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Farah R, Dworetsky A, Coalson RS, Petersen SE, Schlaggar BL, Rosch KS, Horowitz-Kraus T. An executive-functions-based reading training enhances sensory-motor systems integration during reading fluency in children with dyslexia. Cereb Cortex 2024; 34:bhae166. [PMID: 38664864 PMCID: PMC11045473 DOI: 10.1093/cercor/bhae166] [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: 04/07/2023] [Revised: 03/25/2024] [Accepted: 03/27/2024] [Indexed: 04/28/2024] Open
Abstract
The Simple View of Reading model suggests that intact language processing and word decoding lead to proficient reading comprehension, with recent studies pointing at executive functions as an important component contributing to reading proficiency. Here, we aimed to determine the underlying mechanism(s) for these changes. Participants include 120 8- to 12-year-old children (n = 55 with dyslexia, n = 65 typical readers) trained on an executive functions-based reading program, including pre/postfunctional MRI and behavioral data collection. Across groups, improved word reading was related to stronger functional connections within executive functions and sensory networks. In children with dyslexia, faster and more accurate word reading was related to stronger functional connections within and between sensory networks. These results suggest greater synchronization of brain systems after the intervention, consistent with the "neural noise" hypothesis in children with dyslexia and support the consideration of including executive functions as part of the Simple View of Reading model.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Faculty of Biomedical Engineering, Technion, Haifa, 3200003, Israel
| | - Ally Dworetsky
- Neurology and Radiology at Washington University Medical School, St Louis, MO, United States
| | - Rebecca S Coalson
- Neurology and Radiology at Washington University Medical School, St Louis, MO, United States
| | - Steven E Petersen
- Department of Neurology, Washington University Medical School, 1 Brookings Dr, St. Louis, MO 63130, United States
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Departments of Neurology and Pediatrics, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
| | - Keri S Rosch
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Faculty of Biomedical Engineering, Technion, Haifa, 3200003, Israel
- Kennedy Krieger Institute, 707 North Broadway Baltimore, MD 21205, United States
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, 1800 Orleans St Baltimore, MD 21287, United States
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Bertoni S, Andreola C, Mascheretti S, Franceschini S, Ruffino M, Trezzi V, Molteni M, Sali ME, Salandi A, Gaggi O, Palazzi C, Gori S, Facoetti A. Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia. NPJ SCIENCE OF LEARNING 2024; 9:25. [PMID: 38514689 PMCID: PMC10957868 DOI: 10.1038/s41539-024-00230-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Accepted: 02/26/2024] [Indexed: 03/23/2024]
Abstract
Action video-games (AVGs) could improve reading efficiency, enhancing not only visual attention but also phonological processing. Here we tested the AVG effects upon three consolidated language-based predictors of reading development in a sample of 79 pre-readers at-risk and 41 non-at-risk for developmental dyslexia. At-risk children were impaired in either phonemic awareness (i.e., phoneme discrimination task), phonological working memory (i.e., pseudoword repetition task) or rapid automatized naming (i.e., RAN of colours task). At-risk children were assigned to different groups by using an unequal allocation randomization: (1) AVG (n = 43), (2) Serious Non-Action Video Game (n = 11), (3) treatment-as-usual (i.e., speech therapy, n = 11), and (4) waiting list (n = 14). Pre- and post-training comparisons show that only phonemic awareness has a significantly higher improvement in the AVG group compared to the waiting list, the non-AVG, and the treatment-as-usual groups, as well as the combined active groups (n = 22). This cross-modal plastic change: (i) leads to a recovery in phonemic awareness when compared to the not-at-risk pre-readers; (ii) is present in more than 80% of AVG at-risk pre-readers, and; (iii) is maintained at a 6-months follow-up. The present findings indicate that this specific multisensory attentional training positively affects how phonemic awareness develops in pre-readers at risk for developmental dyslexia, paving the way for innovative prevention programs.
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Affiliation(s)
- Sara Bertoni
- Università di Bergamo, Department of Human and Social Sciences, Bergamo, Italy.
- Università di Padova, Developmental Cognitive Neuroscience Lab, Department of General Psychology, Padova, Italy.
| | - Chiara Andreola
- Université Paris Cité, Laboratoire de Psychologie de Développement et de l'Éducation de l'Enfant (LaPsyDÉ), UMR CNRS 8240, Paris, France
| | - Sara Mascheretti
- Università di Pavia, Department of Brain and Behavioral Sciences, Pavia, Italy
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Child Psychopathology Unit, Lecco, Italy
| | | | - Milena Ruffino
- ASST Valle Olona, Neuropsychiatric Unit, Saronno, Varese, Italy
| | - Vittoria Trezzi
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Child Psychopathology Unit, Lecco, Italy
| | - Massimo Molteni
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Child Psychopathology Unit, Lecco, Italy
| | - Maria Enrica Sali
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Child Psychopathology Unit, Lecco, Italy
| | - Antonio Salandi
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Child Psychopathology Unit, Lecco, Italy
| | | | | | - Simone Gori
- Università di Bergamo, Department of Human and Social Sciences, Bergamo, Italy
| | - Andrea Facoetti
- Università di Padova, Developmental Cognitive Neuroscience Lab, Department of General Psychology, Padova, Italy.
- Sigmund Freud University, Milano, Italy.
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Liu Y, Lin W, Liu J, Zhu H. Structural and temporal dynamics analysis of neural circuit from 2002 to 2022: A bibliometric analysis. Heliyon 2024; 10:e24649. [PMID: 38298625 PMCID: PMC10828061 DOI: 10.1016/j.heliyon.2024.e24649] [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: 06/14/2023] [Revised: 01/05/2024] [Accepted: 01/11/2024] [Indexed: 02/02/2024] Open
Abstract
Background In the pursuit of causal insights into neural circuit functionality, various interventions, including electrical, genetic, and pharmacological approaches, have been applied over recent decades. This study employs a comprehensive bibliometric perspective to explore the field of neural circuits. Methods Reviews and articles on neural circuits were obtained from the Web of Science Core Collection (WOSCC) database on Apr. 12, 2023. In this article, co-authorship analysis, co-occurrence analysis, citation analysis, bibliographic analysis, and co-citation analysis were used to clarify the authors, journals, institutions, countries, topics, and internal associations between them. Results More than 2000 organizations from 52 different countries published 3975 articles in the field of "neural circuit" were used to analysis. Luo liqun emerged as the most prolific author, and Deisseroth Karl garners the highest co-citations (3643). The Journal of Neuroscience leaded in publications, while Nature toped in citations. Chinese Academy of Science recorded the highest article count institutionally, with Stanford University ranking first with 14,350 citations. Since 2020, neurodynamic, anxiety-related mechanisms, and GABAergic neurons have gained prominence, shaping the trajectory of neural circuitry research. Conclusions Our investigation has discerned a paradigmatic reorientation towards neurodynamic processes, anxiety-related mechanisms, and GABAergic neurons within the domain of neural circuit research. This identification intimates a prospective trajectory for the field. In the future, it is imperative for research endeavors to accord priority to the translational application of these discernments, with the aim of materializing tangible clinical solutions.
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Affiliation(s)
- Yuan Liu
- Cancer Research Center Nantong, Affiliated Tumor Hospital of Nantong University, Nantong, China
| | - Wei Lin
- Jiangsu Key Laboratory of Neuropsychiatric Diseases and Institute of Neuroscience, Soochow University, Suzhou, China
- Department of Pediatrics, The First Affiliated Hospital of Fujian Medical University, Fujian, China
| | - Jie Liu
- Department of Orthopedics, The Affiliated Taizhou People's Hospital of Nanjing Medical University, Taizhou School of Clinical Medicine, Nanjing Medical University, Taizhou, China
| | - Haixia Zhu
- Cancer Research Center Nantong, Affiliated Tumor Hospital of Nantong University, Nantong, China
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Lasnick OHM, Hoeft F. Sensory temporal sampling in time: an integrated model of the TSF and neural noise hypothesis as an etiological pathway for dyslexia. Front Hum Neurosci 2024; 17:1294941. [PMID: 38234592 PMCID: PMC10792016 DOI: 10.3389/fnhum.2023.1294941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 12/04/2023] [Indexed: 01/19/2024] Open
Abstract
Much progress has been made in research on the causal mechanisms of developmental dyslexia. In recent years, the "temporal sampling" account of dyslexia has evolved considerably, with contributions from neurogenetics and novel imaging methods resulting in a much more complex etiological view of the disorder. The original temporal sampling framework implicates disrupted neural entrainment to speech as a causal factor for atypical phonological representations. Yet, empirical findings have not provided clear evidence of a low-level etiology for this endophenotype. In contrast, the neural noise hypothesis presents a theoretical view of the manifestation of dyslexia from the level of genes to behavior. However, its relative novelty (published in 2017) means that empirical research focused on specific predictions is sparse. The current paper reviews dyslexia research using a dual framework from the temporal sampling and neural noise hypotheses and discusses the complementary nature of these two views of dyslexia. We present an argument for an integrated model of sensory temporal sampling as an etiological pathway for dyslexia. Finally, we conclude with a brief discussion of outstanding questions.
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Affiliation(s)
- Oliver H. M. Lasnick
- brainLENS Laboratory, Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States
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Taran N, Farah R, Gashri C, Gitman E, Rosch K, Schlaggar BL, Horowitz-Kraus T. Executive functions-based reading training engages the cingulo-opercular and dorsal attention networks. Netw Neurosci 2023; 7:1452-1482. [PMID: 38144685 PMCID: PMC10727775 DOI: 10.1162/netn_a_00335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Accepted: 08/17/2023] [Indexed: 12/26/2023] Open
Abstract
The aim of this study was to determine the effect of a computerized executive functions (EFs)-based reading intervention on neural circuits supporting EFs and visual attention. Seed-to-voxel functional connectivity analysis was conducted focusing on large-scale attention system brain networks, during an fMRI reading fluency task. Participants were 8- to 12-year-old English-speaking children with dyslexia (n = 43) and typical readers (n = 36) trained on an EFs-based reading training (n = 40) versus math training (n = 39). Training duration was 8 weeks. After the EFs-based reading intervention, children with dyslexia improved their scores in reading rate and visual attention (compared to math intervention). Neurobiologically, children with dyslexia displayed an increase in functional connectivity strength after the intervention between the cingulo-opercular network and occipital and precentral regions. Noteworthy, the functional connectivity indices between these brain regions showed a positive correlation with speed of processing and visual attention scores in both pretest and posttest. The results suggest that reading improvement following an EFs-based reading intervention involves neuroplastic connectivity changes in brain areas related to EFs and primary visual processing in children with dyslexia. Our results highlight the need for training underlying cognitive abilities supporting reading, such as EFs and visual attention, in order to enhance reading abilities in dyslexia.
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Affiliation(s)
- Nikolay Taran
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Carmel Gashri
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Ester Gitman
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Bradley L. Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
- Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion Israel Institute of Technology, Haifa, Israel
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Casartelli L, Maronati C, Cavallo A. From neural noise to co-adaptability: Rethinking the multifaceted architecture of motor variability. Phys Life Rev 2023; 47:245-263. [PMID: 37976727 DOI: 10.1016/j.plrev.2023.10.036] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 10/27/2023] [Indexed: 11/19/2023]
Abstract
In the last decade, the source and the functional meaning of motor variability have attracted considerable attention in behavioral and brain sciences. This construct classically combined different levels of description, variable internal robustness or coherence, and multifaceted operational meanings. We provide here a comprehensive review of the literature with the primary aim of building a precise lexicon that goes beyond the generic and monolithic use of motor variability. In the pars destruens of the work, we model three domains of motor variability related to peculiar computational elements that influence fluctuations in motor outputs. Each domain is in turn characterized by multiple sub-domains. We begin with the domains of noise and differentiation. However, the main contribution of our model concerns the domain of adaptability, which refers to variation within the same exact motor representation. In particular, we use the terms learning and (social)fitting to specify the portions of motor variability that depend on our propensity to learn and on our largely constitutive propensity to be influenced by external factors. A particular focus is on motor variability in the context of the sub-domain named co-adaptability. Further groundbreaking challenges arise in the modeling of motor variability. Therefore, in a separate pars construens, we attempt to characterize these challenges, addressing both theoretical and experimental aspects as well as potential clinical implications for neurorehabilitation. All in all, our work suggests that motor variability is neither simply detrimental nor beneficial, and that studying its fluctuations can provide meaningful insights for future research.
