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Barnes-Davis ME, Williamson BJ, Kline JE, Kline-Fath BM, Tkach J, He L, Yuan W, Parikh NA. Structural connectivity at term equivalent age and language in preterm children at 2 years corrected. Brain Commun 2024; 6:fcae126. [PMID: 38665963 PMCID: PMC11043656 DOI: 10.1093/braincomms/fcae126] [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: 07/24/2023] [Revised: 01/26/2024] [Accepted: 04/08/2024] [Indexed: 04/28/2024] Open
Abstract
We previously reported interhemispheric structural hyperconnectivity bypassing the corpus callosum in children born extremely preterm (<28 weeks) versus term children. This increased connectivity was positively associated with language performance at 4-6 years of age in our prior work. In the present study, we aim to investigate whether this extracallosal connectivity develops in extremely preterm infants at term equivalent age by leveraging a prospective cohort study of 350 very and extremely preterm infants followed longitudinally in the Cincinnati Infant Neurodevelopment Early Prediction Study. For this secondary analysis, we included only children born extremely preterm and without significant brain injury (n = 95). We use higher-order diffusion modelling to assess the degree to which extracallosal pathways are present in extremely preterm infants and predictive of later language scores at 22-26 months corrected age. We compare results obtained from two higher-order diffusion models: generalized q-sampling imaging and constrained spherical deconvolution. Advanced MRI was obtained at term equivalent age (39-44 weeks post-menstrual age). For structural connectometry analysis, we assessed the level of correlation between white matter connectivity at the whole-brain level at term equivalent age and language scores at 2 years corrected age, controlling for post-menstrual age, sex, brain abnormality score and social risk. For our constrained spherical deconvolution analyses, we performed connectivity-based fixel enhancement, using probabilistic tractography to inform statistical testing of the hypothesis that fibre metrics at term equivalent age relate to language scores at 2 years corrected age after adjusting for covariates. Ninety-five infants were extremely preterm with no significant brain injury. Of these, 53 had complete neurodevelopmental and imaging data sets that passed quality control. In the connectometry analyses adjusted for covariates and multiple comparisons (P < 0.05), the following tracks were inversely correlated with language: bilateral cerebellar white matter and middle cerebellar peduncles, bilateral corticospinal tracks, posterior commissure and the posterior inferior fronto-occipital fasciculus. No tracks from the constrained spherical deconvolution/connectivity-based fixel enhancement analyses remained significant after correction for multiple comparisons. Our findings provide critical information about the ontogeny of structural brain networks supporting language in extremely preterm children. Greater connectivity in more posterior tracks that include the cerebellum and connections to the regions of the temporal lobes at term equivalent age appears to be disadvantageous for language development.
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Affiliation(s)
- Maria E Barnes-Davis
- Perinatal Institute, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Brady J Williamson
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Julia E Kline
- Perinatal Institute, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Beth M Kline-Fath
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Department of Radiology, Imaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Jean Tkach
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Department of Radiology, Imaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Lili He
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Department of Radiology, Imaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
| | - Weihong Yuan
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Cincinnati Children’s Hospital Medical Center, Pediatric Neuroimaging Research Consortium, Cincinnati, OH, USA
| | - Nehal A Parikh
- Perinatal Institute, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
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Habouba N, Talmon R, Kraus D, Farah R, Apter A, Steinberg T, Radhakrishnan R, Barazany D, Horowitz-Kraus T. Parent-child couples display shared neural fingerprints while listening to stories. Sci Rep 2024; 14:2883. [PMID: 38311616 PMCID: PMC10838923 DOI: 10.1038/s41598-024-53518-x] [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: 08/17/2023] [Accepted: 02/01/2024] [Indexed: 02/06/2024] Open
Abstract
Neural fingerprinting is a method to identify individuals from a group of people. Here, we established a new connectome-based identification model and used diffusion maps to show that biological parent-child couples share functional connectivity patterns while listening to stories. These shared fingerprints enabled the identification of children and their biological parents from a group of parents and children. Functional patterns were evident in both cognitive and sensory brain networks. Defining "typical" shared biological parent-child brain patterns may enable predicting or even preventing impaired parent-child connections that develop due to genetic or environmental causes. Finally, we argue that the proposed framework opens new opportunities to link similarities in connectivity patterns to behavioral, psychological, and medical phenomena among other populations. To our knowledge, this is the first study to reveal the neural fingerprint that represents distinct biological parent-child couples.
