted: 08/07/2024] [Indexed: 08/15/2024]
Abstract
BACKGROUND Studies have found that the use of clinically approved caffeine and modafinil can alleviate cognitive impairment due to sleep deprivation (SD) to some extent. However, the neural mechanisms by which these two cognitive enhancers work to counteract the effects of SD on cognitive impairment remain unclear. METHODS A double-blind within-subjects experiment using resting-state functional magnetic resonance imaging (rs-fMRI) was designed. Participants underwent three 36-h SD trials, each of which involved taking 200 mg of caffeine, modafinil, or placebo at the 28th and 32 nd h of SD. Sixteen subregions of the thalamus were selected as the regions of interest and changes in functional connectivity (FC) between the thalamus and the other brain regions were explored after the participants took caffeine or modafinil. RESULTS The subjective sleepiness of the participants increased with the duration of SD. compared with placebo, modafinil and caffeine had insignificant effects on wakefulness or sleepiness. However, in terms of neural FC, we found varying degrees of attenuation or enhancement of the FC between the thalamus and other regions. Taking caffeine during SD weakened the FC between the right rostral temporal thalamus (rTtha) subregion and the left lingual gyrus compared with placebo. Caffeine enhanced the FC between three subregions of the thalamus, namely the left sensory thalamus, the left rTtha, and the right lateral pre-frontal thalamus, and the right inferior temporal, left orbitofrontal, and right superior occipital gyris. Modafinil weakened the FC between the right posterior parietal thalamus and left middle temporal gyrus, and enhanced the FC between the left medial pre-frontal thalamus, left rTtha, and right occipital thalamus and left middle frontal gyrus. CONCLUSIONS After 36 h of total SD, modafinil and caffeine administration enhanced or attenuated the time-domain correlations between various subregions of the thalamus and brain regions of the frontal and temporal lobes in healthy adults, compared with placebo. These results provide valuable evidence for further unraveling the neuropharmacological mechanisms of caffeine and modafinil, as well as important insights for exploring effective pharmacological intervention strategies against SD.
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Affiliation(s)
- Xiao Zhong
- School of Psychology, Beijing Sport University, Beijing, China
| | - Lin Xu
- School of Psychology, Beijing Sport University, Beijing, China
| | - Letong Wang
- School of Psychology, Beijing Sport University, Beijing, China
| | - Jie Chen
- School of Psychology, Beijing Sport University, Beijing, China
| | - Xinxin Gong
- School of Psychology, Beijing Sport University, Beijing, China
| | - Jie Lian
- School of Psychology, Beijing Sport University, Beijing, China
| | - Jingjing Gong
- School of Psychology, Beijing Sport University, Beijing, China; Department of Medical Psychology, Second Medical Center, General Hospital of the People's Liberation Army, China.
| | - Yongcong Shao
- School of Psychology, Beijing Sport University, Beijing, China.
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Bonandrini R, Gornetti E, Paulesu E. A meta-analytical account of the functional lateralization of the reading network. Cortex 2024; 177:363-384. [PMID: 38936265 DOI: 10.1016/j.cortex.2024.05.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Revised: 03/25/2024] [Accepted: 05/29/2024] [Indexed: 06/29/2024]
Abstract
The observation that the neural correlates of reading are left-lateralized is ubiquitous in the cognitive neuroscience and neuropsychological literature. Still, reading is served by a constellation of neural units, and the extent to which these units are consistently left-lateralized is unclear. In this regard, the functional lateralization of the fusiform gyrus is of particular interest, by virtue of its hypothesized role as a "visual word form area". A quantitative Activation Likelihood Estimation meta-analysis was conducted on activation foci from 35 experiments investigating silent reading, and both a whole-brain and a bayesian ROI-based approach were used to assess the lateralization of the data submitted to meta-analysis. Perirolandic areas showed the highest level of left-lateralization, the fusiform cortex and the parietal cortex exhibited only a moderate pattern of left-lateralization, while in the occipital, insular cortices and in the cerebellum the lateralization turned out to be the lowest observed. The relatively limited functional lateralization of the fusiform gyrus was further explored in a regression analysis on the lateralization profile of each study. The functional lateralization of the fusiform gyrus during reading was positively associated with the lateralization of the precentral and inferior occipital gyri and negatively associated with the lateralization of the triangular portion of the inferior frontal gyrus and of the temporal pole. Overall, the present data highlight how lateralization patterns differ within the reading network. Furthermore, the present data highlight how the functional lateralization of the fusiform gyrus during reading is related to the degree of functional lateralization of other language brain areas.
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Affiliation(s)
| | - Edoardo Gornetti
- Department of Psychology, University of Milano-Bicocca, Milan, Italy; Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands; The International Max Planck Research School for Language Sciences, Nijmegen, the Netherlands
| | - Eraldo Paulesu
- Department of Psychology, University of Milano-Bicocca, Milan, Italy; fMRI Unit, IRCCS Orthopedic Institute Galeazzi, Milan, Italy
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3
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Barrett CA, Maki KE, Chesnut SR. Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument. JOURNAL OF LEARNING DISABILITIES 2024:222194241263659. [PMID: 39057745 DOI: 10.1177/00222194241263659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/28/2024]
Abstract
Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers' beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research.
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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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Perkušić Čović M, Vujović I, Šoda J, Palmović M, Rogić Vidaković M. Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography. Bioengineering (Basel) 2024; 11:459. [PMID: 38790326 PMCID: PMC11117949 DOI: 10.3390/bioengineering11050459] [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: 03/26/2024] [Revised: 05/01/2024] [Accepted: 05/02/2024] [Indexed: 05/26/2024] Open
Abstract
The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150-260 ms), lexical (280-700 ms), and post-lexical stage of processing (750-1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere's pre-lexical time window (160-200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere's post-lexical time window (900-1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.
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Affiliation(s)
- Maja Perkušić Čović
- Polyclinic for Rehabilitation of People with Developmental Disorders, 21000 Split, Croatia;
| | - Igor Vujović
- Signal Processing, Analysis, and Advanced Diagnostics Research and Education Laboratory (SPAADREL), Faculty of Maritime Studies, University of Split, 21000 Split, Croatia; (I.V.); (J.Š.)
| | - Joško Šoda
- Signal Processing, Analysis, and Advanced Diagnostics Research and Education Laboratory (SPAADREL), Faculty of Maritime Studies, University of Split, 21000 Split, Croatia; (I.V.); (J.Š.)
| | - Marijan Palmović
- Laboratory for Psycholinguistic Research, Department of Speech and Language Pathology, University of Zagreb, 10000 Zagreb, Croatia;
| | - Maja Rogić Vidaković
- Laboratory for Human and Experimental Neurophysiology, Department of Neuroscience, School of Medicine, University of Split, 21000 Split, Croatia
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Zhang Y, Huang J, Huang L, Peng L, Wang X, Zhang Q, Zeng Y, Yang J, Li Z, Sun X, Liang S. Atypical characteristic changes of surface morphology and structural covariance network in developmental dyslexia. Neurol Sci 2024; 45:2261-2270. [PMID: 37996775 DOI: 10.1007/s10072-023-07193-x] [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: 08/24/2023] [Accepted: 11/03/2023] [Indexed: 11/25/2023]
Abstract
BACKGROUND Developmental dyslexia (DD) is a neurodevelopmental disorder that is characterized by difficulties with all aspects of information acquisition in the written word, including slow and inaccurate word recognition. The neural basis behind DD has not been fully elucidated. METHOD The study included 22 typically developing (TD) children, 16 children with isolated spelling disorder (SpD), and 20 children with DD. The cortical thickness, folding index, and mean curvature of Broca's area, including the triangular part of the left inferior frontal gyrus (IFGtriang) and the opercular part of the left inferior frontal gyrus, were assessed to explore the differences of surface morphology among the TD, SpD, and DD groups. Furthermore, the structural covariance network (SCN) of the triangular part of the left inferior frontal gyrus was analyzed to explore the changes of structural connectivity in the SpD and DD groups. RESULTS The DD group showed higher curvature and cortical folding of the left IFGtriang than the TD group and SpD group. In addition, compared with the TD group and the SpD group, the structural connectivity between the left IFGtriang and the left middle-frontal gyrus and the right mid-orbital frontal gyrus was increased in the DD group, and the structural connectivity between the left IFGtriang and the right precuneus and anterior cingulate was decreased in the DD group. CONCLUSION DD had atypical structural connectivity in brain regions related to visual attention, memory and which might impact the information input and integration needed for reading and spelling.
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Affiliation(s)
- Yusi Zhang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China
| | - Jiayang Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Li Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Lixin Peng
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xiuxiu Wang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Qingqing Zhang
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Yi Zeng
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Junchao Yang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Zuanfang Li
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xi Sun
- College of Information Engineering, Nanyang Institute of Technology, Nanyang, 473004, China
| | - Shengxiang Liang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China.