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Affiliation(s)
- Luca Casartelli
- Theoretical and Cognitive Neuroscience Unit, Scientific Institute IRCCS E. MEDEA, Italy
| | - Camilla Maronati
- Move'n'Brains Lab, Department of Psychology, Università degli Studi di Torino, Italy
| | - Andrea Cavallo
- Move'n'Brains Lab, Department of Psychology, Università degli Studi di Torino, Italy; C'MoN Unit, Fondazione Istituto Italiano di Tecnologia, Genova, Italy.
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7
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Horowitz-Kraus T, Rosch K, Fotang J, Mostofsky SH, Schlaggar BL, Pekar J, Taran N, Farah R. Fluent contextual reading is associated with greater synchronization of the visual and auditory networks, fluent reading and better speed of processing in children with dyslexia. Cortex 2023; 168:62-75. [PMID: 37660660 DOI: 10.1016/j.cortex.2023.07.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 06/02/2023] [Accepted: 07/26/2023] [Indexed: 09/05/2023]
Abstract
The asynchrony theory of dyslexia postulates weaker visual (orthographical processing) and auditory (phonological processing) network synchrony in dyslexic readers. The weaker visual-auditory network synchronization is suggested to contribute to slow processing speed, which supports cognitive control, contributing to single-word reading difficulty and lower reading fluency. The current study aims to determine the neurobiological signature for this theory and to examine if prompting enhanced reading speed through deleted text is associated with a greater synchronization of functional connectivity of the visual and auditory networks in children with dyslexia and typical readers (TRs). We further aimed to determine if the change in visual-auditory connectivity prompted by deleted text is associated with reading fluency and processing speed abilities. Nineteen children with dyslexia and 21 typical readers ages 8-12 years old participated in a fMRI under two types of reading conditions: a still text condition and deleted text condition, in which letters was sequentially deleted from the screen. Effects of diagnostic group and condition on functional connectivity (FC) of visual and auditory networks were examined. Results revealed a significant overall effect of condition with a marginally significant Group × Condition interaction, such that as compared with TRs, children with dyslexia showed a significantly greater increase in visual-auditory FC between the still and deleted text conditions. Additionally, for children with dyslexia, this FC increase was significantly correlated with better reading fluency and verbal/nonverbal processing speed. These results support a relationship between the synchronization of the visual and auditory networks, fluent reading and increased speed of processing abilities in children with dyslexia, which can help guide fluency-based intervention strategies.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel; Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Stewart H Mostofsky
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD, USA; Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - James Pekar
- Kennedy Krieger Institute, Baltimore, MD, USA; Department of Radiology and Radiological Science, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Nikolay Taran
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Israel; Faculty of Biomedical Engineering, Technion, Israel
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8
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Lawton T, Shelley-Tremblay J, Huang MX. Case report: Neural timing deficits prevalent in developmental disorders, aging, and concussions remediated rapidly by movement discrimination exercises. Front Neurol 2023; 14:898781. [PMID: 37818220 PMCID: PMC10560731 DOI: 10.3389/fneur.2023.898781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 09/04/2023] [Indexed: 10/12/2023] Open
Abstract
Background The substantial evidence that neural timing deficits are prevalent in developmental disorders, aging, and concussions resulting from a Traumatic Brain Injury (TBI) is presented. Objective When these timing deficits are remediated using low-level movement-discrimination training, then high-level cognitive skills, including reading, attention, processing speed, problem solving, and working memory improve rapidly and effectively. Methods In addition to the substantial evidence published previously, new evidence based on a neural correlate, MagnetoEncephalography physiological recordings, on an adult dyslexic, and neuropsychological tests on this dyslexic subject and an older adult were measured before and after 8-weeks of contrast sensitivity-based left-right movement-discrimination exercises were completed. Results The neuropsychological tests found large improvements in reading, selective and sustained attention, processing speed, working memory, and problem-solving skills, never before found after such a short period of training. Moreover, these improvements were found 4 years later for older adult. Substantial MEG signal increases in visual Motion, Attention, and Memory/Executive Control Networks were observed following training on contrast sensitivity-based left-right movement-discrimination. Improving the function of magnocells using figure/ground movement-discrimination at both low and high levels in dorsal stream: (1) improved both feedforward and feedback pathways to modulate attention by enhancing coupled theta/gamma and alpha/gamma oscillations, (2) is adaptive, and (3) incorporated cycles of feedback and reward at multiple levels. Conclusion What emerges from multiple studies is the essential role of timing deficits in the dorsal stream that are prevalent in developmental disorders like dyslexia, in aging, and following a TBI. Training visual dorsal stream function at low levels significantly improved high-level cognitive functions, including processing speed, selective and sustained attention, both auditory and visual working memory, problem solving, and reading fluency. A paradigm shift for treating cognitive impairments in developmental disorders, aging, and concussions is crucial. Remediating the neural timing deficits of low-level dorsal pathways, thereby improving both feedforward and feedback pathways, before cognitive exercises to improve specific cognitive skills provides the most rapid and effective methods to improve cognitive skills. Moreover, this adaptive training with substantial feedback shows cognitive transfer to tasks not trained on, significantly improving a person's quality of life rapidly and effectively.
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Affiliation(s)
- Teri Lawton
- Cognitive Neuroscience, Perception Dynamics Institute, Encinitas, CA, United States
| | | | - Ming-Xiong Huang
- Radiology Imaging Laboratory, Department of Radiology, University of California, San Diego, San Diego, CA, United States
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Harrington RM, Krishnamurthy LC, Ossowski A, Jeter M, Davis A, Bledniak E, Ware AL, Morris R, Arrington CN. Preliminary evidence of prolonged timing effects of theta-burst stimulation in the reading system. Front Hum Neurosci 2023; 17:1227194. [PMID: 37706172 PMCID: PMC10496289 DOI: 10.3389/fnhum.2023.1227194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 07/31/2023] [Indexed: 09/15/2023] Open
Abstract
Theta-burst stimulation (TBS) is a repetitive transcranial magnetic stimulation technique that can be used to upregulate or downregulate different brain regions. However, the timing of its effects and the differing effects of continuous TBS (cTBS) versus intermittent TBS (iTBS) in the reading system have not been explored. This study assessed how stimulation type and post-stimulation timing affected change in performance during a phonological discrimination and sight word recognition task after stimulation of supramarginal gyrus (SMG). Fourteen right-handed young adults (age 18-27 years; 44% male) were block-randomized to receive either iTBS or cTBS to the supramarginal gyrus. Participants then performed a pseudoword discrimination task and an orthographic awareness task (behavioral control) at four different time points and change in reaction time compared to baseline was measured from each time point. There was no effect of stimulation type on change in reaction time [t(16) = -0.2, p = 0.9], suggesting that both types of TBS caused similar effects. Percent change in reaction time decreased over time in the pseudoword task [t(50) = -5.9, p < 0.001], indicating faster pseudoword processing speed with better performance 60-70 min after stimulation. In contrast, no change was demonstrated over time for the behavioral control task [t(43) = -0.6, p = 0.6], suggesting that the change over time seen in the test condition was not a learning effect. These findings provide insight into the effects of TBS on the reading system and can guide future study designs.
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Affiliation(s)
- Rachael M. Harrington
- Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University, Atlanta, GA, United States
- Department of Communication Sciences and Disorders, Georgia State University, Atlanta, GA, United States
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
| | - Lisa C. Krishnamurthy
- Center for Visual and Neurocognitive Rehabilitation, Atlanta VA Healthcare System, Decatur, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Physics and Astronomy, Georgia State University, Atlanta, GA, United States
- Department of Radiology and Imaging Sciences, Emory University, Atlanta, GA, United States
| | - Alexandra Ossowski
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Mykayla Jeter
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Visual and Neurocognitive Rehabilitation, Atlanta VA Healthcare System, Decatur, GA, United States
| | - Adriane Davis
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
| | - Ewelina Bledniak
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - Ashley L. Ware
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
- Department of Neurology, University of Utah, Salt Lake City, UT, United States
| | - Robin Morris
- Center for Research on the Challenges of Acquiring Language and Literacy, Georgia State University, Atlanta, GA, United States
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
| | - C. Nikki Arrington
- Center for Advanced Brain Imaging, Georgia State University, Atlanta, GA, United States
- Center for Translational Research in Neuroimaging and Data Science, Georgia State University, Atlanta, GA, United States
- Department of Psychology, Georgia State University, Atlanta, GA, United States
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10
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Ramezani M, Behzadipour S, Fawcett AJ, Joghataei MT. Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:264-285. [PMID: 37337459 DOI: 10.1002/dys.1747] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 05/15/2023] [Accepted: 06/06/2023] [Indexed: 06/21/2023]
Abstract
Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM-B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM-B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.
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Affiliation(s)
- Mehdi Ramezani
- Nursing and Midwifery Care Research Center, Iran University of Medical Sciences, Tehran, Iran
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Saeed Behzadipour
- Mechanical Engineering Department, Sharif University of Technology, Tehran, Iran
- Djawad Movafaghian Research Center in Neuro-rehabilitation Technologies, Sharif University of Technology, Tehran, Iran
| | | | - Mohammad Taghi Joghataei
- Department of Neuroscience, Faculty of Advanced Technologies in Medicine, Iran University of Medical Sciences, Tehran, Iran
- Cellular and Molecular Research Center, Iran University of Medical Sciences, Tehran, Iran
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11
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Kocsis B, Pittman-Polletta B. Neuropsychiatric consequences of COVID-19 related olfactory dysfunction: could non-olfactory cortical-bound inputs from damaged olfactory bulb also contribute to cognitive impairment? Front Neurosci 2023; 17:1164042. [PMID: 37425004 PMCID: PMC10323442 DOI: 10.3389/fnins.2023.1164042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Accepted: 05/24/2023] [Indexed: 07/11/2023] Open
Affiliation(s)
- Bernat Kocsis
- Department of Psychiatry, Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, United States
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12
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Tan LH, Perfetti CA, Ziegler JC, McCandliss B. Editorial: Neural bases of reading acquisition and reading disability. Front Neurosci 2023; 17:1147156. [PMID: 37397464 PMCID: PMC10313186 DOI: 10.3389/fnins.2023.1147156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 06/01/2023] [Indexed: 07/04/2023] Open
Affiliation(s)
- Li Hai Tan
- Center for Language and Brain, Shenzhen Institute of Neuroscience, Shenzhen, China
- Guangdong-Hongkong-Macau Institute of Central Nerve System (CNS) Regeneration, Jinan University, Shenzhen, China
| | - Charles A. Perfetti
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Johannes C. Ziegler
- Laboratoire de Psychologie Cognitive, Aix-Marseille Université and Centre National de la Recherche Scientifique, Marseille, France
| | - Bruce McCandliss
- Graduate School of Education, Stanford University, Stanford, CA, United States
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13
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Turri C, Di Dona G, Santoni A, Zamfira DA, Franchin L, Melcher D, Ronconi L. Periodic and Aperiodic EEG Features as Potential Markers of Developmental Dyslexia. Biomedicines 2023; 11:1607. [PMID: 37371702 DOI: 10.3390/biomedicines11061607] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 05/26/2023] [Accepted: 05/26/2023] [Indexed: 06/29/2023] Open
Abstract
Developmental Dyslexia (DD) is a neurobiological condition affecting the ability to read fluently and/or accurately. Analyzing resting-state electroencephalographic (EEG) activity in DD may provide a deeper characterization of the underlying pathophysiology and possible biomarkers. So far, studies investigating resting-state activity in DD provided limited evidence and did not consider the aperiodic component of the power spectrum. In the present study, adults with (n = 26) and without DD (n = 31) underwent a reading skills assessment and resting-state EEG to investigate potential alterations in aperiodic activity, their impact on the periodic counterpart and reading performance. In parieto-occipital channels, DD participants showed a significantly different aperiodic activity as indexed by a flatter and lower power spectrum. These aperiodic measures were significantly related to text reading time, suggesting a link with individual differences in reading difficulties. In the beta band, the DD group showed significantly decreased aperiodic-adjusted power compared to typical readers, which was significantly correlated to word reading accuracy. Overall, here we provide evidence showing alterations of the endogenous aperiodic activity in DD participants consistently with the increased neural noise hypothesis. In addition, we confirm alterations of endogenous beta rhythms, which are discussed in terms of their potential link with magnocellular-dorsal stream deficit.