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Affiliation(s)
- Nir Habouba
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Ronen Talmon
- Faculty of Electrical and Computer Engineering, Technion - Israel Institute of Technology, Haifa, Israel
| | - Dror Kraus
- The Institute of Child Neurology, Schneider Children's Medical Center of Israel, Petach Tikvah, Israel
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Alan Apter
- The Department of Psychological Medicine, Schneider Children's Medical Center of Israel, Petach Tikvah, Israel
| | - Tamar Steinberg
- The Department of Psychological Medicine, Schneider Children's Medical Center of Israel, Petach Tikvah, Israel
| | | | - Daniel Barazany
- The Alfredo Federico Strauss Center for Computational Neuroimaging, Tel Aviv University, Tel Aviv, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel.
- The Institute of Child Neurology, Schneider Children's Medical Center of Israel, Petach Tikvah, Israel.
- Department of Neuropsychology, Center for Neurodevelopmental and Imaging Research (CNIR), Kennedy Krieger Institute, Baltimore, MD, USA.
- Department of Psychology and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
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Horowitz-Kraus T, Fotang J, Niv L, Apter A, Hutton J, Farah R. Executive functions abilities in preschool-age children are negatively related to parental EF, screen-time and positively related to home literacy environment: an EEG study. Child Neuropsychol 2023:1-22. [PMID: 37906176 DOI: 10.1080/09297049.2023.2272339] [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: 04/06/2023] [Accepted: 10/12/2023] [Indexed: 11/02/2023]
Abstract
Environmental factors such as Home Literacy Environment (HLE), screen time, and parental executive functions (EF) may influence the development of the child's EF. The purpose of this study was to determine the effect of these factors on behavioral and neurobiological measures of EF in 4-year-old children. Electroencephalogram (EEG) data were collected while children performed the Attention Network Task (ANT), showing a smaller difference between incongruent and congruent conditions is related to better EF abilities. Data were analyzed using an Event-Related Potential (ERP) technique focusing on the N200 and P300 components (reflecting executive control and orienting attention, respectively). N200 and P300 differences (delta) between amplitudes and latencies for the incongruent and congruent conditions were computed and correlated with child EF skills, HLE, screen exposure, and parental EF. Screen exposure was associated with lower EF in children and their parents. Additionally, smaller differences between N200 amplitudes and latencies for the incongruent vs. congruent conditions were associated with higher HLE scores. In contrast, greater differences between P300 amplitudes and latencies were related to longer screen time. HLE was positively associated with EF's neurobiological (EEG) and behavioral measures, and screen time was negatively associated with these measures. This study also highlights the important relationship between parental EF (i.e., family predisposition) and EF's neurobiological and behavioral measures in their children.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Jenny Fotang
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA
| | - Lior Niv
- Feinberg Child Study Center, Schneider Children's Medical Center of Israel, Petach Tikva, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Alan Apter
- Feinberg Child Study Center, Schneider Children's Medical Center of Israel, Petach Tikva, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Department of Psychology, Interdisciplinary Center Herzliya, Herzliya, Israel
- Department of Psychology, Ruppin Academic Center, Emek Hefer, Israel
| | - John Hutton
- Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
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Greenwood P, Hutton J, Dudley J, DiFrancesco M, Farah R, Altaye M, Horowitz-Kraus T. Maternal education as an environmental factor related to reading in children with reading difficulties: A functional magnetic resonance imaging study. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:217-234. [PMID: 37264693 DOI: 10.1002/dys.1744] [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: 09/26/2022] [Revised: 04/29/2023] [Accepted: 05/18/2023] [Indexed: 06/03/2023]
Abstract
The expanded simple view of reading (SVR) model suggests that word decoding, language comprehension and executive functions are necessary for reading comprehension. Children with reading difficulties (RDs) often have deficits in critical components of reading established in the expanded SVR model and alterations in brain function of reading-related regions. Maternal education could provide children with advantageous educational opportunities or resources that support reading acquisition. The primary goal of this study was to examine the contributions of maternal education to the behavioural and neurobiological correlates of the expanded SVR model. Seventy-two 8- to 12-year-old children with RDs and typical readers (TRs) completed reading, behavioural and an functional magnetic resonance imaging stories-listening task to determine the functional connectivity of the receptive language network to the whole brain in association with maternal education. Higher maternal education was associated with better vocabulary in children with RDs and positive functional connectivity between the receptive language network and regions related to visual processing in children with RDs versus TRs. These data suggest that maternal education supports the ability to comprehend oral language and engagement of neural networks that support imagination/visualization in children with RDs.