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Wat EK, Jangraw DC, Finn ES, Bandettini PA, Preston JL, Landi N, Hoeft F, Frost SJ, Lau A, Chen G, Pugh KR, Molfese PJ. Will you read how I will read? Naturalistic fMRI predictors of emergent reading. Neuropsychologia 2024; 193:108763. [PMID: 38141965 DOI: 10.1016/j.neuropsychologia.2023.108763] [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: 05/31/2023] [Revised: 10/07/2023] [Accepted: 12/16/2023] [Indexed: 12/25/2023]
Abstract
Despite reading being an essential and almost universal skill in the developed world, reading proficiency varies substantially from person to person. To study why, the fMRI field is beginning to turn from single-word or nonword reading tasks to naturalistic stimuli like connected text and listening to stories. To study reading development in children just beginning to read, listening to stories is an appropriate paradigm because speech perception and phonological processing are important for, and are predictors of, reading proficiency. Our study examined the relationship between behavioral reading-related skills and the neural response to listening to stories in the fMRI environment. Functional MRI were gathered in a 3T TIM-Trio scanner. During the fMRI scan, children aged approximately 7 years listened to professionally narrated common short stories and answered comprehension questions following the narration. Analyses of the data used inter-subject correlation (ISC), and representational similarity analysis (RSA). Our primary finding is that ISC reveals areas of increased synchrony in both high- and low-performing emergent readers previously implicated in reading ability/disability. Of particular interest are that several previously identified brain regions (medial temporal gyrus (MTG), inferior frontal gyrus (IFG), inferior temporal gyrus (ITG)) were found to "synchronize" across higher reading ability participants, while lower reading ability participants had idiosyncratic activation patterns in these regions. Additionally, two regions (superior frontal gyrus (SFG) and another portion of ITG) were recruited by all participants, but their specific timecourse of activation depended on reading performance. These analyses support the idea that different brain regions involved in reading follow different developmental trajectories that correlate with reading proficiency on a spectrum rather than the usual dichotomy of poor readers versus strong readers.
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Affiliation(s)
| | - David C Jangraw
- Department of Electrical and Biomedical Engineering, University of Vermont, Burlington, VT, USA
| | - Emily S Finn
- Department of Psychological and Brain Sciences, Dartmouth College, Hanover, NH, USA
| | - Peter A Bandettini
- Section on Functional Imaging Methods, NIMH, Bethesda, MD, USA; Center for Multimodal Neuroimaging, NIMH, Bethesda, MD, USA
| | - Jonathan L Preston
- Haskins Laboratories, New Haven, CT, USA; Syracuse University, Syracuse, NY, USA
| | - Nicole Landi
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA
| | - Fumiko Hoeft
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA
| | | | - Airey Lau
- Haskins Laboratories, New Haven, CT, USA
| | - Gang Chen
- Statistical Computing Core, NIMH, Bethesda, MD, USA
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA; Department of Psychological Sciences, University of Connecticut, USA; Department of Linguistics, Yale University School of Medicine, New Haven, CT, USA
| | - Peter J Molfese
- Center for Multimodal Neuroimaging, NIMH, Bethesda, MD, USA; Haskins Laboratories, New Haven, CT, USA.
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Barbieri E, Lukic S, Rogalski E, Weintraub S, Mesulam MM, Thompson CK. Neural mechanisms of sentence production: a volumetric study of primary progressive aphasia. Cereb Cortex 2024; 34:bhad470. [PMID: 38100360 PMCID: PMC10793577 DOI: 10.1093/cercor/bhad470] [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: 06/06/2023] [Revised: 11/14/2023] [Accepted: 11/16/2023] [Indexed: 12/17/2023] Open
Abstract
Studies on the neural bases of sentence production have yielded mixed results, partly due to differences in tasks and participant types. In this study, 101 individuals with primary progressive aphasia (PPA) were evaluated using a test that required spoken production following an auditory prime (Northwestern Assessment of Verbs and Sentences-Sentence Production Priming Test, NAVS-SPPT), and one that required building a sentence by ordering word cards (Northwestern Anagram Test, NAT). Voxel-Based Morphometry revealed that gray matter (GM) volume in left inferior/middle frontal gyri (L IFG/MFG) was associated with sentence production accuracy on both tasks, more so for complex sentences, whereas, GM volume in left posterior temporal regions was exclusively associated with NAVS-SPPT performance and predicted by performance on a Digit Span Forward (DSF) task. Verb retrieval deficits partly mediated the relationship between L IFG/MFG and performance on the NAVS-SPPT. These findings underscore the importance of L IFG/MFG for sentence production and suggest that this relationship is partly accounted for by verb retrieval deficits, but not phonological loop integrity. In contrast, it is possible that the posterior temporal cortex is associated with auditory short-term memory ability, to the extent that DSF performance is a valid measure of this in aphasia.
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Affiliation(s)
- Elena Barbieri
- Mesulam Center for Cognitive Neurology and Alzheimer’s Disease, Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
| | - Sladjana Lukic
- Department of Communication Sciences and Disorders, Adelphi University, 158 Cambridge Avenue, Garden City, NY 11530, United States
| | - Emily Rogalski
- Mesulam Center for Cognitive Neurology and Alzheimer’s Disease, Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
| | - Sandra Weintraub
- Mesulam Center for Cognitive Neurology and Alzheimer’s Disease, Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
- Department of Psychiatry and Behavioral Sciences, Northwestern University, 676 N Saint Clair Street, Chicago, IL 60611, United States
| | - Marek-Marsel Mesulam
- Mesulam Center for Cognitive Neurology and Alzheimer’s Disease, Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
- Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
| | - Cynthia K Thompson
- Mesulam Center for Cognitive Neurology and Alzheimer’s Disease, Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
- Department of Neurology, Northwestern University, 300 E Superior Street, Chicago, IL 60611, United States
- Department of Communication Sciences and Disorders, Northwestern University, 2240 Campus Drive, Evanston, IL 60208, United States
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Turker S, Kuhnke P, Jiang Z, Hartwigsen G. Disrupted network interactions serve as a neural marker of dyslexia. Commun Biol 2023; 6:1114. [PMID: 37923809 PMCID: PMC10624919 DOI: 10.1038/s42003-023-05499-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 10/24/2023] [Indexed: 11/06/2023] Open
Abstract
Dyslexia, a frequent learning disorder, is characterized by severe impairments in reading and writing and hypoactivation in reading regions in the left hemisphere. Despite decades of research, it remains unclear to date if observed behavioural deficits are caused by aberrant network interactions during reading and whether differences in functional activation and connectivity are directly related to reading performance. Here we provide a comprehensive characterization of reading-related brain connectivity in adults with and without dyslexia. We find disrupted functional coupling between hypoactive reading regions, especially between the left temporo-parietal and occipito-temporal cortices, and an extensive functional disruption of the right cerebellum in adults with dyslexia. Network analyses suggest that individuals with dyslexia process written stimuli via a dorsal decoding route and show stronger reading-related interaction with the right cerebellum. Moreover, increased connectivity within networks is linked to worse reading performance in dyslexia. Collectively, our results provide strong evidence for aberrant task-related connectivity as a neural marker for dyslexia that directly impacts behavioural performance. The observed differences in activation and connectivity suggest that one effective way to alleviate reading problems in dyslexia is through modulating interactions within the reading network with neurostimulation methods.
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Affiliation(s)
- Sabrina Turker
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany.
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany.
| | - Philipp Kuhnke
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany
| | - Zhizhao Jiang
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
| | - Gesa Hartwigsen
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany
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10
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Sánchez A, Carreiras M, Paz-Alonso PM. Word frequency and reading demands modulate brain activation in the inferior frontal gyrus. Sci Rep 2023; 13:17217. [PMID: 37821488 PMCID: PMC10567770 DOI: 10.1038/s41598-023-44420-z] [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: 05/18/2023] [Accepted: 10/08/2023] [Indexed: 10/13/2023] Open
Abstract
Processing efficiency differs between high- and low-frequency words, with less frequent words resulting in longer response latencies in several linguistic behavioral tasks. Nevertheless, studies using functional MRI to investigate the word frequency effect have employed diverse methodologies and produced heterogeneous results. In this study, we examine the effect of word frequency through complementary analytical approaches and functional connectivity analyses. Furthermore, we examine whether reading demands, which have been shown to influence reading-related activation, modulate the effects of word frequency. We conducted MRI scanning on 54 healthy participants who performed two versions of a single-word reading task involving high- and low-frequency words: a low-level perceptual reading task and a high-level semantic reading task. The results indicate that word frequency influenced the activation of the pars orbitalis and pars triangularis of the inferior frontal gyrus, but only in the semantic reading task. Additionally, the ventral occipitotemporal cortex exhibited stronger regional activation during the semantic reading task compared to the perceptual reading task, with no effects of word frequency. Functional connectivity analyses demonstrated significant coupling among regions within both the dorsal and ventral reading networks, without any observable effects of word frequency or task. These findings were consistent across group- and individual-level analytical approaches. Overall, our results provide further support for the involvement of the inferior frontal gyrus in semantic processing during reading, as indicated by the effect of word frequency and the influence of reading demands, highlighting the role of the ventral reading network. These findings are discussed in line with their implications for lexical and pre-lexical reading processing.