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Affiliation(s)
- Chiara Turri
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Giuseppe Di Dona
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Alessia Santoni
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
| | - Denisa Adina Zamfira
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Laura Franchin
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
| | - David Melcher
- Department of Psychology and Cognitive Science, University of Trento, 38068 Rovereto, Italy
- Psychology Program, Division of Science, New York University Abu Dhabi, Abu Dhabi 129188, United Arab Emirates
- Center for Brain and Health, NYUAD Research Institute, New York University Abu Dhabi, Abu Dhabi 129188, United Arab Emirates
| | - Luca Ronconi
- School of Psychology, Vita-Salute San Raffaele University, 20132 Milan, Italy
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, 20132 Milan, Italy
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14
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Perdue MV, DeMayo MM, Bell TK, Boudes E, Bagshawe M, Harris AD, Lebel C. Changes in brain metabolite levels across childhood. Neuroimage 2023; 274:120087. [PMID: 37080345 DOI: 10.1016/j.neuroimage.2023.120087] [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: 12/02/2022] [Revised: 03/05/2023] [Accepted: 04/03/2023] [Indexed: 04/22/2023] Open
Abstract
Metabolites play important roles in brain development and their levels change rapidly in the prenatal period and during infancy. Metabolite levels are thought to stabilize during childhood, but the development of neurochemistry across early-middle childhood remains understudied. We examined the developmental changes of key metabolites (total N-acetylaspartate, tNAA; total choline, tCho; total creatine, tCr; glutamate+glutamine, Glx; and myo-inositol, mI) using short echo-time magnetic resonance spectroscopy (MRS) in the anterior cingulate cortex (ACC) and the left temporo-parietal cortex (LTP) using a mixed cross-sectional/longitudinal design in children aged 2-11 years (ACC: N=101 children, 112 observations; LTP: N=95 children, 318 observations). We found age-related effects for all metabolites. tNAA increased with age in both regions, while tCho decreased with age in both regions. tCr increased with age in the LTP only, and mI decreased with age in the ACC only. Glx did not show linear age effects in either region, but a follow-up analysis in only participants with ≥3 datapoints in the LTP revealed a quadratic effect of age following an inverted U-shape. These substantial changes in neurochemistry throughout childhood likely underlie various processes of structural and functional brain development.
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Affiliation(s)
- Meaghan V Perdue
- Department of Radiology, University of Calgary; Alberta Children's Hospital Research Institute; Hotchkiss Brain Institute, University of Calgary
| | - Marilena M DeMayo
- Department of Radiology, University of Calgary; Alberta Children's Hospital Research Institute; Hotchkiss Brain Institute, University of Calgary; Mathison Centre for Mental Health Research and Education; Department of Psychiatry, University of Calgary
| | - Tiffany K Bell
- Department of Radiology, University of Calgary; Alberta Children's Hospital Research Institute; Hotchkiss Brain Institute, University of Calgary
| | | | - Mercedes Bagshawe
- Alberta Children's Hospital Research Institute; Werklund School of Education, University of Calgary
| | - Ashley D Harris
- Department of Radiology, University of Calgary; Alberta Children's Hospital Research Institute; Hotchkiss Brain Institute, University of Calgary
| | - Catherine Lebel
- Department of Radiology, University of Calgary; Alberta Children's Hospital Research Institute; Hotchkiss Brain Institute, University of Calgary.
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15
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Arrington CN, Ossowski AE, Baig H, Persichetti E, Morris R. The Impact of Transcranial Magnetic Stimulation on Reading Processes: A Systematic Review. Neuropsychol Rev 2023; 33:255-277. [PMID: 35119625 PMCID: PMC9349478 DOI: 10.1007/s11065-022-09534-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Accepted: 11/14/2021] [Indexed: 01/26/2023]
Abstract
The current systematic review examines the behavioral effects of TMS on reading. Transcranial magnetic stimulation (TMS) to targeted nodes of the brain's reading network has been shown to impact reading. Extracted data included (a) study characteristics, (b) methodology, (c) targeted nodes, (d) control paradigm, (e) type of reading task, (f) adverse effects, and (g) main findings. Data was classified by type of reading task: 1) phonological processing, 2) semantic judgment, 3) lexical decision, 4) whole word reading, and 5) visual or text characteristics. Seventy records from 46 studies (n = 844) were identified. Results indicate that TMS modulates semantic judgments when focused in the anterior aspects of the reading circuit, phonological processes after stimulation within the dorsal circuit, and impacts single word recognition and contextual reading when administered to the ventral circuit. Findings suggest that changes in specific behavioral aspects of reading following TMS may contribute to identification of foci for use as part of reading interventions.
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Affiliation(s)
- C Nikki Arrington
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, USA. .,GSU/GT Center for Advanced Brain Imaging, Atlanta, GA, 30318, USA.
| | | | - Humza Baig
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, USA.,GSU/GT Center for Advanced Brain Imaging, Atlanta, GA, 30318, USA
| | - Eileen Persichetti
- GSU/GT Center for Advanced Brain Imaging, Atlanta, GA, 30318, USA.,School of Social Work, Boston University, Boston, MA, 02215, USA
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA, 30303, USA.,GSU/GT Center for Advanced Brain Imaging, Atlanta, GA, 30318, USA
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16
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Carrion J, Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. A data-fusion approach to identifying developmental dyslexia from multi-omics datasets. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.27.530280. [PMID: 36909570 PMCID: PMC10002702 DOI: 10.1101/2023.02.27.530280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
This exploratory study tested and validated the use of data fusion and machine learning techniques to probe high-throughput omics and clinical data with a goal of exploring the etiology of developmental dyslexia. Developmental dyslexia is the leading learning disability in school aged children affecting roughly 5-10% of the US population. The complex biological and neurological phenotype of this life altering disability complicates its diagnosis. Phenome, exome, and metabolome data was collected allowing us to fully explore this system from a behavioral, cellular, and molecular point of view. This study provides a proof of concept showing that data fusion and ensemble learning techniques can outperform traditional machine learning techniques when provided small and complex multi-omics and clinical datasets. Heterogenous stacking classifiers consisting of single-omic experts/models achieved an accuracy of 86%, F1 score of 0.89, and AUC value of 0.83. Ensemble methods also provided a ranked list of important features that suggests exome single nucleotide polymorphisms found in the thalamus and cerebellum could be potential biomarkers for developmental dyslexia and heavily influenced the classification of DD within our machine learning models.
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Affiliation(s)
- Jackson Carrion
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Rohit Nandakumar
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Xiaojian Shi
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Cellular and Molecular Physiology Department, Yale School of Medicine, New Haven, CT 06510
| | - Haiwei Gu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Center for Translational Science, Florida International University, Port St. Lucie, FL 34987
| | - Yookyung Kim
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Wendy H Raskind
- Department of Medicine/Medical Genetics, University of Washington, Seattle, WA 98105
| | - Beate Peter
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Valentin Dinu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
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17
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Price KM, Wigg KG, Nigam A, Feng Y, Blokland K, Wilkinson M, Kerr EN, Guger SL, Lovett MW, Strug LJ, Tripathy SJ, Barr CL. Identification of brain cell types underlying genetic association with word reading and correlated traits. Mol Psychiatry 2023; 28:1719-1730. [PMID: 36750735 DOI: 10.1038/s41380-023-01970-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 01/10/2023] [Accepted: 01/17/2023] [Indexed: 02/09/2023]
Abstract
Neuroimaging studies implicate multiple cortical regions in reading ability/disability. However, the neural cell types integral to the reading process are unknown. To contribute to this gap in knowledge, we integrated genetic results from genome-wide association studies for word reading (n = 5054) with gene expression datasets from adult/fetal human brain. Linkage disequilibrium score regression (LDSC) suggested that variants associated with word reading were enriched in genes expressed in adult excitatory neurons, specifically layer 5 and 6 FEZF2 expressing neurons and intratelencephalic (IT) neurons, which express the marker genes LINC00507, THEMIS, or RORB. Inhibitory neurons (VIP, SST, and PVALB) were also found. This finding was interesting as neurometabolite studies previously implicated excitatory-inhibitory imbalances in the etiology of reading disabilities (RD). We also tested traits that shared genetic etiology with word reading (previously determined by polygenic risk scores): attention-deficit/hyperactivity disorder (ADHD), educational attainment, and cognitive ability. For ADHD, we identified enrichment in L4 IT adult excitatory neurons. For educational attainment and cognitive ability, we confirmed previous studies identifying multiple subclasses of adult cortical excitatory and inhibitory neurons, as well as astrocytes and oligodendrocytes. For educational attainment and cognitive ability, we also identified enrichment in multiple fetal cortical excitatory and inhibitory neurons, intermediate progenitor cells, and radial glial cells. In summary, this study supports a role of excitatory and inhibitory neurons in reading and excitatory neurons in ADHD and contributes new information on fetal cell types enriched in educational attainment and cognitive ability, thereby improving our understanding of the neurobiological basis of reading/correlated traits.
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Affiliation(s)
- Kaitlyn M Price
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada.,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada.,Department of Physiology, University of Toronto, Toronto, ON, Canada
| | - Karen G Wigg
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada
| | - Anukrati Nigam
- Krembil Centre for Neuroinformatics, Centre for Addiction and Mental Health, Toronto, ON, Canada.,Institute of Medical Science, University of Toronto, Toronto, ON, Canada
| | - Yu Feng
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada
| | - Kirsten Blokland
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada
| | - Margaret Wilkinson
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada
| | - Elizabeth N Kerr
- Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada.,Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Sharon L Guger
- Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada
| | - Maureen W Lovett
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada.,Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Lisa J Strug
- Genetics and Genome Biology, Hospital for Sick Children, Toronto, ON, Canada.,Departments of Statistical Sciences and Computer Science, Faculty of Arts and Science and Division of Biostatistics, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Shreejoy J Tripathy
- Department of Physiology, University of Toronto, Toronto, ON, Canada.,Krembil Centre for Neuroinformatics, Centre for Addiction and Mental Health, Toronto, ON, Canada.,Institute of Medical Science, University of Toronto, Toronto, ON, Canada.,Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - Cathy L Barr
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada. .,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada. .,Department of Physiology, University of Toronto, Toronto, ON, Canada. .,Institute of Medical Science, University of Toronto, Toronto, ON, Canada. .,Department of Psychiatry, University of Toronto, Toronto, ON, Canada.
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18
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Stein J. Theories about Developmental Dyslexia. Brain Sci 2023; 13:brainsci13020208. [PMID: 36831750 PMCID: PMC9954267 DOI: 10.3390/brainsci13020208] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Revised: 01/22/2023] [Accepted: 01/23/2023] [Indexed: 01/28/2023] Open
Abstract
Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many other causes of such failure. To overcome this problem, many new psychological, signal detection, and neurological theories have been introduced recently. All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. These are provided by large 'magnocellular' neurones which respond rapidly to sensory transients. The evidence for this conclusion is overwhelming. Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children's reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance. This may often impart the exceptional 'holistic' talents that have been ascribed to them and that society needs to nurture.
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Affiliation(s)
- John Stein
- Department of Physiology, Anatomy & Genetics, Oxford University, Oxford OX1 3PT, UK
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19
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Rahimi V, Mohammadkhani G, Alaghband Rad J, Mousavi SZ, Khalili ME. Modulation of auditory temporal processing, speech in noise perception, auditory-verbal memory, and reading efficiency by anodal tDCS in children with dyslexia. Neuropsychologia 2022; 177:108427. [PMID: 36410540 DOI: 10.1016/j.neuropsychologia.2022.108427] [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: 04/07/2022] [Revised: 10/30/2022] [Accepted: 11/17/2022] [Indexed: 11/23/2022]
Abstract
Dyslexia is a neurodevelopmental disorder that is prevalent in children. It is estimated that 30-50% of individuals diagnosed with dyslexia also manifest an auditory perceptual deficit characteristic of auditory processing disorder (APD). Some studies suggest that defects in basic auditory processing can lead to phonological defects as the most prominent cause of dyslexia. Thus, in some cases, there may be interrelationships between dyslexia and some of the aspects of central auditory processing. In recent years, transcranial direct current stimulation (tDCS) has been used as a safe method for the modulation of central auditory processing aspects in healthy adults and reading skills in children with dyslexia. Therefore, the objectives of our study were to investigate the effect of tDCS on the modulation of different aspects of central auditory processing, aspects of reading, and the relationship between these two domains in dyslexic children with APD. A within-subjects design was employed to investigate the effect of two electrode arrays (the anode on the left STG (AC)/cathode on the right shoulder and anode on the left STG/cathode on the right STG) on auditory temporal processing; speech-in-noise perception, short-term auditory memory; and high-frequency word, low-frequency word, pseudoword, and text reading. The results of this clinical trial showed the modulation of the studied variables in central auditory processing and the accuracy and speed of reading variables compared to the control and sham statuses in both electrode arrays. Our results also showed that the improvement of the accuracy and speed of text reading, as well as the accuracy of pseudoword reading were related to the improvement of speech in noise perception and temporal processing. The results of this research can be effective in clarifying the basis of the neurobiology of dyslexia and, in particular, the hypothesis of the role of basic auditory processing and subsequently the role of the auditory cortex in dyslexia. These results might provide a framework to facilitate behavioral rehabilitation in dyslexic children with APD.