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Affiliation(s)
- Paige Greenwood
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - John Hutton
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
| | - Mark DiFrancesco
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
- Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, Ohio, USA
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Israel Institute of Technology, Haifa, Israel
| | - Mekibib Altaye
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Imaging Research Center, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, 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, Maryland, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Wu HY, Lin WY, Huang JP, Lin CL, Au HK, Lo YC, Chien LC, Chao HJ, Chen YH. Effects of mobile device use on emotional and behavioral problems in the CBCL among preschoolers: Do shared reading and maternal depression matter? PLoS One 2023; 18:e0280319. [PMID: 37450499 PMCID: PMC10348560 DOI: 10.1371/journal.pone.0280319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 12/27/2022] [Indexed: 07/18/2023] Open
Abstract
INTRODUCTION Although mobile devices are used ubiquitously, studies on their detrimental effects on preschoolers are limited. Furthermore, no study has considered shared reading and mobile device usage simultaneously. Therefore, this study examined the effects of mobile devices and shared reading on preschoolers' development along with the effects of maternal depression on this association. MATERIALS AND METHODS Mothers of 202 children aged 2-5 years were recruited in Taiwan. Maternal self-reported questionnaires on mobile device usage, shared reading, and child's emotional and behavioral development were collected. Multiple linear regression models were used for analyses. RESULTS Mothers' higher usage time on mobile devices and an education level of college or less were significantly associated with the child's exceeding recommended use of mobile devices. Particularly among depressed mothers, preschoolers' exceeding recommended use of mobile devices was associated with more sleep (β = 9.87, 95% confidence interval [CI] = 1.34, 18.40) and attention (β = 7.20, 95% CI = 1.50, 12.91) problems, whereas shared reading was associated with less somatic complaints (β = -16.19, 95% CI = -32.22, -0.15) and withdrawn (β = -21.50, 95% CI = -40.52, -2.47), compared with their respective counterparts. CONCLUSION Our study suggested the beneficial effects of shared reading. Moreover, we highlighted the adverse effects of preschoolers' exceeding recommended use of mobile device on sleep and attention problems, especially for children of mothers with depression.
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Affiliation(s)
- Hsin-Yi Wu
- School of Public Health, College of Public Health, Taipei Medical University, Taipei, Taiwan
| | - Wen-Yi Lin
- Ph.D. Program for Neural Regenerative Medicine, College of Medical Science and Technology, Taipei Medical University, Taipei, Taiwan
| | - Jian-Pei Huang
- Department of Obstetrics and Gynecology, Mackay Memorial Hospital, Taipei, Taiwan
| | - Chen-Li Lin
- Department of Obstetrics and Gynecology, Taipei City Hospital, Taipei, Taiwan
| | - Heng-Kien Au
- Department of Obstetrics and Gynecology, Taipei Medical University Hospital, Taipei, Taiwan
| | - Yu-Chun Lo
- Ph.D. Program for Neural Regenerative Medicine, College of Medical Science and Technology, Taipei Medical University, Taipei, Taiwan
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan
| | - Ling-Chu Chien
- School of Public Health, College of Public Health, Taipei Medical University, Taipei, Taiwan
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan
| | - Hsing Jasmine Chao
- School of Public Health, College of Public Health, Taipei Medical University, Taipei, Taiwan
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan
| | - Yi-Hua Chen
- School of Public Health, College of Public Health, Taipei Medical University, Taipei, Taiwan
- Neuroscience Research Center, Taipei Medical University, Taipei, Taiwan
- Ph. D. program in Global Health and Health Security, College of Public Health, Taipei Medical University, Taipei, Taiwan
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Meri R, Hutton J, Farah R, DiFrancesco M, Gozman L, Horowitz-Kraus T. [Formula: see text] Higher access to screens is related to decreased functional connectivity between neural networks associated with basic attention skills and cognitive control in children. Child Neuropsychol 2023; 29:666-685. [PMID: 35957604 PMCID: PMC10619703 DOI: 10.1080/09297049.2022.2110577] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 08/02/2022] [Indexed: 10/15/2022]
Abstract
Screen-based media has become a prevailing part of children's lives. Different technologies provide limitless access to a wide range of content. This accessibility has immensely increased screen exposure among children, showing that this exposure is associated with decreased cognitive abilities. This study was designed to evaluate how the neurobiological correlates for different sub-components of screen exposure, such as level of access, content, and frequency, are related to different cognitive abilities. Resting-state functional MRI data were collected in 29 native English-speaking children (8-12 years old), in addition to cognitive-behavioral measures. Functional connectivity measures within and between several networks related to cognitive control and attention were calculated [fronto-parietal (FP), cingulo-opercular (CO), dorsal attention (DAN), ventral attention (VAN), salience, default mode (DMN), cerebellar networks]. Sub-components of screen exposure were measured using the Screen-Q questionnaire. Higher access to screens was related to lower functional connectivity between neural networks associated with basic attention skills and cognitive control (i.e., DAN and salience). In addition, higher levels of parent-child interaction during screen exposure were related to increased functional connectivity between networks related to cognitive control and learning (i.e., CO and cerebellar). These findings suggest that screen exposure may reduce the engagement of basic attention and modulation of cognitive control networks and that higher levels of parent-child interaction engage cognitive control networks. An enhanced understanding of these processes can provide an important scientific basis for future educational and medical approaches regarding screen exposure.