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Affiliation(s)
- Abraham Sánchez
- Basque Center On Cognition Brain and Language (BCBL), BCBL, Mikeletegi Pasealekua 69, 2, 20009, Donostia-San Sebastián, Spain.
- University of the Basque Country (EHU/UPV), Donostia-San Sebastián, Spain.
| | - Manuel Carreiras
- Basque Center On Cognition Brain and Language (BCBL), BCBL, Mikeletegi Pasealekua 69, 2, 20009, Donostia-San Sebastián, Spain
- University of the Basque Country (EHU/UPV), Donostia-San Sebastián, Spain
- IKERBASQUE, Basque Foundation for Science, Bilbao, Spain
| | - Pedro M Paz-Alonso
- Basque Center On Cognition Brain and Language (BCBL), BCBL, Mikeletegi Pasealekua 69, 2, 20009, Donostia-San Sebastián, Spain.
- IKERBASQUE, Basque Foundation for Science, Bilbao, Spain.
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Bahrami Balani A, Bickerton WL. Acquired reading impairment following brain injury. APPLIED NEUROPSYCHOLOGY. ADULT 2023:1-19. [PMID: 36745703 DOI: 10.1080/23279095.2023.2165923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
This large-scale patient study investigated the rate, unique signatures associated with acquired reading impairments, its neurocognitive correlates, and long-term outcome in 731 acute stroke patients using the sentence and non-word reading subtests of Birmingham Cognitive Screen (BCoS). The objectives for the study were to explore the (i) potentially different error patterns among adult patients, (ii) associative relationship between the different subclasses of reading impairment and performance in other cognitive domains, and (iii) recovery rates in patients nine months post-lesion compared with their initial performance. The study revealed distinctive reading impairment profiles in patients with left hemisphere (LH) and right hemisphere (RH) lesions. Some interesting associations between reading disorder and other cognitive functions were observed. Nine months post-lesion, both groups showed some recovery in reading performance compared with their baseline performance, but the rate of improvement was higher for the LH group. The study reveals unique reading profiles and impairment patterns among left and right hemisphere lesions. The findings of the study provide a deeper understanding of reading deficits that will inform clinical practice, planning of rehabilitative interventions of brain injured patients, and the scientific community.
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12
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Lee MM, Drury BC, McGrath LM, Stoodley CJ. Shared grey matter correlates of reading and attention. BRAIN AND LANGUAGE 2023; 237:105230. [PMID: 36731345 PMCID: PMC10153583 DOI: 10.1016/j.bandl.2023.105230] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 05/04/2023]
Abstract
Disorders of reading (developmental dyslexia) and attention (ADHD) have a high rate of comorbidity (25-40%), yet little is known about the neural underpinnings of this phenomenon. The current study investigated the shared and unique neural correlates of reading and attention in 330 typically developing children ages 8-18 from the Philadelphia Neurodevelopmental Cohort. Multiple regression analyses were used to identify regions of the brain where grey matter (GM) volume was associated with reading or attention scores (p < 0.001, cluster FDR p < 0.05). Better attention scores correlated with increased GM in the precuneus and higher reading scores were associated with greater thalamic GM. An exploratory conjunction analysis (p < 0.05, k > 239) found that GM in the caudate and precuneus correlated with both reading and attention scores. These results are consistent with a recent meta-analysis which identified GM reductions in the caudate in both dyslexia and ADHD and reveal potential shared neural correlates of reading and attention.
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Affiliation(s)
- Marissa M Lee
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States
| | - Brianne C Drury
- Undergraduate Program in Neuroscience, American University, United States
| | | | - Catherine J Stoodley
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States.
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13
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Nárai Á, Nemecz Z, Vidnyánszky Z, Weiss B. Lateralization of orthographic processing in fixed-gaze and natural reading conditions. Cortex 2022; 157:99-116. [PMID: 36279756 DOI: 10.1016/j.cortex.2022.07.017] [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: 02/22/2022] [Revised: 06/29/2022] [Accepted: 07/27/2022] [Indexed: 12/15/2022]
Abstract
Lateralized processing of orthographic information is a hallmark of proficient reading. However, how this finding obtained for fixed-gaze processing of orthographic stimuli translates to ecologically valid reading conditions remained to be clarified. To address this shortcoming, here we assessed the lateralization of early orthographic processing in fixed-gaze and natural reading conditions using concurrent eye-tracking and EEG data recorded from young adults without reading difficulties. Sensor-space analyses confirmed the well-known left-lateralized negative-going deflection of fixed-gaze EEG activity throughout the period of early orthographic processing. At the same time, fixation-related EEG activity exhibited left-lateralized followed by right-lateralized processing of text stimuli during natural reading. A strong positive relationship was found between the early leftward lateralization in fixed-gaze and natural reading conditions. Using source-space analyses, early left-lateralized brain activity was obtained in lateraloccipital and posterior ventral occipito-temporal cortices reflecting letter-level processing in both conditions. In addition, in the same time interval, left-lateralized source activity was found also in premotor and parietal brain regions during natural reading. While brain activity remained left-lateralized in later stages representing word-level processing in posterior and middle ventral temporal regions in the fixed-gaze condition, fixation-related source activity became stronger in the right hemisphere in medial and more anterior ventral temporal brain regions indicating higher-level processing of orthographic information. Although our results show a strong positive relationship between the lateralization of letter-level processing in the two reading modes and suggest lateralized brain activity as a general marker for processing of orthographic information, they also clearly indicate the need for reading research in ecologically valid conditions to identify the neural basis of visuospatial attentional, oculomotor and higher-level processes specific to natural reading.
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Affiliation(s)
- Ádám Nárai
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest H-1117, Hungary
| | - Zsuzsanna Nemecz
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest H-1117, Hungary; Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest H-1064, Hungary; Institute of Psychology, ELTE Eötvös Loránd University, Budapest H-1064, Hungary
| | - Zoltán Vidnyánszky
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest H-1117, Hungary
| | - Béla Weiss
- Brain Imaging Centre, Research Centre for Natural Sciences, Budapest H-1117, Hungary.
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Socioeconomic dissociations in the neural and cognitive bases of reading disorders. Dev Cogn Neurosci 2022; 58:101175. [PMID: 36401889 PMCID: PMC9674867 DOI: 10.1016/j.dcn.2022.101175] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 09/20/2022] [Accepted: 11/14/2022] [Indexed: 11/16/2022] Open
Abstract
Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6-9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing-widely considered the "core deficit" of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children's early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development.
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15
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Silva PB, Oliveira DG, Cardoso AD, Laurence PG, Boggio PS, Macedo EC. Event-related potential and lexical decision task in dyslexic adults: Lexical and lateralization effects. Front Psychol 2022; 13:852219. [PMID: 36438365 PMCID: PMC9682126 DOI: 10.3389/fpsyg.2022.852219] [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: 01/10/2022] [Accepted: 09/20/2022] [Indexed: 11/11/2022] Open
Abstract
Developmental dyslexia is a specific learning disorder that presents cognitive and neurobiological impairments related to different patterns of brain activation throughout development, continuing in adulthood. Lexical decision tasks, together with electroencephalography (EEG) measures that have great temporal precision, allow the capture of cognitive processes during the task, and can assist in the understanding of altered brain activation processes in adult dyslexics. High-density EEG allows the use of temporal analyses through event-related potentials (ERPs). The aim of this study was to compare and measure the pattern of ERPs in adults with developmental dyslexia and good readers, and to characterize and compare reading patterns between groups. Twenty university adults diagnosed with developmental dyslexia and 23 healthy adult readers paired with dyslexics participated in the study. The groups were assessed in tests of intelligence, phonological awareness, reading, and writing, as well as through the lexical decision test (LDT). During LDT, ERPs were recorded using a 128-channel EEG device. The ERPs P100 occipital, N170 occipito-temporal, N400 centro-parietal, and LPC centro-parietal were analyzed. The results showed a different cognitive profile between the groups in the reading, phonological awareness, and writing tests but not in the intelligence test. In addition, the brain activation pattern of the ERPs was different between the groups in terms of hemispheric lateralization, with higher amplitude of N170 in the dyslexia group in the right hemisphere and opposite pattern in the control group and specificities in relation to the items of the LDT, as the N400 were more negative in the Dyslexia group for words, while in the control group, this ERP was more pronounced in the pseudowords. These results are important for understanding different brain patterns in developmental dyslexia and can better guide future interventions according to the changes found in the profile.