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Affiliation(s)
- Vida Rahimi
- Department of Audiology, School of Rehabilitation, Tehran University of Medical Science, Tehran, Iran
| | - Ghassem Mohammadkhani
- Department of Audiology, School of Rehabilitation, Tehran University of Medical Science, Tehran, Iran.
| | - Javad Alaghband Rad
- Department of Psychiatry, Tehran University of Medical Sciences, Roozbeh Hospital, Tehran, Iran
| | - Seyyedeh Zohre Mousavi
- Department of Speech Therapy, School of Rehabilitation, Iran University of Medical Science, Tehran, Iran
| | - Mohammad Ehsan Khalili
- Department of Audiology, School of Rehabilitation, Tehran University of Medical Science, Tehran, Iran
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20
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Wu Y, Feng G, Yan X, Perkins K, Liu L, Yan X, Cao F. Reduced pattern similarity in brain activation during orthographic processing in children with developmental dyslexia. BRAIN AND LANGUAGE 2022; 235:105201. [PMID: 36368117 DOI: 10.1016/j.bandl.2022.105201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 06/22/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
Intra-individual variability of neural response has been found to be negatively associated with cognitive proficiency and automaticity. However, whether developmental dyslexia (DD) is marked by greater intra-individual neural variability remains unclear. Using a multivariate approach and dual-control group design, the current study aims to examine whether the pattern similarity of brain activation during a visual spelling task is abnormal in children with DD compared to age control and reading control children. We found that there was reduced intra-subject pattern similarity at the left occipito-temporal regions in children with DD than both control groups, suggesting a neural signature of DD. Furthermore, we found that pattern similarity was positively associated with stability of reaction time and reading fluency in both children with DD and typical control children, suggesting that neural stability supports behavioral stability and automaticity during reading.
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Affiliation(s)
- Yu Wu
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China
| | - Guoyan Feng
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China; School of Management, Guangzhou Xinhua University, Guangzhou, GD 510520, China
| | - Xiaohui Yan
- School of Education Science, Xinyang Normal University, Xinyang, HN 464000, China
| | - Kyle Perkins
- Department of Teaching and Learning, College of Arts, Sciences and Education, Florida International University, Miami, FL 33199, USA
| | - Lanfang Liu
- Department of Psychology, Sun Yat-sen University, Guangzhou, GD 510006, China
| | - Xin Yan
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, MI 48824, USA
| | - Fan Cao
- Department of Psychology, University of Hong Kong, Hong Kong, China; The State Key Laboratory of Brain and Cognitive Sciences, University of Hong Kong.
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21
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Bertoni S, Franceschini S, Campana G, Facoetti A. The effects of bilateral posterior parietal cortex tRNS on reading performance. Cereb Cortex 2022; 33:5538-5546. [PMID: 36336338 DOI: 10.1093/cercor/bhac440] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 10/12/2022] [Accepted: 10/13/2022] [Indexed: 11/09/2022] Open
Abstract
Abstract
According to established cognitive neuroscience knowledge based on studies on disabled and typically developing readers, reading is based on a dual-stream model in which a phonological-dorsal stream (left temporo-parietal and inferior frontal areas) processes unfamiliar words and pseudowords, whereas an orthographic-ventral stream (left occipito-temporal and inferior frontal areas) processes known words. However, correlational neuroimaging, causal longitudinal, training, and pharmacological studies have suggested the critical role of visuo-spatial attention in reading development. In a double blind, crossover within-subjects experiment, we manipulated the neuromodulatory effect of a short-term bilateral stimulation of posterior parietal cortex (PPC) by using active and sham tRNS during reading tasks in a large sample of young adults. In contrast to the dual-stream model predicting either no effect or a selective effect on the stimulated phonological-dorsal stream (as well as to a general multisensory effect on both reading streams), we found that only word-reading performance improved after active bilateral PPC tRNS. These findings demonstrate a direct neural connectivity between the PPC, controlling visuo-spatial attention, and the ventral stream for visual word recognition. These results support a neurobiological model of reading where performance of the orthographic-ventral stream is boosted by an efficient deployment of visuo-spatial attention from bilateral PPC stimulation.
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Affiliation(s)
- Sara Bertoni
- Developmental and Cognitive Neuroscience Lab , Department of General Psychology, , Padua 35131 , Italy
- University of Padua , Department of General Psychology, , Padua 35131 , Italy
- Department of Human and Social Sciences, University of Bergamo , Bergamo 24129 , Italy
| | - Sandro Franceschini
- Developmental and Cognitive Neuroscience Lab , Department of General Psychology, , Padua 35131 , Italy
- University of Padua , Department of General Psychology, , Padua 35131 , Italy
| | - Gianluca Campana
- PercUp Lab , Department of General Psychology, , Padua 35131 , Italy
- University of Padua , Department of General Psychology, , Padua 35131 , Italy
| | - Andrea Facoetti
- Developmental and Cognitive Neuroscience Lab , Department of General Psychology, , Padua 35131 , Italy
- University of Padua , Department of General Psychology, , Padua 35131 , Italy
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22
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Tan Y, Chanoine V, Cavalli E, Anton JL, Ziegler JC. Is there evidence for a noisy computation deficit in developmental dyslexia? Front Hum Neurosci 2022; 16:919465. [PMID: 36248689 PMCID: PMC9561132 DOI: 10.3389/fnhum.2022.919465] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 09/15/2022] [Indexed: 11/24/2022] Open
Abstract
The noisy computation hypothesis of developmental dyslexia (DD) is particularly appealing because it can explain deficits across a variety of domains, such as temporal, auditory, phonological, visual and attentional processes. A key prediction is that noisy computations lead to more variable and less stable word representations. A way to test this hypothesis is through repetition of words, that is, when there is noise in the system, the neural signature of repeated stimuli should be more variable. The hypothesis was tested in an functional magnetic resonance imaging experiment with dyslexic and typical readers by repeating words twelve times. Variability measures were computed both at the behavioral and neural levels. At the behavioral level, we compared the standard deviation of reaction time distributions of repeated words. At the neural level, in addition to standard univariate analyses and measures of intra-item variability, we also used multivariate pattern analyses (representational similarity and classification) to find out whether there was evidence for noisier representations in dyslexic readers compared to typical readers. Results showed that there were no significant differences between the two groups in any of the analyses despite robust results within each group (i.e., high representational similarity between repeated words, good classification of words vs. non-words). In summary, there was no evidence in favor of the idea that dyslexic readers would have noisier neural representations than typical readers.
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Affiliation(s)
- Yufei Tan
- CNRS, Laboratoire de Psychologie Cognitive (UMR 7290), Aix-Marseille University, Marseille, France
| | - Valérie Chanoine
- Institute of Language, Communication and the Brain, Aix-Marseille University, Aix-en-Provence, France
| | - Eddy Cavalli
- Laboratoire d’Étude des Mécanismes Cognitifs (EA 3082), Université Lumière Lyon 2, Lyon, France
| | - Jean-Luc Anton
- CNRS, Institut des Neurosciences de la Timone (UMR 7289), Centre IRM-INT@CERIMED, Aix-Marseille University, Marseille, France
| | - Johannes C. Ziegler
- CNRS, Laboratoire de Psychologie Cognitive (UMR 7290), Aix-Marseille University, Marseille, France
- *Correspondence: Johannes C. Ziegler, ; orcid.org/0000-0002-2061-5729
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23
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Centanni TM, Beach SD, Ozernov-Palchik O, May S, Pantazis D, Gabrieli JDE. Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia. ANNALS OF DYSLEXIA 2022; 72:56-78. [PMID: 34495457 PMCID: PMC8901776 DOI: 10.1007/s11881-021-00241-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 07/21/2021] [Indexed: 06/13/2023]
Abstract
Developmental dyslexia is a common neurodevelopmental disorder that is associated with alterations in the behavioral and neural processing of speech sounds, but the scope and nature of that association is uncertain. It has been proposed that more variable auditory processing could underlie some of the core deficits in this disorder. In the current study, magnetoencephalography (MEG) data were acquired from adults with and without dyslexia while they passively listened to or actively categorized tokens from a /ba/-/da/ consonant continuum. We observed no significant group difference in active categorical perception of this continuum in either of our two behavioral assessments. During passive listening, adults with dyslexia exhibited neural responses that were as consistent as those of typically reading adults in six cortical regions associated with auditory perception, language, and reading. However, they exhibited significantly less consistency in the left supramarginal gyrus, where greater inconsistency correlated significantly with worse decoding skills in the group with dyslexia. The group difference in the left supramarginal gyrus was evident only when neural data were binned with a high temporal resolution and was only significant during the passive condition. Interestingly, consistency significantly improved in both groups during active categorization versus passive listening. These findings suggest that adults with dyslexia exhibit typical levels of neural consistency in response to speech sounds with the exception of the left supramarginal gyrus and that this consistency increases during active versus passive perception of speech sounds similarly in the two groups.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.
- Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - S D Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, USA
| | - O Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - S May
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
- Boston College, Boston, MA, USA
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
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24
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Jacewicz E, Arzbecker LJ, Fox RA. Perception of indexical cues in speech by children and adults with and without dyslexia: Regional dialect and gender identification. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:60-78. [PMID: 34612551 DOI: 10.1002/dys.1702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 05/07/2021] [Accepted: 09/20/2021] [Indexed: 06/13/2023]
Abstract
Auditory research in developmental dyslexia proposes that deficient auditory processing of speech underlies difficulties with reading and spelling. Focusing predominantly on phonological processing, studies have not yet addressed the role of the speaker-related (indexical) properties of speech that enable the formation of phonological representations. Here, we assess auditory processing of indexical characteristics cueing a speaker's regional dialect and gender to determine whether dyslexia constraints recognition of dialect features and voice gender. Adults and children aged 11-14 years with dyslexia and their age-matched controls responded to 360 unique sentences extracted from spontaneous conversations of 40 speakers. In addition to the original unprocessed speech, there were two focused filtered conditions (using lowpass filtering at 400 Hz and 8-channel noise vocoding) probing listeners' responses to segmental and prosodic cues. Compared with controls, both groups with dyslexia were significantly limited in their abilities to recognize dialect features from either set of cues. The results for gender suggest that their comparatively worse gender recognition in the noise-vocoded condition was possibly related to poor temporal resolution. We propose that the deficient processing of indexical cues by individuals with dyslexia originates in peripheral auditory processes, of which impaired processing of relevant temporal cues in amplitude envelope is a likely candidate.
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Affiliation(s)
- Ewa Jacewicz
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
| | - Lian J Arzbecker
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
| | - Robert Allen Fox
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
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25
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Beach SD, Lim SJ, Cardenas-Iniguez C, Eddy MD, Gabrieli JDE, Perrachione TK. Electrophysiological correlates of perceptual prediction error are attenuated in dyslexia. Neuropsychologia 2022; 165:108091. [PMID: 34801517 PMCID: PMC8807066 DOI: 10.1016/j.neuropsychologia.2021.108091] [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: 06/21/2021] [Revised: 10/09/2021] [Accepted: 11/17/2021] [Indexed: 01/30/2023]
Abstract
A perceptual adaptation deficit often accompanies reading difficulty in dyslexia, manifesting in poor perceptual learning of consistent stimuli and reduced neurophysiological adaptation to stimulus repetition. However, it is not known how adaptation deficits relate to differences in feedforward or feedback processes in the brain. Here we used electroencephalography (EEG) to interrogate the feedforward and feedback contributions to neural adaptation as adults with and without dyslexia viewed pairs of faces and words in a paradigm that manipulated whether there was a high probability of stimulus repetition versus a high probability of stimulus change. We measured three neural dependent variables: expectation (the difference between prestimulus EEG power with and without the expectation of stimulus repetition), feedforward repetition (the difference between event-related potentials (ERPs) evoked by an expected change and an unexpected repetition), and feedback-mediated prediction error (the difference between ERPs evoked by an unexpected change and an expected repetition). Expectation significantly modulated prestimulus theta- and alpha-band EEG in both groups. Unexpected repetitions of words, but not faces, also led to significant feedforward repetition effects in the ERPs of both groups. However, neural prediction error when an unexpected change occurred instead of an expected repetition was significantly weaker in dyslexia than the control group for both faces and words. These results suggest that the neural and perceptual adaptation deficits observed in dyslexia reflect the failure to effectively integrate perceptual predictions with feedforward sensory processing. In addition to reducing perceptual efficiency, the attenuation of neural prediction error signals would also be deleterious to the wide range of perceptual and procedural learning abilities that are critical for developing accurate and fluent reading skills.
