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Farah R, Shchupak G, Holland S, Hutton J, Dudley J, DiFrancesco M, Altaye M, Horowitz-Kraus T. A greater modulation of the visual and fronto-parietal networks for children in a post-media versus pre-media exposure group. Acta Paediatr 2024; 113:1876-1883. [PMID: 38773283 DOI: 10.1111/apa.17276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 05/02/2024] [Accepted: 05/07/2024] [Indexed: 05/23/2024]
Abstract
AIM Media use in children has exploded in the past several decades, most recently fuelled by portable electronic devices. This study aims to explore differences in functional brain connectivity in children during a story-listening functional MRI (fMRI) task using data collected before (1998) and after (2013) the widespread adoption of media. METHODS Cross-sectional data were collected from English-speaking 5- to 7-year-old children at Cincinnati Children's Hospital Medical Center, USA, of a functional MRI narrative comprehension task completed in 1998 (n = 22) or 2013 (n = 25). Imaging data were processed using a graph theory approach, focusing on executive functions, language and visual processing networks supporting reading. RESULTS Group differences suggest more efficient processing in the fronto-parietal network in the pre-media group while listening to stories. A modulation of the visual and fronto-parietal networks for the post-media exposure group was found. CONCLUSION Further studies are needed to assess effects over time in the more exposed group to discern a causal effect of portable devices on cognitive networks.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion, Haifa, Israel
| | - George Shchupak
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion, Haifa, Israel
| | | | - John Hutton
- Reading and Literacy Discovery Center, General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Jonathan Dudley
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Mark DiFrancesco
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Mekibib Altaye
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Fatić S, Stanojević N, Jeličić L, Bilibajkić R, Marisavljević M, Maksimović S, Gavrilović A, Subotić M. Beta Spectral Power during Passive Listening in Preschool Children with Specific Language Impairment. Dev Neurosci 2024:1-14. [PMID: 38723615 DOI: 10.1159/000539135] [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: 09/03/2023] [Accepted: 04/18/2024] [Indexed: 06/19/2024] Open
Abstract
INTRODUCTION Children with specific language impairment (SLI) have difficulties in different speech and language domains. Electrophysiological studies have documented that auditory processing in children with SLI is atypical and probably caused by delayed and abnormal auditory maturation. During the resting state, or different auditory tasks, children with SLI show low or high beta spectral power, which could be a clinical correlate for investigating brain rhythms. METHODS The aim of this study was to examine the electrophysiological cortical activity of the beta rhythm while listening to words and nonwords in children with SLI in comparison to typical development (TD) children. The participants were 50 children with SLI, aged 4 and 5 years, and 50 age matched TD children. The children were divided into two subgroups according to age: (1) children 4 years of age; (2) children 5 years of age. RESULTS The older group differed from the younger group in beta auditory processing, with increased values of beta spectral power in the right frontal, temporal, and parietal regions. In addition, children with SLI have higher beta spectral power than TD children in the bilateral temporal regions. CONCLUSION Complex beta auditory activation in TD and SLI children indicates the presence of early changes in functional brain connectivity.