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Affiliation(s)
| | | | | | | | | | - Elizeu Coutinho Macedo
- Social and Cognitive Neuroscience Laboratory, Developmental Disorders Program, Center for Health and Biological Sciences, Mackenzie Presbyterian University, São Paulo, Brazil
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16
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Dorofeeva SV, Iskra E, Goranskaya D, Gordeyeva E, Serebryakova M, Zyryanov A, Akhutina TV, Dragoy O. Cognitive Requirements of the Phonological Tests Affect Their Ability to Discriminate Children With and Without Developmental Dyslexia. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:3809-3826. [PMID: 36075212 DOI: 10.1044/2022_jslhr-21-00687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE The main purpose of this study was to investigate whether the performance on each of seven phonological processing (PP) tests from the Russian Test of Phonological Processing (RuToPP), with their varying levels of linguistic complexity and composite phonological indices, are significant predictors of developmental dyslexia (DD) and can reliably differentiate children with and without reading impairment. Additionally, we examined the general contribution of phonological skills to text reading fluency in children with various levels of reading performance. METHOD A total of 173 Russian-speaking 7- to 11-year-old children participated in this study: 124 who were typically developing (TD) and 49 who had been diagnosed with DD. We assessed reading fluency with a standardized reading test and PP with the RuToPP. We investigated the potential of phonological skills to predict the presence or absence of a dyslexia diagnosis using multinomial logistic regression, receiver operating characteristic (ROC) curve analysis, and calculations of the sensitivity and specificity of each test and index. The contribution of phonological skills to reading fluency was also assessed in a mixed group of children. RESULTS Six of seven RuToPP tests were significant predictors of dyslexia. However, while the RuToPP correctly identified 93%-99% of TD children, for children with dyslexia, it ranged from 4% to 47% depending on the test. In a mixed group of children with and without dyslexia, performance in the more complex phonological tests was a stronger predictor of reading fluency. CONCLUSIONS Our findings are consistent with the literature on predictors of literacy skills and dyslexia while uniquely demonstrating the impact of the complexity level of the phonological tests on the classification outcome. PP is a significant and necessary predictor of reading skills, but it is not sufficient for diagnostic purposes. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20779294.
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Affiliation(s)
| | - Ekaterina Iskra
- HSE University, Moscow, Russia
- Center for Speech Pathology and Neurorehabilitation, Moscow, Russia
| | | | | | | | | | | | - Olga Dragoy
- HSE University, Moscow, Russia
- Institute of Linguistics, Russian Academy of Sciences, Moscow
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Weiss B, Nárai Á, Vidnyánszky Z. Lateralization of early orthographic processing during natural reading is impaired in developmental dyslexia. Neuroimage 2022; 258:119383. [PMID: 35709947 DOI: 10.1016/j.neuroimage.2022.119383] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 05/08/2022] [Accepted: 06/12/2022] [Indexed: 01/08/2023] Open
Abstract
Skilled reading requires specialized visual cortical processing of orthographic information and its impairment has been proposed as a potential correlate of compromised reading in dyslexia. However, which stage of orthographic information processing during natural reading is disturbed in dyslexics remains unexplored. Here we addressed this question by simultaneously measuring the eye movements and EEG of dyslexic and control young adults during natural reading. Isolated meaningful sentences were presented at five inter-letter spacing levels spanning the range from minimal to extra-large spacing, and participants were instructed to read the text silently at their own pace. Control participants read faster, performed larger saccades and shorter fixations compared to dyslexics. While reading speed peaked around the default letter spacing, saccade amplitude increased and fixation duration decreased with the increase of letter spacing in both groups. Lateralization of occipito-temporal fixation-related EEG activity (FREA) was found in three consecutive time intervals corresponding to early orthographic processing in control readers. Importantly, the lateralization in the time range of the first negative left occipito-temporal FREA peak was specific for first fixations and exhibited an interaction effect between reading ability and letter spacing. The interaction originated in the significant decrease of FREA lateralization at extra-large compared to default letter spacing in control readers and the lack of lateralization in both letter spacing conditions in the case of dyslexics. These findings suggest that expertise-driven hemispheric functional specialization for early orthographic processing thought to be responsible for letter identity extraction during natural reading is compromised in dyslexia.
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Affiliation(s)
- Béla Weiss
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2., Budapest H-1117, Hungary.
| | - Ádám Nárai
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2., Budapest H-1117, Hungary
| | - Zoltán Vidnyánszky
- Brain Imaging Centre, Research Centre for Natural Sciences, Magyar tudósok körútja 2., Budapest H-1117, Hungary.
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18
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Vanova M, Aldridge-Waddon L, Norbury R, Jennings B, Puzzo I, Kumari V. Distinct neural signatures of schizotypy and psychopathy during visual word-nonword recognition. Hum Brain Mapp 2022; 43:3620-3632. [PMID: 35434889 PMCID: PMC9294305 DOI: 10.1002/hbm.25872] [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: 02/06/2022] [Revised: 03/30/2022] [Accepted: 04/03/2022] [Indexed: 11/10/2022] Open
Abstract
Previous behavioural data indicate lower word-nonword recognition accuracy in association with a high level of positive schizotypy, psychopathy, or motor impulsivity traits, each with some unique contribution, in the general population. This study aimed to examine the neural underpinnings of these associations using functional magnetic resonance imaging (fMRI) in a volunteer sample. Twenty-two healthy English-speaking adults completed self-report measures of schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences [O-LIFE]), psychopathy (Triarchic Psychopathy Measure [TriPM]), and impulsivity (Barratt Impulsiveness Scale [BIS-11]) and underwent whole-brain fMRI while performing a lexical decision task (LDT) featuring high and low-frequency words, real nonwords, and pseudohomophones. Higher positive schizotypy (Unusual Experiences) was associated with lower cerebellum activity during identification of low-frequency words (over real nonwords). Higher Boldness (fearless dominance) and Meanness (callous aggression) facets of psychopathy were associated with lower striatal and posterior cingulate activity when identifying nonwords over words. Higher Motor Impulsivity was associated with lower activity in the fusiform (bilaterally), inferior frontal (right-sided), and temporal gyri (bilaterally) across all stimuli-types over resting baseline. Positive schizotypy, psychopathy, and impulsivity traits influence word-nonword recognition through distinct neurocognitive mechanisms. Positive schizotypy and psychopathy appear to influence LDT performance through brain areas that play only a supportive (cerebellum) or indirect role in reading-related skills. The negative association between Motor Impulsivity and activations typically found for phonological processing and automatic word identification indicates a reduced bilateral integration of the meaning and sound of mental word representations, and inability to select the appropriate outputs, in impulsive individuals.
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Affiliation(s)
- Martina Vanova
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | - Luke Aldridge-Waddon
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | - Ray Norbury
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | - Ben Jennings
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | - Ignazio Puzzo
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | - Veena Kumari
- Division of Psychology, Department of Life Sciences, & Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
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Destoky F, Bertels J, Niesen M, Wens V, Vander Ghinst M, Rovai A, Trotta N, Lallier M, De Tiège X, Bourguignon M. The role of reading experience in atypical cortical tracking of speech and speech-in-noise in dyslexia. Neuroimage 2022; 253:119061. [PMID: 35259526 DOI: 10.1016/j.neuroimage.2022.119061] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 02/28/2022] [Accepted: 03/04/2022] [Indexed: 11/18/2022] Open
Abstract
Dyslexia is a frequent developmental disorder in which reading acquisition is delayed and that is usually associated with difficulties understanding speech in noise. At the neuronal level, children with dyslexia were reported to display abnormal cortical tracking of speech (CTS) at phrasal rate. Here, we aimed to determine if abnormal tracking relates to reduced reading experience, and if it is modulated by the severity of dyslexia or the presence of acoustic noise. We included 26 school-age children with dyslexia, 26 age-matched controls and 26 reading-level matched controls. All were native French speakers. Children's brain activity was recorded with magnetoencephalography while they listened to continuous speech in noiseless and multiple noise conditions. CTS values were compared between groups, conditions and hemispheres, and also within groups, between children with mild and severe dyslexia. Syllabic CTS was significantly reduced in the right superior temporal gyrus in children with dyslexia compared with controls matched for age but not for reading level. Severe dyslexia was characterized by lower rapid automatized naming (RAN) abilities compared with mild dyslexia, and phrasal CTS lateralized to the right hemisphere in children with mild dyslexia and all control groups but not in children with severe dyslexia. Finally, an alteration in phrasal CTS was uncovered in children with dyslexia compared with age-matched controls in babble noise conditions but not in other less challenging listening conditions (non-speech noise or noiseless conditions); no such effect was seen in comparison with reading-level matched controls. Overall, our results confirmed the finding of altered neuronal basis of speech perception in noiseless and babble noise conditions in dyslexia compared with age-matched peers. However, the absence of alteration in comparison with reading-level matched controls demonstrates that such alterations are associated with reduced reading level, suggesting they are merely driven by reduced reading experience rather than a cause of dyslexia. Finally, our result of altered hemispheric lateralization of phrasal CTS in relation with altered RAN abilities in severe dyslexia is in line with a temporal sampling deficit of speech at phrasal rate in dyslexia.