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Affiliation(s)
- Sara D. Beach
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Program in Speech and Hearing Bioscience and Technology, Harvard University, 260 Longwood Avenue, Boston, MA 02115 U.S.A
| | - Sung-Joo Lim
- Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Avenue, Boston, MA 02215 U.S.A
| | - Carlos Cardenas-Iniguez
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - Marianna D. Eddy
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A
| | - Tyler K. Perrachione
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Cambridge, MA 02139 U.S.A.,Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Avenue, Boston, MA 02215 U.S.A.,Correspondence: Tyler K. Perrachione, Ph.D., Department of Speech, Language, and Hearing Sciences, Boston University, 635 Commonwealth Ave., Boston, MA 02215, Phone: +1.617.358.7410,
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26
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Liu Q, Wan Y, Zhu B, Xie X, Zhu K, Jiang Q, Feng Y, Xiao P, Xiang Z, Wu X, Zhang J, Meng H, Song R. Association between urinary propylene oxide metabolite and the risk of dyslexia. ENVIRONMENTAL POLLUTION (BARKING, ESSEX : 1987) 2022; 292:118469. [PMID: 34752792 DOI: 10.1016/j.envpol.2021.118469] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 10/29/2021] [Accepted: 11/04/2021] [Indexed: 06/13/2023]
Abstract
Although it is a probable human carcinogen, propylene oxide is widely applied in industry and daily life. However, data on neurodevelopmental effects of propylene oxide exposure among children are extremely limited. We aimed to determine the urinary concentrations of propylene oxide metabolite among school-aged children and evaluate the potential association of propylene oxide exposure with risk of dyslexia. A total of 355 dyslexic children and 390 controls were recruited from three cities (Jining, Wuhan, and Hangzhou) in China, between 2017 and 2020. Urinary N-acetyl-S-(2-hydroxypropyl)-L-cysteine (i.e., 2-hydroxypropyl mercapturic acid; 2-HPMA) was measured as the biomarker of propylene oxide exposure. The detection frequency of 2-HPMA was 100%. After adjusting for potential confounders, the odds ratio (OR) for dyslexia per 2-fold increase in urinary 2-HPMA was 1.19 [95% confidence interval (95% CI): 1.01, 1.40, P = 0.042]. Compared with the lowest quartile of urinary 2-HPMA concentrations, children with the highest quartile of 2-HPMA had a 1.63-fold (95% CI: 1.03, 2.56, P = 0.036) significantly increased risk of dyslexia, with a dose-response relationship (P-trend = 0.047). This study provides epidemiological data on the potential association between propylene oxide exposure and the risk of dyslexia in children. Further studies are warranted to confirm the findings and reveal the underlying biological mechanisms.
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Affiliation(s)
- Qi Liu
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanjian Wan
- Institute of Environmental Health, Wuhan Centers for Disease Control & Prevention, Wuhan, Hubei, 430024, PR China
| | - Bing Zhu
- Hangzhou Center for Disease Control and Prevention, Hangzhou, 310021, China
| | - Xinyan Xie
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Kaiheng Zhu
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Qi Jiang
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanan Feng
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Pei Xiao
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Zhen Xiang
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Xiaoqian Wu
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Jiajia Zhang
- Department of Epidemiology and Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | - Heng Meng
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Ranran Song
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
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27
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Mihaylova MS, Bocheva NB, Stefanova MD, Genova BZ, Totev TT, Racheva KI, Shtereva KA, Staykova SN. Visual noise effect on reading in three developmental disorders: ASD, ADHD, and DD. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221106119. [PMID: 36382080 PMCID: PMC9620686 DOI: 10.1177/23969415221106119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions also have increased internal noise and probably an impaired ability of external noise filtering. The aim of the present study was to compare the reading performance of these groups in the presence of external visual noise which disrupts the automatic reading processes through the degradation of letters. METHODS Sixty-four children and adolescents in four groups, ASD, ADHD, DD, and TD, participated in the study. Two types of stimuli were used - unrelated words and pseudowords. The noise was generated by exchanging a fixed number of pixels between the black symbols and the white background distorting the letters. The task of the participants was to read aloud the words or pseudowords. The reading time for a single letter string, word or pseudoword, was calculated, and the proportion of errors was assessed in order to describe the reading performance. RESULTS The results obtained showed that the reading of unrelated words and pseudowords differs in the separate groups of participants and is affected differently by the added visual noise. In the no-noise condition, the group with TD had the shortest time for reading words and short pseudowords, followed by the group with ASD, while their reading of long pseudowords was slightly slower than that of the ASD group. The noise increase evoked variations in the reading of groups with ASD and ADHD, which differed from the no-noise condition and the control group with TD. The lowest proportion of errors was observed in readers with TD. The reading performance of the DD group was the worst at all noise levels, with the most prolonged reading time and the highest proportion of errors. At the highest noise level, the participants from all groups read the words and pseudowords with similar reading speed and accuracy. CONCLUSIONS In reading words and pseudowords, the ASD, ADHD, and DD groups show difficulties specific for each disorder revealed in a prolonged reading time and a higher proportion of errors. The dissimilarity in reading abilities of the groups with different development is most evident when the accuracy and reading speed are linked together. IMPLICATIONS The use of noise that degrades the letter structure in the present study allowed us to separate the groups with ASD, ADHD, and DD and disclose specifics in the reading process of each disorder. Error type analysis may provide a basis to improve the educational strategies by appropriately structuring the learning process of children with TD, ASD, ADHD, and DD.
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Affiliation(s)
- Milena Slavcheva Mihaylova
- Milena Slavcheva Mihaylova, Institute of
Neurobiology, Bulgarian Academy of Sciences, 23 Academic Georgi Bonchev Street,
Sofia 1113, Bulgaria.
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28
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Fraga-González G, Smit DJA, Van der Molen MJW, Tijms J, Stam CJ, de Geus EJC, Van der Molen MW. Graph Analysis of EEG Functional Connectivity Networks During a Letter-Speech Sound Binding Task in Adult Dyslexics. Front Psychol 2021; 12:767839. [PMID: 34899515 PMCID: PMC8658451 DOI: 10.3389/fpsyg.2021.767839] [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: 08/31/2021] [Accepted: 10/26/2021] [Indexed: 11/16/2022] Open
Abstract
We performed an EEG graph analysis on data from 31 typical readers (22.27 ± 2.53 y/o) and 24 dyslexics (22.99 ± 2.29 y/o), recorded while they were engaged in an audiovisual task and during resting-state. The task simulates reading acquisition as participants learned new letter-sound mappings via feedback. EEG data was filtered for the delta (0.5–4 Hz), theta (4–8 Hz), alpha (8–13 Hz), and beta (13–30 Hz) bands. We computed the Phase Lag Index (PLI) to provide an estimate of the functional connectivity between all pairs of electrodes per band. Then, networks were constructed using a Minimum Spanning Tree (MST), a unique sub-graph connecting all nodes (electrodes) without loops, aimed at minimizing bias in between groups and conditions comparisons. Both groups showed a comparable accuracy increase during task blocks, indicating that they correctly learned the new associations. The EEG results revealed lower task-specific theta connectivity, and lower theta degree correlation over both rest and task recordings, indicating less network integration in dyslexics compared to typical readers. This pattern suggests a role of theta oscillations in dyslexia and may reflect differences in task engagement between the groups, although robust correlations between MST metrics and performance indices were lacking.
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Affiliation(s)
- Gorka Fraga-González
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.,Rudolf Berlin Center, Amsterdam, Netherlands.,Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Zurich, Switzerland
| | - Dirk J A Smit
- Amsterdam Neuroscience, Amsterdam UMC, Amsterdam, Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, Netherlands
| | - Melle J W Van der Molen
- Institute of Psychology, Leiden University, Leiden, Netherlands.,Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands
| | - Jurgen Tijms
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.,Rudolf Berlin Center, Amsterdam, Netherlands.,RID Institute, Amsterdam, Netherlands
| | - Cornelis J Stam
- Department of Clinical Neuropsychology and MEG Center, VU University Medical Center, Amsterdam, Netherlands
| | - Eco J C de Geus
- Amsterdam Neuroscience, Amsterdam UMC, Amsterdam, Netherlands.,Neuroscience Campus Amsterdam, VU University, Amsterdam, Netherlands
| | - Maurits W Van der Molen
- Department of Psychology, University of Amsterdam, Amsterdam, Netherlands.,Amsterdam Brain and Cognition, University of Amsterdam, Amsterdam, Netherlands
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29
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Takeda Y, Hata K, Yamazaki T, Kaneko M, Yokoi O, Tsai C, Umemura K, Nikuni T. Numerical Simulation: Fluctuation in Background Synaptic Activity Regulates Synaptic Plasticity. Front Syst Neurosci 2021; 15:771661. [PMID: 34880734 PMCID: PMC8646040 DOI: 10.3389/fnsys.2021.771661] [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: 09/06/2021] [Accepted: 10/27/2021] [Indexed: 11/13/2022] Open
Abstract
Synaptic plasticity is vital for learning and memory in the brain. It consists of long-term potentiation (LTP) and long-term depression (LTD). Spike frequency is one of the major components of synaptic plasticity in the brain, a noisy environment. Recently, we mathematically analyzed the frequency-dependent synaptic plasticity (FDP) in vivo and found that LTP is more likely to occur with an increase in the frequency of background synaptic activity. Meanwhile, previous studies suggest statistical fluctuation in the amplitude of background synaptic activity. Little is understood, however, about its contribution to synaptic plasticity. To address this issue, we performed numerical simulations of a calcium-based synapse model. Then, we found attenuation of the tendency to become LTD due to an increase in the fluctuation of background synaptic activity, leading to an enhancement of synaptic weight. Our result suggests that the fluctuation affects synaptic plasticity in the brain.
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Affiliation(s)
- Yuto Takeda
- Department of Physics, Tokyo University of Science, Tokyo, Japan
| | - Katsuhiko Hata
- Department of Physics, Tokyo University of Science, Tokyo, Japan.,Department of Neuroscience, Research Center for Mathematical Medicine, Tokyo, Japan.,Department of Sports and Medical Science, Kokushikan University, Tokyo, Japan.,Graduate School of Emergency Medical System, Kokushikan University, Tokyo, Japan
| | - Tokio Yamazaki
- Department of Physics, Tokyo University of Science, Tokyo, Japan
| | - Masaki Kaneko
- KYB Medical Service Co., Ltd., Tokyo, Japan.,The Institute of Physical Education, Kokushikan University, Tokyo, Japan
| | - Osamu Yokoi
- Department of Neuroscience, Research Center for Mathematical Medicine, Tokyo, Japan
| | - Chengta Tsai
- Department of Neuroscience, Research Center for Mathematical Medicine, Tokyo, Japan.,Graduate School of Emergency Medical System, Kokushikan University, Tokyo, Japan
| | - Kazuo Umemura
- Department of Physics, Tokyo University of Science, Tokyo, Japan
| | - Tetsuro Nikuni
- Department of Physics, Tokyo University of Science, Tokyo, Japan
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30
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Siegelman N, van den Bunt MR, Lo JCM, Rueckl JG, Pugh KR. Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models. Neuroimage 2021; 242:118476. [PMID: 34416399 PMCID: PMC8494078 DOI: 10.1016/j.neuroimage.2021.118476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Revised: 07/19/2021] [Accepted: 08/13/2021] [Indexed: 11/29/2022] Open
Abstract
Decades of research have led to several competing theories regarding the neural contributors to impaired reading. But how can we know which theory (or theories) identifies the types of markers that indeed differentiate between individuals with reading disabilities (RD) and their typically developing (TD) peers? To answer this question, we propose a new analytical tool for theory evaluation and comparison, grounded in the Bayesian latent-mixture modeling framework. We start by constructing a series of latent-mixture classification models, each reflecting one existing theoretical claim regarding the neurofunctional markers of RD (highlighting network-level differences in either mean activation, inter-subject heterogeneity, inter-region variability, or connectivity). Then, we run each model on fMRI data alone (i.e., while models are blind to participants' behavioral status), which enables us to interpret the fit between a model's classification of participants and their behavioral (known) RD/TD status as an estimate of its explanatory power. Results from n=127 adolescents and young adults (RD: n=59; TD: n=68) show that models based on network-level differences in mean activation and heterogeneity failed to differentiate between TD and RD individuals. In contrast, classifications based on variability and connectivity were significantly associated with participants' behavioral status. These findings suggest that differences in inter-region variability and connectivity may be better network-level markers of RD than mean activation or heterogeneity (at least in some populations and tasks). More broadly, the results demonstrate the promise of latent-mixture modeling as a theory-driven tool for evaluating different theoretical claims regarding neural contributors to language disorders and other cognitive traits.