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Affiliation(s)
- Saška Fatić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Nina Stanojević
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Ljiljana Jeličić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Ružica Bilibajkić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
| | - Maša Marisavljević
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Slavica Maksimović
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
- Department of Speech, Language, and Hearing Sciences, Institute for Experimental Phonetics and Speech Pathology, Belgrade, Serbia
| | - Aleksandar Gavrilović
- Faculty of Medical Sciences, Department of Neurology, University of Kragujevac, Kragujevac, Serbia
- Clinic of Neurology, Clinical Center Kragujevac, Kragujevac, Serbia
| | - Miško Subotić
- Cognitive Neuroscience Department, Research and Development Institute "Life Activities Advancement Institute,", Belgrade, Serbia
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Horowitz-Kraus T, Meri R, Holland SK, Farah R, Rohana T, Haj N. Language First, Cognition Later: Different Trajectories of Subcomponents of the Future-Reading Network in Processing Narratives from Kindergarten to Adolescence. Brain Connect 2024; 14:60-69. [PMID: 38265789 PMCID: PMC10890959 DOI: 10.1089/brain.2023.0012] [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] [Indexed: 01/25/2024] Open
Abstract
Narrative comprehension is a linguistic ability that emerges early in life and has a critical role in language development, reading acquisition, and comprehension. According to the Simple View of Reading model, reading is acquired through word decoding and linguistic comprehension. Here, within and between networks, functional connectivity in several brain networks supporting both language and reading abilities was examined from prereading to proficient reading age in 32 healthy children, ages 5-18 years, scanned annually while listening to stories over 12 years. Functional connectivity changes within and between the networks were assessed and compared between the years using hierarchical linear regression and were related to reading abilities. At prereading age, the networks related to basic language processing accounted for 32.5% of the variation of reading ability at reading age (at 12-14 years) (R2 = 0.325, p = 0.05). At age 17, more complex cognitive networks were involved and accounted for 97.4% of the variation in reading ability (R2 = 0.974, p = 0.022). Overall, networks composing the future-reading network are highly involved in processing narratives along development; however, networks related to semantic, phonological, and syntactic processing predict reading ability earlier in life, and more complex networks predict reading proficiency later in life.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel
- Faculty of Biomedical Engineering, Technion—Israel Institute of Technology, Haifa, Israel
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Raya Meri
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel
| | | | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel
| | - Tamara Rohana
- Faculty of Biomedical Engineering, Technion—Israel Institute of Technology, Haifa, Israel
| | - Narmeen Haj
- Faculty of Biomedical Engineering, Technion—Israel Institute of Technology, Haifa, Israel
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Soltani Kouhbanani S, Arabi SM, Zarenezhad S. Does the Frontal Brain Electrical Activity Mediate the Effect of Home Executive Function Environment and Screen Time on Children's Executive Function? J Genet Psychol 2023; 184:430-445. [PMID: 37335540 DOI: 10.1080/00221325.2023.2223653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Accepted: 06/06/2023] [Indexed: 06/21/2023]
Abstract
Executive functions play an important role in various developmental aspects of children; however, environmental factors influencing individual differences in children's executive function and their neural substructures, particularly in middle childhood, are rarely investigated. Therefore, the current study aimed to investigate the relationship between the home executive function environment (HEFE) and screen time with the executive function of children aged 8-12 years by employing the mediating variables of alpha, beta, and theta waves. The parents of 133 normal children completed Barkley Deficits in Executive Functioning, HEFE, and Screen Time Scales. Alpha, beta, and theta brain waves were also measured. Data were examined using correlational and path analysis. The results suggested a positive and significant relationship between home executive functions and the executive functions of children. Furthermore, the results indicated an inverse and significant relationship between screen time and executive function. The results also proved the mediating role of alpha, beta, and theta brain waves in the relationship between screen time and the children's executive function. Environmental factors (such as home environment and screen time) affect the function of brain waves and, thus, the daily executive function of children.
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Affiliation(s)
- Sakineh Soltani Kouhbanani
- Department of Educational Sciences, Educational Sciences and Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Seyedeh Manizheh Arabi
- Department of Motor Behavior, Faculty of Sports Sciences, Bu-Ali Sina University, Hamedan, Iran
| | - Somayeh Zarenezhad
- Department of Educational Sciences, Educational Sciences and Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
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Horowitz-Kraus T, Gashri C. Multimodal Approach for Characterizing the Quality of Parent-Child Interaction: A Single Synchronization Source May Not Tell the Whole Story. BIOLOGY 2023; 12:biology12020241. [PMID: 36829518 PMCID: PMC9952901 DOI: 10.3390/biology12020241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 01/31/2023] [Accepted: 02/01/2023] [Indexed: 02/05/2023]
Abstract