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Affiliation(s)
- Florian Destoky
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium.
| | - Julie Bertels
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Consciousness, Cognition and Computation Group, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), Brussels, Belgium
| | - Maxime Niesen
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Service d'ORL et de Chirurgie Cervico-Faciale, ULB-Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels 1070, Belgium
| | - Vincent Wens
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Department of Functional Neuroima ging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Marc Vander Ghinst
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Service d'ORL et de Chirurgie Cervico-Faciale, ULB-Hôpital Erasme, Université libre de Bruxelles (ULB), Brussels 1070, Belgium
| | - Antonin Rovai
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Department of Functional Neuroima ging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Nicola Trotta
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Department of Functional Neuroima ging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Marie Lallier
- BCBL, Basque Center on Cognition, Brain and Language, San Sebastian 20009, Spain
| | - Xavier De Tiège
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; Department of Functional Neuroima ging, Service of Nuclear Medicine, CUB Hôpital Erasme, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Mathieu Bourguignon
- Laboratoire de Neuroanatomie et Neuroimagerie translationnelles, UNI-ULB Neuroscience Institute, Université libre de Bruxelles (ULB), 808 Leenik Street, Brussels 1070, Belgium; BCBL, Basque Center on Cognition, Brain and Language, San Sebastian 20009, Spain; Laboratory of Neurophysiology and Movement Biomechanics, UNI-ULB Neuroscience Institute, Université Libre de Bruxelles (ULB), Brussels, Belgium
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20
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The selective contributions of right cerebellar lobules to reading. Brain Struct Funct 2022; 227:963-977. [PMID: 34997379 DOI: 10.1007/s00429-021-02434-1] [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: 09/16/2021] [Accepted: 11/19/2021] [Indexed: 11/02/2022]
Abstract
The engagement of the cerebellum during reading tasks is not unprecedented. However, it is still unclear which regions in the cerebellum are specifically involved in reading and how the cerebellum processes different languages. With functional magnetic resonance imaging, we compared the cerebellar neural activity in Chinese child learners of English between reading and non-reading tasks to identify functionally specialized areas for reading, and between Chinese characters and English words in a passive viewing paradigm to detect regions sensitive to different scripts. Two posterior subregions of right lobule VI, as well as right lobule VIIIA, demonstrated greater activation to viewing Chinese characters and English words compared to the non-reading tasks. However, we did not find any cerebellar regions that were differentially responsive to Chinese versus English print. Instead, we observed that functional connectivity between the two above-mentioned cerebellar regions (lobules VI and VIIIA) and the left inferior parietal lobule was significantly greater in English reading compared to Chinese reading. Overall, these results indicate that the posterior parts of right lobule VI and the right lobule VIIIA could be reading-specific regions, and deepen our understanding of how the cerebellum contributes to reading.
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21
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Romanovska L, Bonte M. How Learning to Read Changes the Listening Brain. Front Psychol 2021; 12:726882. [PMID: 34987442 PMCID: PMC8721231 DOI: 10.3389/fpsyg.2021.726882] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 11/23/2021] [Indexed: 01/18/2023] Open
Abstract
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.
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Affiliation(s)
| | - Milene Bonte
- *Correspondence: Linda Romanovska, ; Milene Bonte,
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22
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Zou L, Xia Z, Zhang W, Zhang X, Shu H. Brain responses during auditory word recognition vary with reading ability in Chinese school-age children. Dev Sci 2021; 25:e13216. [PMID: 34910843 DOI: 10.1111/desc.13216] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 10/07/2021] [Accepted: 12/06/2021] [Indexed: 12/28/2022]
Abstract
While the close relationship between the brain system for speech processing and reading development is well-documented in alphabetic languages, whether and how such a link exists in children in a language without systematic grapheme-phoneme correspondence has not been directly investigated. In the present study, we measured Chinese children's brain activation during an auditory lexical decision task with functional magnetic resonance imaging. The results showed that brain areas distributed across the temporal and frontal lobes activated during spoken word recognition. In addition, the left occipitotemporal cortex (OTC) was recruited, especially under the real word condition, thus confirming the involvement of this orthographic-related area in spoken language processing in Chinese children. Importantly, activation of the left temporoparietal cortex (TPC) in response to words and pseudowords was positively correlated with children's reading ability, thus supporting the salient role phonological processing plays in Chinese reading in the developing brain. Furthermore, children with higher reading scores also increasingly recruited the left anterior OTC to make decisions on the lexical status of pseudowords, indicating that higher-skill children tend to search abstract lexical representations more deeply than lower-skill children in deciding whether spoken syllables are real. In contrast, the precuneus was more related to trial-by-trial reaction time in lower-skill children, suggesting that effort-related neural systems differ among pupils with varying reading abilities. Taken together, these findings suggest a strong link between the neural correlates of speech processing and reading ability in Chinese children, thus supporting a universal basis underlying reading development across languages.
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Affiliation(s)
- Lijuan Zou
- School of Psychology, Shandong Normal University, Jinan, China.,School of Psychology and Education, Zaozhuang University, Zaozhuang, China
| | - Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,School of Systems Science, Beijing Normal University, Beijing, China
| | - Wei Zhang
- College of Chemical Engineering and Material Science, Zaozhuang University, Zaozhuang, China
| | - Xianglin Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
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23
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Xia Z, Wang C, Hancock R, Vandermosten M, Hoeft F. Development of thalamus mediates paternal age effect on offspring reading: A preliminary investigation. Hum Brain Mapp 2021; 42:4580-4596. [PMID: 34219304 PMCID: PMC8410543 DOI: 10.1002/hbm.25567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Revised: 05/31/2021] [Accepted: 06/13/2021] [Indexed: 12/20/2022] Open
Abstract
The importance of (inherited) genetic impact in reading development is well established. De novo mutation is another important contributor that is recently gathering interest as a major liability of neurodevelopmental disorders, but has been neglected in reading research to date. Paternal age at childbirth (PatAGE) is known as the most prominent risk factor for de novo mutation, which has been repeatedly shown by molecular genetic studies. As one of the first efforts, we performed a preliminary investigation of the relationship between PatAGE, offspring's reading, and brain structure in a longitudinal neuroimaging study following 51 children from kindergarten through third grade. The results showed that greater PatAGE was significantly associated with worse reading, explaining an additional 9.5% of the variance after controlling for a number of confounds-including familial factors and cognitive-linguistic reading precursors. Moreover, this effect was mediated by volumetric maturation of the left posterior thalamus from ages 5 to 8. Complementary analyses indicated the PatAGE-related thalamic region was most likely located in the pulvinar nuclei and related to the dorsal attention network by using brain atlases, public datasets, and offspring's diffusion imaging data. Altogether, these findings provide novel insights into neurocognitive mechanisms underlying the PatAGE effect on reading acquisition during its earliest phase and suggest promising areas of future research.
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Affiliation(s)
- Zhichao Xia
- Department of Psychiatry and Weill Institute for NeurosciencesUniversity of CaliforniaSan FranciscoCaliforniaUSA
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina
- School of Systems ScienceBeijing Normal UniversityBeijingChina
| | - Cheng Wang
- Department of Psychiatry and Weill Institute for NeurosciencesUniversity of CaliforniaSan FranciscoCaliforniaUSA
| | - Roeland Hancock
- Department of Psychological Sciences and Brain Imaging Research CenterUniversity of ConnecticutStorrsConnecticutUSA
| | - Maaike Vandermosten
- Department of Psychiatry and Weill Institute for NeurosciencesUniversity of CaliforniaSan FranciscoCaliforniaUSA
- Department of NeuroscienceExperimental ORL, KU LeuvenLeuvenBelgium
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for NeurosciencesUniversity of CaliforniaSan FranciscoCaliforniaUSA
- Department of Psychological Sciences and Brain Imaging Research CenterUniversity of ConnecticutStorrsConnecticutUSA
- Haskins LaboratoriesNew HavenConnecticutUSA
- Department of NeuropsychiatryKeio University School of MedicineShinjuku‐kuTokyoJapan
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24
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Carioti D, Masia MF, Travellini S, Berlingeri M. Orthographic depth and developmental dyslexia: a meta-analytic study. ANNALS OF DYSLEXIA 2021; 71:399-438. [PMID: 33982221 PMCID: PMC8458191 DOI: 10.1007/s11881-021-00226-0] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 04/04/2021] [Indexed: 05/05/2023]
Abstract
Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups' performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.