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Affiliation(s)
- Raya Meri
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel
| | - John Hutton
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
| | - Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa, Israel
| | - Mark DiFrancesco
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, USA
| | - Leonid Gozman
- Faculty of Medicine – Tel-Aviv University, Tel-Aviv, Israel
| | - 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
- Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Kelly KJ, Hutton JS, Parikh NA, Barnes-Davis ME. Neuroimaging of brain connectivity related to reading outcomes in children born preterm: A critical narrative review. Front Pediatr 2023; 11:1083364. [PMID: 36937974 PMCID: PMC10014573 DOI: 10.3389/fped.2023.1083364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 02/06/2023] [Indexed: 03/06/2023] Open
Abstract
Premature children are at high risk for delays in language and reading, which can lead to poor school achievement. Neuroimaging studies have assessed structural and functional connectivity by diffusion MRI, functional MRI, and magnetoencephalography, in order to better define the "reading network" in children born preterm. Findings point to differences in structural and functional connectivity compared to children born at term. It is not entirely clear whether this discrepancy is due to delayed development or alternative mechanisms for reading, which may have developed to compensate for brain injury in the perinatal period. This narrative review critically appraises the existing literature evaluating the neural basis of reading in preterm children, summarizes the current findings, and suggests future directions in the field.
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Affiliation(s)
- Kaitlyn J. Kelly
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - John S. Hutton
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
- Division of General & Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - Nehal A. Parikh
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
| | - Maria E. Barnes-Davis
- Division of Neonatology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States
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8
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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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Associations between digital media use and brain surface structural measures in preschool-aged children. Sci Rep 2022; 12:19095. [PMID: 36351968 PMCID: PMC9645312 DOI: 10.1038/s41598-022-20922-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 09/20/2022] [Indexed: 11/10/2022] Open
Abstract
The American Academy of Pediatrics recommends limits on digital media use ("screen time"), citing cognitive-behavioral risks. Media use in early childhood is ubiquitous, though few imaging-based studies have been conducted to quantify impacts on brain development. Cortical morphology changes dynamically from infancy through adulthood and is associated with cognitive-behavioral abilities. The current study involved 52 children who completed MRI and cognitive testing at a single visit. The MRI protocol included a high-resolution T1-weighted anatomical scan. The child's parent completed the ScreenQ composite measure of media use. MRI measures included cortical thickness (CT) and sulcal depth (SD) across the cerebrum. ScreenQ was applied as a predictor of CT and SD first in whole-brain regression analyses and then for regions of interest (ROIs) identified in a prior study of screen time involving adolescents, controlling for sex, age and maternal education. Higher ScreenQ scores were correlated with lower CT in right-lateralized occipital, parietal, temporal and fusiform areas, and also lower SD in right-lateralized inferior temporal/fusiform areas, with substantially greater statistical significance in ROI-based analyses. These areas support primary visual and higher-order processing and align with prior findings in adolescents. While differences in visual areas likely reflect maturation, those in higher-order areas may suggest under-development, though further studies are needed.