The interaction between the parent and child is essential for the child's cognitive and emotional development and sets the path for future well-being. These interactions, starting from birth, are necessary for providing the sensory stimulation the child needs in the critical time window of brain development. The characterization of parent-child interactions is traditionally performed by human decoding. This approach is considered the leading and most accurate way of characterizing the quality of these interactions. However, the development of computational tools and especially the concept of parent-child synchronization opened up an additional source of data characterizing these interactions in an objective, less human-labor manner. Such sources include brain-to-brain, voice/speech, eye contact, motor, and heart-rate synchronization. However, can a single source synchronization dataset accurately represent parent-child interaction? Will attending to the same stimulation, often resulting in a higher brain-to-brain synchronization, be considered an interactive condition? In this perspective, we will try to convey a new concept of the child-parent interaction synchronization (CHIPS) matrix, which includes the different sources of signals generated during an interaction. Such a model may assist in explaining the source of interaction alterations in the case of child/parent developmental/emotional or sensory deficits and may open up new ways of assessing interventions and changes in parent-child interactions along development. We will discuss this interaction during one of the parent-child joint activities providing opportunities for interaction, i.e., storytelling.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion, Haifa 3200003, Israel
- Faculty of Biomedical Engineering, Technion, Haifa 3200003, Israel
- Neuropsychology Department, Kennedy Krieger Institute, Baltimore, MD 21205, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins School of Medicine, Baltimore, MD 21205, USA
- Correspondence: ; Tel.: +972-522-989298
| | - Carmel Gashri
- Faculty of Biomedical Engineering, Technion, Haifa 3200003, Israel
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Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers. Child Psychiatry Hum Dev 2021; 52:681-692. [PMID: 32886231 PMCID: PMC7930153 DOI: 10.1007/s10578-020-01053-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/27/2020] [Indexed: 10/23/2022]
Abstract
An adverse relationship between screen exposure time and brain functional/structural connectivity was reported in typically developing children, specifically related to neurobiological correlates of reading ability. As children with reading difficulties (RD) suffer from impairments in reading and executive functions (EF), we sought to determine the association between the ratio of screen time duration to reading time duration and functional connectivity of EF networks to the entire brain in children with RD compared to typical readers (TRs) using resting state data. Screen/reading time ratio was related to reduced reading and EF abilities. A larger screen/reading time ratio was correlated with increased functional connectivity between the salience network and frontal-EF regions in children with RD compared to TRs. We suggest that whereas greater screen/reading time ratio is related to excessive stimulation of the visual processing system in TRs, it may be related to decreased efficiency of the cognitive control system in RDs.
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Zuanetti PA, Novaes CB, Fukuda MTH. Intervention based on shared story reading: effect on low and high challenge reading and writing tasks. Codas 2021; 33:e20200129. [PMID: 34037162 DOI: 10.1590/2317-1782/20202020129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Accepted: 07/04/2020] [Indexed: 11/22/2022] Open
Abstract
PURPOSE to investigate the effectiveness of an intervention proposal based on shared story reading for reading comprehension, written narrative and word reading/writing. METHODS 44 children were divided into two groups according to their performance in a reading comprehension test - The first group, G1, consisted of children with reading comprehension difficulty, and the second, G2, consisted of children who did not have difficulties. All children were evaluated regarding reading/writing isolated words, reading comprehension of sentences, and written narrative. After this evaluation, G1 children participated in an intervention program (15 meetings) that stimulated shared story reading. After this intervention, all children were reevaluated. Intra- and intergroup data were analyzed statistically by applying appropriate statistical tests, with the level of significance set at >0.05%. RESULTS after the intervention program, G1 children showed significant improvement in the variables evaluated. In the intergroup analysis, at the time of evaluation, G1 differed from G2 in reading/writing, reading comprehension, ability to correctly judge the verbs, and in textual coherence. At reassessment, G1 matched G2 in textual coherence and approached G2 in reading/writing isolated words and reading comprehension. CONCLUSION shared story reading promoted the development of low and high level reading and writing skills, being more effective for high-level strategies (example: written narrative). It is suggested that a specific program for orthographic questions be associated.
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Affiliation(s)
- Patrícia Aparecida Zuanetti
- Hospital das Clínicas, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo - HCFMRP-USP - Ribeirão Preto (SP), Brasil
| | - Carolina Bernardi Novaes
- Departamento de Psicologia, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo - FFCLRP - USP - Ribeirão Preto (SP), Brasil
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Zivan M, Horowitz-Kraus T. Parent–child joint reading is related to an increased fixation time on print during storytelling among preschool children. Brain Cogn 2020; 143:105596. [DOI: 10.1016/j.bandc.2020.105596] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2020] [Revised: 05/31/2020] [Accepted: 06/01/2020] [Indexed: 01/11/2023]
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