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Affiliation(s)
- Desiré Carioti
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Marta Franca Masia
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy
| | - Manuela Berlingeri
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy.
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy.
- NeuroMi, Milan Center for Neuroscience, Milan, Italy.
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25
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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: 18] [Impact Index Per Article: 6.0] [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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26
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Collette E, Schelstraete MA. Accès aux représentations sémantiques en lecture et inhibition cognitive chez les étudiants dyslexiques : l’apport de la tâche Stroop sémantique. ANNEE PSYCHOLOGIQUE 2021. [DOI: 10.3917/anpsy1.213.0177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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27
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Borghesani V, Wang C, Watson C, Bouhali F, Caverzasi E, Battistella G, Bogley R, Yabut NA, Deleon J, Miller ZA, Hoeft F, Mandelli ML, Gorno-Tempini ML. Functional and morphological correlates of developmental dyslexia: A multimodal investigation of the ventral occipitotemporal cortex. J Neuroimaging 2021; 31:962-972. [PMID: 34115429 PMCID: PMC10832296 DOI: 10.1111/jon.12892] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 05/03/2021] [Accepted: 05/21/2021] [Indexed: 12/26/2022] Open
Abstract
BACKGROUND AND PURPOSE The ventral occipitotemporal cortex (vOT) is a region crucial for reading acquisition through selective tuning to printed words. Developmental dyslexia is a disorder of reading with underlying neurobiological bases often associated with atypical neural responses to printed words. Previous studies have discovered anomalous structural development and function of the vOT in individuals with dyslexia. However, it remains unclear if or how structural abnormalities relate to functional alterations. METHODS In this study, we acquired structural, functional (words and faces processing), and diffusion MRI data from 26 children with dyslexia (average age = 10.4 ± 2.0 years) and 14 age-matched typically developing readers (average age = 10.4 ± 1.6 years). Morphological indices of local gyrification, neurite density (i.e., dendritic arborization structure), and orientation dispersion (i.e., dendritic arborization orientation) were analyzed within the vOT region that showed preferential activation in typically developing readers for words (as compared to face stimuli). RESULTS The two cohorts diverged significantly in both functional and structural measures. Compared to typically developing controls, children with dyslexia did not show selectivity for words in the left vOT (contrast: words > false fonts). This lack of tuning to printed words was associated with greater neurite dispersion heterogeneity in the dyslexia cohort, but similar neurite density. These group differences were not present in the homologous contralateral area, the right vOT. CONCLUSIONS Our findings provide new insight into the neurobiology of the lack of vOT word tuning in dyslexia by linking behavior, alterations in functional activation, and neurite organization.
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Affiliation(s)
- Valentina Borghesani
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
| | - Cheng Wang
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Christa Watson
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Florence Bouhali
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
| | - Eduardo Caverzasi
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Giovanni Battistella
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Rian Bogley
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Nicole A Yabut
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Jessica Deleon
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Zachary A Miller
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
- Department of Psychological Sciences, University of Connecticut, Mansfield, Connecticut, USA
- Brain Imaging Research Center, University of Connecticut, Mansfield, Connecticut, USA
| | - Maria Luisa Mandelli
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Maria Luisa Gorno-Tempini
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
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28
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Ostertag C, Reynolds JE, Dewey D, Landman B, Huo Y, Lebel C. Altered gray matter development in pre-reading children with a family history of reading disorder. Dev Sci 2021; 25:e13160. [PMID: 34278658 DOI: 10.1111/desc.13160] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 07/07/2021] [Accepted: 07/09/2021] [Indexed: 12/23/2022]
Abstract
Reading disorders are common in children and can impact academic success, mental health, and career prospects. Reading is supported by network of interconnected left hemisphere brain regions, including temporo-parietal, occipito-temporal, and inferior-frontal circuits. Poor readers often show hypoactivation and reduced gray matter volumes in this reading network, with hyperactivation and increased volumes in the posterior right hemisphere. We assessed gray matter development longitudinally in pre-reading children aged 2-5 years using magnetic resonance imaging (MRI) (N = 32, 110 MRI scans; mean age: 4.40 ± 0.77 years), half of whom had a family history of reading disorder. The family history group showed slower proportional growth (relative to total brain volume) in the left supramarginal and inferior frontal gyri, and faster proportional growth in the right angular, right fusiform, and bilateral lingual gyri. This suggests delayed development of left hemisphere reading areas in children with a family history of dyslexia, along with faster growth in right homologues. This alternate development pattern may predispose the brain to later reading difficulties and may later manifest as the commonly noted compensatory mechanisms. The results of this study further shows our understanding of structural brain alterations that may form the neurological basis of reading difficulties.
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Affiliation(s)
- Curtis Ostertag
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Jess E Reynolds
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
| | - Deborah Dewey
- Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada.,Department of Pediatrics, University of Calgary, Calgary, AB, Canada.,Department of Community Health Sciences, University of Calgary, Calgary, AB, Canada
| | - Bennett Landman
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Yuankai Huo
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Catherine Lebel
- Department of Radiology, University of Calgary, Calgary, AB, Canada.,Owerko Centre, Alberta Children Hospital Research Institute, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, University of Calgary, Calgary, AB, Canada
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29
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Gabel LA, Voss K, Johnson E, Lindström ER, Truong DT, Murray EM, Cariño K, Nielsen CM, Paniagua S, Gruen JR. Identifying Dyslexia: Link between Maze Learning and Dyslexia Susceptibility Gene, DCDC2, in Young Children. Dev Neurosci 2021; 43:116-133. [PMID: 34186533 DOI: 10.1159/000516667] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 04/20/2021] [Indexed: 12/29/2022] Open
Abstract
Dyslexia is a common learning disability that affects processing of written language despite adequate intelligence and educational background. If learning disabilities remain untreated, a child may experience long-term social and emotional problems, which influence future success in all aspects of their life. Dyslexia has a 60% heritability rate, and genetic studies have identified multiple dyslexia susceptibility genes (DSGs). DSGs, such as DCDC2, are consistently associated with the risk and severity of reading disability (RD). Altered neural connectivity within temporoparietal regions of the brain is associated with specific variants of DSGs in individuals with RD. Genetically altering DSG expression in mice results in visual and auditory processing deficits as well as neurophysiological and neuroanatomical disruptions. Previously, we demonstrated that learning deficits associated with RD can be translated across species using virtual environments. In this 2-year longitudinal study, we demonstrate that performance on a virtual Hebb-Williams maze in pre-readers is able to predict future reading impairment, and the genetic risk strengthens, but is not dependent on, this relationship. Due to the lack of oral reporting and use of letters, this easy-to-use tool may be particularly valuable in a remote working environment as well as working with vulnerable populations such as English language learners.
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Affiliation(s)
- Lisa A Gabel
- Department of Psychology, Lafayette College, Easton, Pennsylvania, USA.,Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Kelsey Voss
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Evelyn Johnson
- Department of Special Education, Boise State University, Boise, Idaho, USA
| | - Esther R Lindström
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Dongnhu T Truong
- Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA
| | - Erin M Murray
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Karla Cariño
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Christiana M Nielsen
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Steven Paniagua
- Department of Genetics, Yale School of Medicine, New Haven, Connecticut, USA
| | - Jeffrey R Gruen
- Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA.,Department of Genetics, Yale School of Medicine, New Haven, Connecticut, USA
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30
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Ota M, Koshibe Y, Higashi S, Nemoto K, Tsukada E, Tamura M, Takahashi T, Arai T. Structural Brain Network Correlated with Reading Impairment in Alzheimer's Disease. Dement Geriatr Cogn Disord 2021; 49:264-269. [PMID: 32810848 DOI: 10.1159/000508406] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Accepted: 05/04/2020] [Indexed: 12/22/2022] Open
Abstract
AIM Alzheimer's disease (AD) is the most common age-related neurodegenerative disease and leads to dementia. AD is characterized by progressive declines in memory and, as the disease progresses, language dysfunction. Although it has been reported that AD patients show progressive aphasia, no study has examined the relationship between language functions estimated by the Standard Language Test for Aphasia (SLTA) and brain network connectivity in Japanese AD patients. If present, such a relationship would be of particular interest because Japanese speakers are accustomed to mingling ideography and phonography. METHODS 22 Japanese patients with AD who underwent 1.5-tesla MRI scan and SLTA, the scale for speech and reading impairment, participated in this study. We computed brain network connectivity metrics such as degree, betweenness centrality, and clustering coefficient, and estimated their relationships with the subscores of SLTA. RESULTS There was a significant negative correlation between the score for "reading aloud Kanji words" and the clustering coefficient in the left inferior temporal region, bilateral hippocampal regions, and right parietotemporal region. We also found a significant negative correlation between the score for "auditory comprehension of words" and the clustering coefficient in the left prefrontal region. No significant relationship was found between the other SLTA scores and the network metrics. CONCLUSIONS Our data suggest relationships between reading impairments and regional brain network connectivity in Japanese patients with AD. The brain connectome may provide adjunct biological information that could improve our understanding of reading impairment.