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Affiliation(s)
| | | | | | - Jay G Rueckl
- Haskins Laboratories, USA; University of Connecticut, USA
| | - Kenneth R Pugh
- Haskins Laboratories, USA; University of Connecticut, USA; Yale University, USA
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31
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Animal models of developmental dyslexia: Where we are and what we are missing. Neurosci Biobehav Rev 2021; 131:1180-1197. [PMID: 34699847 DOI: 10.1016/j.neubiorev.2021.10.022] [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: 08/04/2021] [Revised: 10/20/2021] [Accepted: 10/22/2021] [Indexed: 12/21/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages. Recently, sensory and cognitive mechanisms have been reported to be potential endophenotypes (EPs) for DD, and nine DD-candidate genes have been identified. Animal models have been used to investigate the etiopathological pathways that underlie the development of complex traits, as they enable the effects of genetic and/or environmental manipulations to be evaluated. Animal research designs have also been linked to cutting-edge clinical research questions by capitalizing on the use of EPs. For the present scoping review, we reviewed previous studies of murine models investigating the effects of DD-candidate genes. Moreover, we highlighted the use of animal models as an innovative way to unravel new insights behind the pathophysiology of reading (dis)ability and to assess cutting-edge preclinical models.
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32
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Kershner JR. Multisensory deficits in dyslexia may result from a locus coeruleus attentional network dysfunction. Neuropsychologia 2021; 161:108023. [PMID: 34530025 DOI: 10.1016/j.neuropsychologia.2021.108023] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 08/06/2021] [Accepted: 09/11/2021] [Indexed: 12/13/2022]
Abstract
A fundamental educational requirement of beginning reading is to learn, access, and rapidly process associations between novel visuospatial symbols and their phonological representations in speech. Children with difficulties in such cross-modal integration are often divided into dyslexia subtypes, based on whether their primary problem is with the written or spoken component of decoding. The present review suggests that starting in infancy, perceptions of audiovisual speech are integrated by mutual oscillatory phase-resetting between sensory cortices, and throughout development visual and auditory experiences are coupled into unified perceptions. Entirely separate subtypes are incompatible with this view. Visual or auditory deficits will invariably affect processing to some degree in both domains. It is suggested that poor auditory/visual integration may be diagnostic for both forms of dyslexia, stemming from an encoding weakness in the early cross-sensory binding of audiovisual speech. The review presents a model of dyslexia as a dysfunction of the large-scale ventral and dorsal attention networks controlling such binding. Excessive glutamatergic neuronal excitability of the attention networks by the Locus coeruleus-norepinephrine system may interfere with multisensory integration, with deleterious effects on the acquisition of reading by degrading graphene/phoneme conversion.
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Affiliation(s)
- John R Kershner
- Dept. of Applied Psychology and Human Resources University of Toronto, ON, M5S 1A1, Canada.
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33
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ADHD symptoms map onto noise-driven structure-function decoupling between hub and peripheral brain regions. Mol Psychiatry 2021; 26:4036-4045. [PMID: 31666679 DOI: 10.1038/s41380-019-0554-6] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2019] [Revised: 07/18/2019] [Accepted: 08/19/2019] [Indexed: 12/11/2022]
Abstract
Adults with childhood-onset attention-deficit hyperactivity disorder (ADHD) show altered whole-brain connectivity. However, the relationship between structural and functional brain abnormalities, the implications for the development of life-long debilitating symptoms, and the underlying mechanisms remain uncharted. We recruited a unique sample of 80 medication-naive adults with a clinical diagnosis of childhood-onset ADHD without psychiatric comorbidities, and 123 age-, sex-, and intelligence-matched healthy controls. Structural and functional connectivity matrices were derived from diffusion spectrum imaging and multi-echo resting-state functional MRI data. Hub, feeder, and local connections were defined using diffusion data. Individual-level measures of structural connectivity and structure-function coupling were used to contrast groups and link behavior to brain abnormalities. Computational modeling was used to test possible neural mechanisms underpinning observed group differences in the structure-function coupling. Structural connectivity did not significantly differ between groups but, relative to controls, ADHD showed a reduction in structure-function coupling in feeder connections linking hubs with peripheral regions. This abnormality involved connections linking fronto-parietal control systems with sensory networks. Crucially, lower structure-function coupling was associated with higher ADHD symptoms. Results from our computational model further suggest that the observed structure-function decoupling in ADHD is driven by heterogeneity in neural noise variability across brain regions. By highlighting a neural cause of a clinically meaningful breakdown in the structure-function relationship, our work provides novel information on the nature of chronic ADHD. The current results encourage future work assessing the genetic and neurobiological underpinnings of neural noise in ADHD, particularly in brain regions encompassed by fronto-parietal systems.
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34
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Söderlund GBW, Åsberg Johnels J, Rothén B, Torstensson-Hultberg E, Magnusson A, Fälth L. Sensory white noise improves reading skills and memory recall in children with reading disability. Brain Behav 2021; 11:e02114. [PMID: 34096202 PMCID: PMC8323032 DOI: 10.1002/brb3.2114] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 02/28/2021] [Accepted: 03/01/2021] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Reading disability (RD) is characterized by slow and inaccurate word reading development, commonly reflecting underlying phonological problems. We have previously shown that exposure to white noise acutely improves cognitive performance in children with ADHD. The question addressed here is whether white noise exposure yields positive outcomes also for RD. There are theoretical reasons to expect such a possibility: a) RD and ADHD are two overlapping neurodevelopmental disorders and b) since prior research on white noise benefits has suggested that a central mechanism might be the phenomenon of stochastic resonance, then adding certain kinds of white noise might strengthen the signal-to-noise ratio during phonological processing and phoneme-grapheme mapping. METHODS The study was conducted with a group of 30 children with RD and phonological decoding difficulties and two comparison groups: one consisting of skilled readers (n = 22) and another of children with mild orthographic reading problems and age adequate phonological decoding (n = 30). White noise was presented experimentally in visual and auditory modalities, while the children performed tests of single word reading, orthographic word recognition, nonword reading, and memory recall. RESULTS For the first time, we show that visual and auditory white noise exposure improves some reading and memory capacities "on the fly" in children with RD and phonological decoding difficulties. By contrast, the comparison groups displayed either no benefit or a gradual decrease in performance with increasing noise. In interviews, we also found that the white noise exposure was tolerable or even preferred by many children. CONCLUSION These novel findings suggest that poor readers with phonological decoding difficulties may be immediately helped by white noise during reading. Future research is needed to determine the robustness, mechanisms, and long-term practical implications of the white noise benefits in children with reading disabilities.
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Affiliation(s)
- Göran B W Söderlund
- Faculty of Teacher Education Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.,Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Speech and Language Pathology Unit & the Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Silvia Children's Hospital, University of Gothenburg & The Child Neuropsychiatric Clinic, Gothenburg, Sweden
| | - Bodil Rothén
- Department of Pedagogy and Learning, Linnaeus University, Växjö, Sweden
| | | | - Andreas Magnusson
- Complex Adaptive Systems, Chalmers University of Technology, Gothenburg, Sweden
| | - Linda Fälth
- Department of Pedagogy and Learning, Linnaeus University, Växjö, Sweden
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Stefanac NR, Zhou SH, Spencer-Smith MM, O'Connell R, Bellgrove MA. A neural index of inefficient evidence accumulation in dyslexia underlying slow perceptual decision making. Cortex 2021; 142:122-137. [PMID: 34265735 DOI: 10.1016/j.cortex.2021.05.021] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 12/18/2020] [Accepted: 05/13/2021] [Indexed: 10/21/2022]
Abstract
Visual processing deficits have been widely reported in developmental dyslexia however the locus of cognitive dysfunction remains unclear. Here, we examined the neural correlates of perceptual decision-making using a dot-motion task and electroencephalography (EEG) and investigated whether presenting deficits were unique to children with dyslexia or if they were also evident in other, typically developing children with equally immature reading systems. Sixty-eight children participated: 32 with dyslexia (DD; 16 females); 21 age-matched controls (AM; 11 females) and 15 reading-matched controls (RM; 9 females). All participants completed a bilaterally presented random-dot-motion task while EEG was recorded. Neural signatures of low level sensory processing (steady state visual evoked potentials; SSVEPs), pre-target attentional bias (posterior α power), attentional orienting (N2), evidence accumulation (centro-parietal positive decision signal; CPP) and execution of a motor response (β) were obtained to dissect the temporal sequence of perceptual decision-making. Reading profile provided a score of relative lexical and sublexical skills for each participant. Although all groups performed comparably in terms of task accuracy and false alarm rate, the DD group were slower and demonstrated an earlier peak latency, reduced slope and lower amplitude of the CPP compared with both AM and RM controls. Reading profile was found to moderate the relationship between word reading ability, reaction time as well as CPP indices showing that lexical dyslexics responded more slowly and had a shallower slope, reduced amplitude and earlier latency of CPP waveforms than sublexical dyslexics. These findings suggest that children with dyslexia, particularly those with relatively poorer lexical abilities, have a reduced rate and peak of evidence accumulation as denoted by CPP markers yet remain slow in their overt response. This is in keeping with hypotheses that children with dyslexia have impairment in effectively sampling and processing evidence about visual motion stimuli.
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Affiliation(s)
- Nicole R Stefanac
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Vic, Australia.
| | - Shou-Han Zhou
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Vic, Australia
| | - Megan M Spencer-Smith
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Vic, Australia
| | - Redmond O'Connell
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Vic, Australia; Trinity College Institute of Neuroscience, Trinity College Dublin, Ireland
| | - Mark A Bellgrove
- Turner Institute for Brain and Mental Health and School of Psychological Sciences, Monash University, Melbourne, Vic, Australia; Trinity College Institute of Neuroscience, Trinity College Dublin, Ireland
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Norton ES, Beach SD, Eddy MD, McWeeny S, Ozernov-Palchik O, Gaab N, Gabrieli JDE. ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners. Front Hum Neurosci 2021; 15:624617. [PMID: 34220468 PMCID: PMC8249724 DOI: 10.3389/fnhum.2021.624617] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Accepted: 04/19/2021] [Indexed: 12/21/2022] Open
Abstract
The mismatch negativity (MMN), an electrophysiological response to an oddball auditory stimulus, is related to reading ability in many studies. There are conflicting findings regarding exactly how the MMN relates to risk or actual diagnosis of dyslexia/reading impairment, perhaps due to the heterogeneity of abilities in children with reading impairment. In this study, 166 English-speaking kindergarten children oversampled for dyslexia risk completed behavioral assessments and a speech-syllable MMN paradigm. We examined how early and late MMN mean amplitude and laterality were related to two established predictors of reading ability: phonological awareness (PA) and rapid automatized naming (RAN). In bootstrapped group analyses, late MMN amplitude was significantly greater in children with typical PA ability than low PA ability. In contrast, laterality of the early and late MMN was significantly different in children with low versus typical RAN ability. Continuous analyses controlling for child age, non-verbal IQ, and letter and word identification abilities showed the same associations between late MMN amplitude with PA and late MMN laterality with RAN. These findings suggest that amplitude of the MMN may relate to phonological representations and ability to manipulate them, whereas MMN laterality may reflect differences in brain processes that support automaticity needed for reading.
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Affiliation(s)
- Elizabeth S. Norton
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Department of Medical Social Sciences, Feinberg School of Medicine, and Institute for Innovations in Developmental Sciences, Northwestern University, Chicago, IL, United States
| | - Sara D. Beach
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Marianna D. Eddy
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Sean McWeeny
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, United States
| | - Ola Ozernov-Palchik
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Harvard Graduate School of Education, Cambridge, MA, United States
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, United States
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital/Harvard Medical School, Boston, MA, United States
| | - John D. E. Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, United States
- Institute for Medical Engineering and Science, Massachusetts Institute of Technology, Cambridge, MA, United States
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37
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Cecil KM, Brunst KJ, Horowitz-Kraus T. Greater reading gain following intervention is associated with low magnetic resonance spectroscopy derived concentrations in the anterior cingulate cortex in children with dyslexia. Brain Res 2021; 1759:147386. [PMID: 33631208 PMCID: PMC7980091 DOI: 10.1016/j.brainres.2021.147386] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Revised: 02/15/2021] [Accepted: 02/16/2021] [Indexed: 10/22/2022]
Abstract
BACKGROUND/OBJECTIVE The "neural noise" hypothesis suggests that individuals with dyslexia have high glutamate concentrations associated with their reading challenges. Different reading intervention programs have showed low GLX (a combined measure for glutamine and glutamate obtained with in vivo magnetic resonance spectroscopy) in association with reading improvement. Several studies demonstrated improved reading and increased activation in the anterior cingulate cortex following an-executive-function (EF)-based reading intervention. The goals of the current study are two-fold: 1) to determine if the effect of the EF-based reading program extends also to the metabolite concentrations and in particular, on the GLX concentrations in the anterior cingulate cortex; 2) to expand the neural noise hypothesis in dyslexia also to neural networks supporting additional parts of the reading networks, i.e. in specific regions related to executive function skills. METHODS Children with dyslexia and typical readers were trained on the EF-based reading program. Reading ability was assessed before and after training while spectroscopy data was obtained at the end of the program. The association between change in reading scores following intervention and GLX concentrations was examined. RESULTS Greater "gains" in word reading were associated with low GLX, Glu, Cr, and NAA concentrations for children with dyslexia compared to typical readers. CONCLUSIONS These results suggest that the improvement reported following the EF-based reading intervention program also involved a low GLX concentration, as well as additional metabolites previously associated with better reading ability (Glx, Cr, NAA) which may point at the decreased neural noise, especially in the anterior cingulate cortex, as a possible mechanism for the effect of this program.