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Affiliation(s)
- Miho Ota
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan,
| | - Yuko Koshibe
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Shinji Higashi
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan.,Department of Psychiatry, Ibaraki Medical Center, Tokyo Medical University, Ami-machi, Japan
| | - Kiyotaka Nemoto
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Eriko Tsukada
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Masashi Tamura
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Takumi Takahashi
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
| | - Tetsuaki Arai
- Department of Psychiatry, Division of Clinical Medicine, Faculty of Medicine, University of Tsukuba, Tsukuba, Japan
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31
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Lou C, Cross AM, Peters L, Ansari D, Joanisse MF. Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities. Dev Cogn Neurosci 2021; 49:100957. [PMID: 33894677 PMCID: PMC8093404 DOI: 10.1016/j.dcn.2021.100957] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Revised: 03/29/2021] [Accepted: 04/15/2021] [Indexed: 01/18/2023] Open
Abstract
The present work considers how connectome-wide differences in brain organization might distinguish good and poor readers. The connectome comprises a ‘rich-club’ organization in which a small number of hub regions play a focal role in assisting global communication across the whole brain. Prior work indicates that this rich-club structure is associated with typical and impaired cognitive function although no work so far has examined how this relates to skilled reading or its disorders. Here we investigated the rich-club structure of brain’s white matter connectome and its relationship to reading subskills in 64 children with and without reading disabilities. Among three types of white matter connections, the strength of feeder connections that connect hub and non-hub nodes was significantly correlated with word reading efficiency and phonemic decoding. Phonemic decoding was also positively correlated with connectivity between connectome-wide hubs and nodes within the left-hemisphere reading network, as well as the local efficiency of the reading network. Exploratory analyses also identified sex differences indicating these effects were stronger in girls. This work highlights the independent roles of connectome-wide structure and the more narrowly-defined reading network in understanding the neural bases of skilled and impaired reading in children.
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Affiliation(s)
- Chenglin Lou
- Department of Psychology, The University of Western Ontario, London, Canada; Brain and Mind Institute, The University of Western Ontario, London, Canada.
| | - Alexandra M Cross
- Brain and Mind Institute, The University of Western Ontario, London, Canada; Health and Rehabilitation Sciences, The University of Western Ontario, London, Canada
| | - Lien Peters
- Department of Psychology, The University of Western Ontario, London, Canada; Brain and Mind Institute, The University of Western Ontario, London, Canada
| | - Daniel Ansari
- Department of Psychology, The University of Western Ontario, London, Canada; Brain and Mind Institute, The University of Western Ontario, London, Canada; Faculty of Education, The University of Western Ontario, London, Canada
| | - Marc F Joanisse
- Department of Psychology, The University of Western Ontario, London, Canada; Brain and Mind Institute, The University of Western Ontario, London, Canada; Haskins Laboratories, New Haven, CT, USA
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32
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Cargnelutti E, Maieron M, Ius T, Skrap M, Tomasino B. Relation Between Reading Performance and White-Matter Alteration and Reorganization in Neurosurgical Patients. Front Neurol 2020; 11:563259. [PMID: 33424737 PMCID: PMC7793733 DOI: 10.3389/fneur.2020.563259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 11/04/2020] [Indexed: 01/18/2023] Open
Abstract
Reading abilities and diffusion tensor imaging (DTI) parameters were retrospectively analyzed in a group of neurosurgical patients to investigate (Study 1) the role of white matter-in particular the arcuate fasciculus (AF)-in preserved vs. impaired reading; 4 months after surgery, we explored the plasticity processes (Study 2). Study 1 involved 40 patients with brain glioma (23 low-grade and 17 high-grade gliomas). We compared preoperative DTI parameters of language-related fascicles between patients who developed a reading impairment after surgery (n = 23) and patients with preserved reading (n = 17). Besides lower fractional anisotropy (FA), patients with impaired reading also displayed lower number and density of streamlines of a direct (i.e., directly connecting temporal and frontal lobes) AF segment. In Study 2, we longitudinally tested at follow-up-when reading performance had generally improved-13 patients diagnosed with low-grade glioma. The most relevant finding was a significant increase in length of streamlines of the direct AF segments in both hemispheres. From a neurosurgical perspective, our preliminary findings suggest the clinical importance of sparing direct AF segments for the involvement they showed in reading; however, the results also suggest the reorganization potential of these segments, possibly compensating of the right homologs as well.
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Affiliation(s)
- Elisa Cargnelutti
- Scientific Institute, IRCCS E. Medea, Dipartimento/Unità Operativa Pasian di Prato, Udine, Italy
| | - Marta Maieron
- Struttura Organizzativa Complessa (SOC) Fisica Sanitaria, Azienda Sanitaria Universitaria Friuli Centrale (ASU FC), Udine, Italy
| | - Tamara Ius
- Struttura Organizzativa Complessa (SOC) Neurochirurgia, Azienda Sanitaria Universitaria Friuli Centrale (ASU FC), Udine, Italy
| | - Miran Skrap
- Struttura Organizzativa Complessa (SOC) Neurochirurgia, Azienda Sanitaria Universitaria Friuli Centrale (ASU FC), Udine, Italy
| | - Barbara Tomasino
- Scientific Institute, IRCCS E. Medea, Dipartimento/Unità Operativa Pasian di Prato, Udine, Italy
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33
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Grant JG, Siegel LS, D'Angiulli A. From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities. Front Public Health 2020; 8:469. [PMID: 33194932 PMCID: PMC7642246 DOI: 10.3389/fpubh.2020.00469] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2019] [Accepted: 07/24/2020] [Indexed: 11/13/2022] Open
Abstract
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.
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Affiliation(s)
- Jeremy G Grant
- Department of Neuroscience, Carleton University, Ottawa, ON, Canada
| | - Linda S Siegel
- Department of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC, Canada
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34
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Junker FB, Schlaffke L, Bellebaum C, Ghio M, Brühl S, Axmacher N, Schmidt-Wilcke T. Transition From Sublexical to Lexico-Semantic Stimulus Processing. Front Syst Neurosci 2020; 14:522384. [PMID: 33192346 PMCID: PMC7662113 DOI: 10.3389/fnsys.2020.522384] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2019] [Accepted: 10/07/2020] [Indexed: 11/18/2022] Open
Abstract
Resembling letter-by-letter translation, Morse code can be used to investigate various linguistic components by slowing down the cognitive process of language decoding. Using fMRI and Morse code, we investigated patterns of brain activation associated with decoding three-letter words or non-words and making a lexical decision. Our data suggest that early sublexical processing is associated with activation in brain regions that are involved in sound-patterns to phoneme conversion (inferior parietal lobule), phonological output buffer (inferior frontal cortex: pars opercularis) as well as phonological and semantic top-down predictions (inferior frontal cortex: pars triangularis). In addition, later lexico-semantic processing of meaningful stimuli is associated with activation of the phonological lexicon (angular gyrus) and the semantic system (default mode network). Overall, our data indicate that sublexical and lexico-semantic analyses comprise two cognitive processes that rely on neighboring networks in the left frontal cortex and parietal lobule.
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Affiliation(s)
- Frederick Benjamin Junker
- Department of Neuropsychology, Ruhr-University Bochum, Bochum, Germany
- Department of Clinical Neuroscience and Medical Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Lara Schlaffke
- Department for Neurology, Professional Association Berufsgenossenschaft-University Hospital Bergmannsheil, Bochum, Germany
| | - Christian Bellebaum
- Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Marta Ghio
- Institute of Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Stefanie Brühl
- St. Mauritius Therapy Clinic, Meerbusch, Germany
- Department of Neurology, Rheinisch-Westfälische Technische Hochschule (RWTH) Aachen University, Aachen, Germany
- Division of Neuroscience and Experimental Psychology, University of Manchester, Manchester, United Kingdom
| | - Nikolai Axmacher
- Department of Neuropsychology, Ruhr-University Bochum, Bochum, Germany
| | - Tobias Schmidt-Wilcke
- Department of Clinical Neuroscience and Medical Psychology, Heinrich Heine University, Düsseldorf, Germany
- St. Mauritius Therapy Clinic, Meerbusch, Germany
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Beaulieu C, Yip E, Low PB, Mädler B, Lebel CA, Siegel L, Mackay AL, Laule C. Myelin Water Imaging Demonstrates Lower Brain Myelination in Children and Adolescents With Poor Reading Ability. Front Hum Neurosci 2020; 14:568395. [PMID: 33192398 PMCID: PMC7596275 DOI: 10.3389/fnhum.2020.568395] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 08/31/2020] [Indexed: 01/18/2023] Open
Abstract
Magnetic resonance imaging (MRI) provides a means to non-invasively investigate the neurological links with dyslexia, a learning disability that affects one’s ability to read. Most previous brain MRI studies of dyslexia and reading skill have used structural or diffusion imaging to reveal regional brain abnormalities. However, volumetric and diffusion MRI lack specificity in their interpretation at the microstructural level. Myelin is a critical neural component for brain function and plasticity, and as such, deficits in myelin may impact reading ability. MRI can estimate myelin using myelin water fraction (MWF) imaging, which is based on evaluation of the proportion of short T2 myelin-associated water from multi-exponential T2 relaxation analysis, but has not yet been applied to the study of reading or dyslexia. In this study, MWF MRI, intelligence, and reading assessments were acquired in 20 participants aged 10–18 years with a wide range of reading ability to investigate the relationship between reading ability and myelination. Group comparisons showed markedly lower MWF by 16–69% in poor readers relative to good readers in the left and right thalamus, as well as the left posterior limb of the internal capsule, left/right anterior limb of the internal capsule, left/right centrum semiovale, and splenium of the corpus callosum. MWF over the entire group also correlated positively with three different reading scores in the bilateral thalamus as well as white matter, including the splenium of the corpus callosum, left posterior limb of the internal capsule, left anterior limb of the internal capsule, and left centrum semiovale. MWF imaging from T2 relaxation suggests that myelination, particularly in the bilateral thalamus, splenium, and left hemisphere white matter, plays a role in reading abilities. Myelin water imaging thus provides a potentially valuable in vivo imaging tool for the study of dyslexia and its remediation.
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Affiliation(s)
- Christian Beaulieu
- Department of Biomedical Engineering, University of Alberta, Edmonton, AB, Canada
| | - Eugene Yip
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada
| | - Pauline B Low
- Department of Education and Counseling Psychology, University of British Columbia, Vancouver, BC, Canada
| | | | | | - Linda Siegel
- Department of Education and Counseling Psychology, University of British Columbia, Vancouver, BC, Canada
| | - Alex L Mackay
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada.,Department of Radiology, University of British Columbia, Vancouver, BC, Canada
| | - Cornelia Laule
- Department of Physics and Astronomy, University of British Columbia, Vancouver, BC, Canada.,Department of Radiology, University of British Columbia, Vancouver, BC, Canada.,Department of Pathology & Laboratory Medicine, University of British Columbia, Vancouver, BC, Canada.,International Collaboration on Repair Discoveries (ICORD), University of British Columbia, Vancouver, BC, Canada
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36
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Koyama MS, Molfese PJ, Milham MP, Mencl WE, Pugh KR. Thalamus is a common locus of reading, arithmetic, and IQ: Analysis of local intrinsic functional properties. BRAIN AND LANGUAGE 2020; 209:104835. [PMID: 32738503 PMCID: PMC8087146 DOI: 10.1016/j.bandl.2020.104835] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2019] [Revised: 06/24/2020] [Accepted: 06/28/2020] [Indexed: 05/04/2023]
Abstract
Neuroimaging studies of basic achievement skills - reading and arithmetic - often control for the effect of IQ to identify unique neural correlates of each skill. This may underestimate possible effects of common factors between achievement and IQ measures on neuroimaging results. Here, we simultaneously examined achievement (reading and arithmetic) and IQ measures in young adults, aiming to identify MRI correlates of their common factors. Resting-state fMRI (rs-fMRI) data were analyzed using two metrics assessing local intrinsic functional properties; regional homogeneity (ReHo) and fractional amplitude low frequency fluctuation (fALFF), measuring local intrinsic functional connectivity and intrinsic functional activity, respectively. ReHo highlighted the thalamus/pulvinar (a subcortical region implied for selective attention) as a common locus for both achievement skills and IQ. More specifically, the higher the ReHo values, the lower the achievement and IQ scores. For fALFF, the left superior parietal lobule, part of the dorsal attention network, was positively associated with reading and IQ. Collectively, our results highlight attention-related regions, particularly the thalamus/pulvinar as a key region related to individual differences in performance on all the three measures. ReHo in the thalamus/pulvinar may serve as a tool to examine brain mechanisms underlying a comorbidity of reading and arithmetic difficulties, which could co-occur with weakness in general intellectual abilities.
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Affiliation(s)
- Maki S Koyama
- Haskins Laboratories, New Haven, CT, USA; Center for the Developing Brain, Child Mind Institute, New York, NY, USA.
| | - Peter J Molfese
- Haskins Laboratories, New Haven, CT, USA; Section on Functional Imaging Methods, Laboratory of Brain and Cognition, Department of Health and Human Services, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA.
| | - Michael P Milham
- Center for the Developing Brain, Child Mind Institute, New York, NY, USA; Center for Biomedical Imagingand Neuromodulation, Nathan Kline Institute, Orangeburg, NY, USA.
| | | | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA; Yale University School of Medicine, Department of Diagnostic Radiology, New Haven, CT, USA; University of Connecticut, Department of Psychology, Storrs, CT, USA.
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37
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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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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: 15] [Impact Index Per Article: 3.8] [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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39
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Hashimoto T, Higuchi H, Uno A, Yokota S, Asano K, Taki Y, Kawashima R. Association Between Resting-State Functional Connectivity and Reading in Two Writing Systems in Japanese Children With and Without Developmental Dyslexia. Brain Connect 2020; 10:254-266. [PMID: 32567365 PMCID: PMC7465633 DOI: 10.1089/brain.2020.0759] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Introduction: Japanese is unique, as it features two distinct writing systems that share the same sound and meaning: syllabic Hiragana and logographic Kanji scripts. Acquired reading difficulties in Hiragana and Kanji have been examined in older patients with brain lesions. However, the precise mechanisms underlying deficits in developmental dyslexia (DD) remain unclear. Materials and Methods: The neural signatures of Japanese children with DD were examined by using resting-state functional magnetic resonance imaging. We examined 22 dyslexic and 46 typically developing (TD) children, aged 7–14 years. Results: Reading performance in each writing system was correlated with neural connectivity in TD children. In contrast, in children with DD, weak associations between neural connectivity and reading performance were observed. In TD children, Hiragana-reading fluency was positively correlated with the left fusiform gyrus network. No significant correlations between Hiragana fluency and neural connectivity were observed in children with DD. Correspondingly, there were fewer correlations between Kanji accuracy and strength of reading-related connectivity in children with DD, whereas positive correlations with the bilateral fronto-parietal network and negative correlations with the left fusiform network were found in TD children. Discussion: These data suggest that positive and negative coupling with neural connectivity is associated with developing Japanese reading skills. Further, different neural connectivity correlations between Hiragana fluency and Kanji accuracy were detected in TD children but less in children with DD. Conclusion: The two writing systems may exert differential effects and deficits on reading in healthy children and in children with DD, respectively.
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Affiliation(s)
- Teruo Hashimoto
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Hiroki Higuchi
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Akira Uno
- Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba, Japan
| | - Susumu Yokota
- Faculty of Art and Science, Kyushu University, Fukuoka, Japan
| | - Kohei Asano
- Kokoro Research Center, Kyoto University, Kyoto, Japan
| | - Yasuyuki Taki
- Department of Nuclear Medicine and Radiology, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
| | - Ryuta Kawashima
- Division of Developmental Cognitive Neuroscience, Institute of Development, Aging and Cancer, Tohoku University, Sendai, Japan
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40
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Zhou W, Kwok VPY, Su M, Luo J, Tan LH. Children's neurodevelopment of reading is affected by China's language input system in the information era. NPJ SCIENCE OF LEARNING 2020; 5:3. [PMID: 32284879 PMCID: PMC7125128 DOI: 10.1038/s41539-020-0062-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Accepted: 03/11/2020] [Indexed: 06/11/2023]
Abstract
Communications through electronic devices require knowledge in typewriting, typically with the pinyin input method in China. Yet, the over utilization of the pronunciation-based pinyin input method may violate the traditional learning processes of written Chinese, which involves abundant visual orthographic analysis of characters and repeated writing. We used functional magnetic resonance imaging to examine the influence of pinyin typing on reading neurodevelopment of intermediate Chinese readers (age 9-11). We found that, relative to less frequent pinyin users, more frequent pinyin users showed an overall weaker pattern of cortical activations in the left middle frontal gyrus, left inferior frontal gyrus, and right fusiform gyrus in performing reading tasks. In addition, more frequent pinyin typists had relatively less gray matter volume in the left middle frontal region, a site known to be crucial for Chinese reading. This study demonstrates that Chinese children's brain development in the information era is affected by the frequent use of the pinyin input method.
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Affiliation(s)
- Wei Zhou
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, 100037 China
| | - Veronica P. Y. Kwok
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, 518060 China
| | - Mengmeng Su
- College of Elementary Education, Capital Normal University, Beijing, 100037 China
| | - Jin Luo
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, 100037 China
| | - Li Hai Tan
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, 518060 China
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