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Affiliation(s)
- Kim M Cecil
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States; Imaging Research Center, Cincinnati Children's Hospital Medical Center, United States; Department of Radiology, University of Cincinnati College of Medicine, United States
| | - Kelly J Brunst
- Department of Environmental and Public Health Sciences, University of Cincinnati College of Medicine, United States
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technicon Israel Institution of Technology, Israel; Reading and Literacy Discovery Center, United States; Division of General and Community Pediatrics, Department of Pediatrics, University of Cincinnati College of Medicine, United States.
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38
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Zhang M, Riecke L, Bonte M. Neurophysiological tracking of speech-structure learning in typical and dyslexic readers. Neuropsychologia 2021; 158:107889. [PMID: 33991561 DOI: 10.1016/j.neuropsychologia.2021.107889] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
Statistical learning, or the ability to extract statistical regularities from the sensory environment, plays a critical role in language acquisition and reading development. Here we employed electroencephalography (EEG) with frequency-tagging measures to track the temporal evolution of speech-structure learning in individuals with reading difficulties due to developmental dyslexia and in typical readers. We measured EEG while participants listened to (a) a structured stream of repeated tri-syllabic pseudowords, (b) a random stream of the same isochronous syllables, and (c) a series of tri-syllabic real Dutch words. Participants' behavioral learning outcome (pseudoword recognition) was measured after training. We found that syllable-rate tracking was comparable between the two groups and stable across both the random and structured streams of syllables. More importantly, we observed a gradual emergence of the tracking of tri-syllabic pseudoword structures in both groups. Compared to the typical readers, however, in the dyslexic readers this implicit speech structure learning seemed to build up at a slower pace. A brain-behavioral correlation analysis showed that slower learners (i.e., participants who were slower in establishing the neural tracking of pseudowords) were less skilled in phonological awareness. Moreover, those who showed stronger neural tracking of real words tended to be less fluent in the visual-verbal conversion of linguistic symbols. Taken together, our study provides an online neurophysiological approach to track the progression of implicit learning processes and gives insights into the learning difficulties associated with dyslexia from a dynamic perspective.
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Affiliation(s)
- Manli Zhang
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Lars Riecke
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands
| | - Milene Bonte
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands
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Beyond Reading Modulation: Temporo-Parietal tDCS Alters Visuo-Spatial Attention and Motion Perception in Dyslexia. Brain Sci 2021; 11:brainsci11020263. [PMID: 33669651 PMCID: PMC7922381 DOI: 10.3390/brainsci11020263] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 02/13/2021] [Accepted: 02/16/2021] [Indexed: 01/17/2023] Open
Abstract
Dyslexia is a neurodevelopmental disorder with an atypical activation of posterior left-hemisphere brain reading networks (i.e., temporo-occipital and temporo-parietal regions) and multiple neuropsychological deficits. Transcranial direct current stimulation (tDCS) is a tool for manipulating neural activity and, in turn, neurocognitive processes. While studies have demonstrated the significant effects of tDCS on reading, neurocognitive changes beyond reading modulation have been poorly investigated. The present study aimed at examining whether tDCS on temporo-parietal regions affected not only reading, but also phonological skills, visuo-spatial working memory, visuo-spatial attention, and motion perception in a polarity-dependent way. In a within-subjects design, ten children and adolescents with dyslexia performed reading and neuropsychological tasks after 20 min of exposure to Left Anodal/Right Cathodal (LA/RC) and Right Anodal/Left Cathodal (RA/LC) tDCS. LA/RC tDCS compared to RA/LC tDCS improved text accuracy, word recognition speed, motion perception, and modified attentional focusing in our group of children and adolescents with dyslexia. Changes in text reading accuracy and word recognition speed—after LA/RC tDCS compared to RA/LC—were related to changes in motion perception and in visuo-spatial working memory, respectively. Our findings demonstrated that reading and domain-general neurocognitive functions in a group of children and adolescents with dyslexia change following tDCS and that they are polarity-dependent.
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40
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Bertoni S, Franceschini S, Puccio G, Mancarella M, Gori S, Facoetti A. Action Video Games Enhance Attentional Control and Phonological Decoding in Children with Developmental Dyslexia. Brain Sci 2021; 11:171. [PMID: 33572998 PMCID: PMC7911052 DOI: 10.3390/brainsci11020171] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 01/25/2021] [Accepted: 01/26/2021] [Indexed: 01/06/2023] Open
Abstract
Reading acquisition is extremely difficult for about 5% of children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). Intervention studies can be used to investigate the causal role of neurocognitive deficits in DD. Recently, it has been proposed that action video games (AVGs)-enhancing attentional control-could improve perception and working memory as well as reading skills. In a partial crossover intervention study, we investigated the effect of AVG and non-AVG training on attentional control using a conjunction visual search task in children with DD. We also measured the non-alphanumeric rapid automatized naming (RAN), phonological decoding and word reading before and after AVG and non-AVG training. After both video game training sessions no effect was found in non-alphanumeric RAN and in word reading performance. However, after only 12 h of AVG training the attentional control was improved (i.e., the set-size slopes were flatter in visual search) and phonological decoding speed was accelerated. Crucially, attentional control and phonological decoding speed were increased only in DD children whose video game score was highly efficient after the AVG training. We demonstrated that only an efficient AVG training induces a plasticity of the fronto-parietal attentional control linked to a selective phonological decoding improvement in children with DD.
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Affiliation(s)
- Sara Bertoni
- Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy;
- Department of General Psychology, University of Padova, 35122 Padova, Italy; (S.F.); (G.P.); (M.M.); (A.F.)
| | - Sandro Franceschini
- Department of General Psychology, University of Padova, 35122 Padova, Italy; (S.F.); (G.P.); (M.M.); (A.F.)
| | - Giovanna Puccio
- Department of General Psychology, University of Padova, 35122 Padova, Italy; (S.F.); (G.P.); (M.M.); (A.F.)
| | - Martina Mancarella
- Department of General Psychology, University of Padova, 35122 Padova, Italy; (S.F.); (G.P.); (M.M.); (A.F.)
- Katholieke Universiteit Leuven, 3000 Leuven, Belgium
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy;
| | - Andrea Facoetti
- Department of General Psychology, University of Padova, 35122 Padova, Italy; (S.F.); (G.P.); (M.M.); (A.F.)
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41
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Kershner JR. An Evolutionary Perspective of Dyslexia, Stress, and Brain Network Homeostasis. Front Hum Neurosci 2021; 14:575546. [PMID: 33551772 PMCID: PMC7859477 DOI: 10.3389/fnhum.2020.575546] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 12/18/2020] [Indexed: 12/20/2022] Open
Abstract
Evolution fuels interindividual variability in neuroplasticity, reflected in brain anatomy and functional connectivity of the expanding neocortical regions subserving reading ability. Such variability is orchestrated by an evolutionarily conserved, competitive balance between epigenetic, stress-induced, and cognitive-growth gene expression programs. An evolutionary developmental model of dyslexia, suggests that prenatal and childhood subclinical stress becomes a risk factor for dyslexia when physiological adaptations to stress promoting adaptive fitness, may attenuate neuroplasticity in the brain regions recruited for reading. Stress has the potential to blunt the cognitive-growth functions of the predominantly right hemisphere Ventral and Dorsal attention networks, which are primed with high entropic levels of synaptic plasticity, and are critical for acquiring beginning reading skills. The attentional networks, in collaboration with the stress-responsive Default Mode network, modulate the entrainment and processing of the low frequency auditory oscillations (1-8 Hz) and visuospatial orienting linked etiologically to dyslexia. Thus, dyslexia may result from positive, but costly adaptations to stress system dysregulation: protective measures that reset the stress/growth balance of processing to favor the Default Mode network, compromising development of the attentional networks. Such a normal-variability conceptualization of dyslexia is at odds with the frequent assumption that dyslexia results from a neurological abnormality. To put the normal-variability model in the broader perspective of the state of the field, a traditional evolutionary account of dyslexia is presented to stimulate discussion of the scientific merits of the two approaches.
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Affiliation(s)
- John R. Kershner
- Department of Applied Psychology, University of Toronto, Toronto, ON, Canada
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42
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Krishnan S, Asaridou SS, Cler GJ, Smith HJ, Willis HE, Healy MP, Thompson PA, Bishop DVM, Watkins KE. Functional organisation for verb generation in children with developmental language disorder. Neuroimage 2020; 226:117599. [PMID: 33285329 PMCID: PMC7836232 DOI: 10.1016/j.neuroimage.2020.117599] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 11/13/2020] [Accepted: 11/17/2020] [Indexed: 11/30/2022] Open
Abstract
Developmental language disorder (DLD) is characterised by difficulties in learning one's native language for no apparent reason. These language difficulties occur in 7% of children and are known to limit future academic and social achievement. Our understanding of the brain abnormalities associated with DLD is limited. Here, we used a simple four-minute verb generation task (children saw a picture of an object and were instructed to say an action that goes with that object) to test children between the ages of 10-15 years (DLD N = 50, typically developing N = 67). We also tested 26 children with poor language ability who did not meet our criteria for DLD. Contrary to our registered predictions, we found that children with DLD did not have (i) reduced activity in language relevant regions such as the left inferior frontal cortex; (ii) dysfunctional striatal activity during overt production; or (iii) a reduction in left-lateralised activity in frontal cortex. Indeed, performance of this simple language task evoked activity in children with DLD in the same regions and to a similar level as in typically developing children. Consistent with previous reports, we found sub-threshold group differences in the left inferior frontal gyrus and caudate nuclei, but only when analysis was limited to a subsample of the DLD group (N = 14) who had the poorest performance on the task. Additionally, we used a two-factor model to capture variation in all children studied (N = 143) on a range of neuropsychological tests and found that these language and verbal memory factors correlated with activity in different brain regions. Our findings indicate a lack of support for some neurological models of atypical language learning, such as the procedural deficit hypothesis or the atypical lateralization hypothesis, at least when using simple language tasks that children can perform. These results also emphasise the importance of controlling for and monitoring task performance.
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Affiliation(s)
- Saloni Krishnan
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK; Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey TW20 0EX, UK.
| | - Salomi S Asaridou
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK
| | - Gabriel J Cler
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK
| | - Harriet J Smith
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK; MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, UK
| | - Hannah E Willis
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK; Nuffield Department of Clinical Neurosciences, John Radcliffe Hospital, Headley Way, Headington, Oxford OX3 9DU, UK
| | - Máiréad P Healy
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK; Department of Psychology, University of Cambridge, Downing Street, Cambridge CB2 3EB, UK
| | - Paul A Thompson
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK
| | - Dorothy V M Bishop
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK
| | - Kate E Watkins
- Department of Experimental Psychology & Wellcome Trust Centre for Integrative Neuroimaging, University of Oxford, Anna Watts Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK
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Morett LM, Landi N, Irwin J, McPartland JC. N400 amplitude, latency, and variability reflect temporal integration of beat gesture and pitch accent during language processing. Brain Res 2020; 1747:147059. [PMID: 32818527 PMCID: PMC7493208 DOI: 10.1016/j.brainres.2020.147059] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Revised: 08/03/2020] [Accepted: 08/12/2020] [Indexed: 01/19/2023]
Abstract
This study examines how across-trial (average) and trial-by-trial (variability in) amplitude and latency of the N400 event-related potential (ERP) reflect temporal integration of pitch accent and beat gesture. Thirty native English speakers viewed videos of a talker producing sentences with beat gesture co-occurring with a pitch accented focus word (synchronous), beat gesture co-occurring with the onset of a subsequent non-focused word (asynchronous), or the absence of beat gesture (no beat). Across trials, increased amplitude and earlier latency were observed when beat gesture was temporally asynchronous with pitch accenting than when it was temporally synchronous with pitch accenting or absent. Moreover, temporal asynchrony of beat gesture relative to pitch accent increased trial-by-trial variability of N400 amplitude and latency and influenced the relationship between across-trial and trial-by-trial N400 latency. These results indicate that across-trial and trial-by-trial amplitude and latency of the N400 ERP reflect temporal integration of beat gesture and pitch accent during language comprehension, supporting extension of the integrated systems hypothesis of gesture-speech processing and neural noise theories to focus processing in typical adult populations.
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Affiliation(s)
| | - Nicole Landi
- Haskins Laboratories, University of Connecticut, United States
| | - Julia Irwin
- Haskins Laboratories, Southern Connecticut State University, United States
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Abstract
Electroencephalographic studies using graph-theoretic analysis have found aberrations in functional connectivity in dyslexics. How visual nonverbal training (VT) can change the functional connectivity of the reading network in developmental dyslexia is still unclear. We studied differences in the local and global topological properties of functional reading networks between controls and dyslexic children before and after VT. The minimum spanning tree method was used to construct the reading networks in multiple electroencephalogram (EEG) frequency bands. Compared to controls, pre-training dyslexics had a higher leaf fraction, tree hierarchy, kappa, and smaller diameter (θ—γ-frequency bands), and therefore, they had a less segregated neural network than controls. After training, the reading-network metrics of dyslexics became similar to controls. In β1 and γ-frequency bands, pre-training dyslexics exhibited a reduced degree and betweenness centrality of hubs in superior, middle, and inferior frontal areas in both brain hemispheres compared to the controls. Dyslexics relied on the left anterior temporal (β1, γ1) and dorsolateral prefrontal cortex (γ1), while in the right hemisphere, they relied on the occipitotemporal, parietal, (β1), motor (β2, γ1), and somatosensory cortices (γ1). After training, hubs appeared in both hemispheres at the middle occipital (β), parietal (β1), somatosensory (γ1), and dorsolateral prefrontal cortices (γ2), while in the left hemisphere, they appeared at the middle temporal, motor (β1), intermediate (γ2), and inferior frontal cortices (γ1, β2). Language-related brain regions were more active after visual training. They contribute to an understanding of lexical and sublexical representation. The same role has areas important for articulatory processes of reading.
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45
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Liebig J, Friederici AD, Neef NE. Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Dev Cogn Neurosci 2020; 46:100869. [PMID: 33091833 PMCID: PMC7576516 DOI: 10.1016/j.dcn.2020.100869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 09/07/2020] [Accepted: 09/20/2020] [Indexed: 02/05/2023] Open
Abstract
Multi-domain profiles advance retrospective prediction of emergent literacy. DCDC2 and KIAA0319 risk variants influence emergent spelling skills. Combined DYX2 and auditory brainstem measures enhance predictive model fits. Additional benefit of preliterate phonological awareness on predictive power.
Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.
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Affiliation(s)
- Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Clinical Neurophysiology, Georg-August-University, Göttingen, Robert-Koch-Straße 40, 37075 Göttingen, Germany; Department of Diagnostic and Interventional Neuroradiology, Georg-August-University, Robert-Koch-Str. 40, 37075 Göttingen, Germany.
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O'Brien GE, Gijbels L, Yeatman JD. Context effects on phoneme categorization in children with dyslexia. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2020; 148:2209. [PMID: 33138541 PMCID: PMC7575329 DOI: 10.1121/10.0002181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2019] [Revised: 09/23/2020] [Accepted: 09/28/2020] [Indexed: 06/11/2023]
Abstract
Research shows that, on average, children with dyslexia behave less categorically in phoneme categorization tasks. This study investigates three subtle ways that struggling readers may perform differently than their typically developing peers in this experimental context: sensitivity to the frequency distribution from which speech tokens are drawn, bias induced by previous stimulus presentations, and fatigue during the course of the task. We replicate findings that reading skill is related to categorical labeling, but we do not find evidence that sensitivity to the stimulus frequency distribution, the influence of previous stimulus presentations, and a measure of task engagement differs in children with dyslexia. It is, therefore, unlikely that the reliable relationship between reading skill and categorical labeling is attributable to artifacts of the task design, abnormal neural encoding, or executive function. Rather, categorical labeling may index a general feature of linguistic development whose causal relationship to literacy remains to be ascertained.
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Affiliation(s)
- Gabrielle E O'Brien
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Liesbeth Gijbels
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington 98105, USA
| | - Jason D Yeatman
- Graduate School of Education, Stanford University, Stanford, California 94305, USA
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Archer K, Pammer K, Vidyasagar TR. A Temporal Sampling Basis for Visual Processing in Developmental Dyslexia. Front Hum Neurosci 2020; 14:213. [PMID: 32733217 PMCID: PMC7360833 DOI: 10.3389/fnhum.2020.00213] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Accepted: 05/11/2020] [Indexed: 11/24/2022] Open
Abstract
Knowledge of oscillatory entrainment and its fundamental role in cognitive and behavioral processing has increasingly been applied to research in the field of reading and developmental dyslexia. Growing evidence indicates that oscillatory entrainment to theta frequency spoken language in the auditory domain, along with cross-frequency theta-gamma coupling, support phonological processing (i.e., cognitive encoding of linguistic knowledge gathered from speech) which is required for reading. This theory is called the temporal sampling framework (TSF) and can extend to developmental dyslexia, such that inadequate temporal sampling of speech-sounds in people with dyslexia results in poor theta oscillatory entrainment in the auditory domain, and thus a phonological processing deficit which hinders reading ability. We suggest that inadequate theta oscillations in the visual domain might account for the many magno-dorsal processing, oculomotor control and visual deficits seen in developmental dyslexia. We propose two possible models of a magno-dorsal visual correlate to the auditory TSF: (1) A direct correlate that involves "bottom-up" magnocellular oscillatory entrainment of the visual domain that occurs when magnocellular populations phase lock to theta frequency fixations during reading and (2) an inverse correlate whereby attending to text triggers "top-down" low gamma signals from higher-order visual processing areas, thereby organizing magnocellular populations to synchronize to a theta frequency to drive the temporal control of oculomotor movements and capturing of letter images at a higher frequency.
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Affiliation(s)
- Kim Archer
- Applied Psychology and Human Factors Laboratory, School of Psychology, University of Newcastle, Newcastle, NSW, Australia
| | - Kristen Pammer
- Applied Psychology and Human Factors Laboratory, School of Psychology, University of Newcastle, Newcastle, NSW, Australia
| | - Trichur Raman Vidyasagar
- Visual and Cognitive Neuroscience Laboratory, Department of Optometry and Vision Sciences, University of Melbourne, Parkville, VIC, Australia
- The Florey Institute of Neuroscience and Mental Health, Parkville, VIC, Australia
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Armstrong-Gallegos S. Problems in Audiovisual Filtering for Children with Special Educational Needs. Iperception 2020; 11:2041669520951816. [PMID: 32922716 PMCID: PMC7457682 DOI: 10.1177/2041669520951816] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Accepted: 06/19/2020] [Indexed: 11/17/2022] Open
Abstract
There is pervasive evidence that problems in sensory processing occur across a range of developmental disorders, but their aetiology and clinical significance remain unclear. The present study investigated the relation between sensory processing and literacy skills in children with and without a background of special educational needs (SEN). Twenty-six children aged between 7 and 12 years old, from both regular classes and SEN programmes, participated. Following baseline tests of literacy, fine motor skills and naming speed, two sets of instruments were administered: the carer-assessed Child Sensory Profile-2 and a novel Audiovisual Animal Stroop (AVAS) test. The SEN group showed significantly higher ratings on three Child Sensory Profile-2 quadrants, together with body position ratings. The SEN participants also showed a specific deficit when required to ignore an accompanying incongruent auditory stimulus on the AVAS. Interestingly, AVAS performance correlated significantly with literacy scores and with the sensory profile scores. It is proposed that the children with SEN showed a specific deficit in "filtering out" irrelevant auditory input. The results highlight the importance of including analysis of sensory processes within theoretical and applied approaches to developmental differences and suggest promising new approaches to the understanding, assessment, and support of children with SEN.
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Carment L, Dupin L, Guedj L, Térémetz M, Cuenca M, Krebs MO, Amado I, Maier MA, Lindberg PG. Neural noise and cortical inhibition in schizophrenia. Brain Stimul 2020; 13:1298-1304. [PMID: 32585356 DOI: 10.1016/j.brs.2020.06.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 05/25/2020] [Accepted: 06/14/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Neural information processing is subject to noise and this leads to variability in neural firing and behavior. Schizophrenia has been associated with both more variable motor control and impaired cortical inhibition, which is crucial for excitatory/inhibitory balance in neural commands. HYPOTHESIS In this study, we hypothesized that impaired intracortical inhibition in motor cortex would contribute to task-related motor noise in schizophrenia. METHODS We measured variability of force and of electromyographic (EMG) activity in upper limb and hand muscles during a visuomotor grip force-tracking paradigm in patients with schizophrenia (N = 25), in unaffected siblings (N = 17) and in healthy control participants (N = 25). Task-dependent primary motor cortex (M1) excitability and inhibition were assessed using transcranial magnetic stimulation (TMS). RESULTS During force maintenance patients with schizophrenia showed increased variability in force and EMG, despite similar mean force and EMG magnitudes. Compared to healthy controls, patients with schizophrenia also showed increased M1 excitability and reduced cortical inhibition during grip-force tracking. EMG variability and force variability correlated negatively to cortical inhibition in patients with schizophrenia. EMG variability also correlated positively to negative symptoms. Siblings had similar variability and cortical inhibition compared to controls. Increased EMG and force variability indicate enhanced motor noise in schizophrenia, which relates to reduced motor cortex inhibition. CONCLUSION The findings suggest that excessive motor noise in schizophrenia may arise from an imbalance of M1 excitation/inhibition of GABAergic origin. Thus, higher motor noise may provide a useful marker of impaired cortical inhibition in schizophrenia.
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Affiliation(s)
- Loïc Carment
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France.
| | - Lucile Dupin
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France
| | - Laura Guedj
- Resource Center for Cognitive Remediation and Psychosocial Rehabilitation, C3RP, Université de Paris, GHU Psychiatrie et Neurosciences Sainte-Anne, Paris, France
| | - Maxime Térémetz
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France
| | - Macarena Cuenca
- Institut de Psychiatrie, CNRS, GDR3557, Paris, France; Centre de Recherche Clinique, Hôpital Sainte-Anne, Paris, France
| | - Marie-Odile Krebs
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France; Resource Center for Cognitive Remediation and Psychosocial Rehabilitation, C3RP, Université de Paris, GHU Psychiatrie et Neurosciences Sainte-Anne, Paris, France
| | - Isabelle Amado
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France; Resource Center for Cognitive Remediation and Psychosocial Rehabilitation, C3RP, Université de Paris, GHU Psychiatrie et Neurosciences Sainte-Anne, Paris, France
| | - Marc A Maier
- Institut de Psychiatrie, CNRS, GDR3557, Paris, France; Université de Paris, CNRS UMR, 8002, Paris, France
| | - Påvel G Lindberg
- Institute of Psychiatry and Neuroscience of Paris, INSERM U894, Université Paris Descartes, Sorbonne Paris Cité, Paris, France; Institut de Psychiatrie, CNRS, GDR3557, Paris, France
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Ziegler JC, Perry C, Zorzi M. Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2020; 29:293-300. [PMID: 32655213 PMCID: PMC7324076 DOI: 10.1177/0963721420915873] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
How do children learn to read? How do deficits in various components of the reading network affect learning outcomes? How does remediating one or several components change reading performance? In this article, we summarize what is known about learning to read and how this can be formalized in a developmentally plausible computational model of reading acquisition. The model is used to understand normal and impaired reading development (dyslexia). In particular, we show that it is possible to simulate individual learning trajectories and intervention outcomes on the basis of three component skills: orthography, phonology, and vocabulary. We therefore advocate a multifactorial computational approach to understanding reading that has practical implications for dyslexia and intervention.
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Affiliation(s)
- Johannes C. Ziegler
- Laboratoire de Psychologie
Cognitive, Centre National de la Recherche Scientifique (CNRS),
Aix-Marseille University
| | - Conrad Perry
- Faculty of Health, Arts and
Design, Swinburne University of Technology
| | - Marco Zorzi
- Department of General Psychology,
University of Padova
- IRRCS San Camillo Hospital,
Venice-Lido, Italy
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