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Sanchez-Alonso S, Aslin RN. Towards a model of language neurobiology in early development. BRAIN AND LANGUAGE 2022; 224:105047. [PMID: 34894429 DOI: 10.1016/j.bandl.2021.105047] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 10/24/2021] [Accepted: 10/27/2021] [Indexed: 06/14/2023]
Abstract
Understanding language neurobiology in early childhood is essential for characterizing the developmental structural and functional changes that lead to the mature adult language network. In the last two decades, the field of language neurodevelopment has received increasing attention, particularly given the rapid advances in the implementation of neuroimaging techniques and analytic approaches that allow detailed investigations into the developing brain across a variety of cognitive domains. These methodological and analytical advances hold the promise of developing early markers of language outcomes that allow diagnosis and clinical interventions at the earliest stages of development. Here, we argue that findings in language neurobiology need to be integrated within an approach that captures the dynamic nature and inherent variability that characterizes the developing brain and the interplay between behavior and (structural and functional) neural patterns. Accordingly, we describe a framework for understanding language neurobiology in early development, which minimally requires an explicit characterization of the following core domains: i) computations underlying language learning mechanisms, ii) developmental patterns of change across neural and behavioral measures, iii) environmental variables that reinforce language learning (e.g., the social context), and iv) brain maturational constraints for optimal neural plasticity, which determine the infant's sensitivity to learning from the environment. We discuss each of these domains in the context of recent behavioral and neuroimaging findings and consider the need for quantitatively modeling two main sources of variation: individual differences or trait-like patterns of variation and within-subject differences or state-like patterns of variation. The goal is to enable models that allow prediction of language outcomes from neural measures that take into account these two types of variation. Finally, we examine how future methodological approaches would benefit from the inclusion of more ecologically valid paradigms that complement and allow generalization of traditional controlled laboratory methods.
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Affiliation(s)
| | - Richard N Aslin
- Haskins Laboratories, New Haven, CT, USA; Department of Psychology, Yale University, New Haven, CT, USA; Child Study Center, Yale University, New Haven, CT, USA.
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Functional Hyperconnectivity during a Stories Listening Task in Magnetoencephalography Is Associated with Language Gains for Children Born Extremely Preterm. Brain Sci 2021; 11:brainsci11101271. [PMID: 34679336 PMCID: PMC8534020 DOI: 10.3390/brainsci11101271] [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: 07/30/2021] [Revised: 09/17/2021] [Accepted: 09/20/2021] [Indexed: 01/25/2023] Open
Abstract
Extreme prematurity (EPT, <28 weeks gestation) is associated with language problems. We previously reported hyperconnectivity in EPT children versus term children (TC) using magnetoencephalography (MEG). Here, we aim to ascertain whether functional hyperconnectivity is a marker of language resiliency for EPT children, validating our earlier work with a distinct sample of contemporary well-performing EPT and preterm children with history of language delay (EPT-HLD). A total of 58 children (17 EPT, 9 EPT-HLD, and 32 TC) participated in stories listening during MEG and functional magnetic resonance imaging (fMRI) at 4–6 years. We compared connectivity in EPT and EPT-HLD, investigating relationships with language over time. We measured fMRI activation during stories listening and parcellated the activation map to obtain “nodes” for MEG connectivity analysis. There were no significant group differences in age, sex, race, ethnicity, parental education, income, language scores, or language representation on fMRI. MEG functional connectivity (weighted phase lag index) was significantly different between groups. Preterm children had increased connectivity, replicating our earlier work. EPT and EPT-HLD had hyperconnectivity versus TC at 24–26 Hz, with EPT-HLD exhibiting greatest connectivity. Network strength correlated with change in standardized scores from 2 years to 4–6 years of age, suggesting hyperconnectivity is a marker of advancing language development.
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Farah R, Dudley J, Hutton JS, Greenwood P, Holland S, Horowitz-Kraus T. Maternal depression is associated with decreased functional connectivity within semantics and phonology networks in preschool children. Depress Anxiety 2021; 38:826-835. [PMID: 34010495 DOI: 10.1002/da.23168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 04/30/2021] [Accepted: 05/07/2021] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Maternal depression is characterized by a lack of emotional responsiveness and engagement with their child, which may lead to the child's decreased cognitive, and language outcomes all related to the child's future reading outcomes. The relations between maternal depression and functional connectivity in neural circuits supporting language in the child was explored. METHODS Eleven 4-year-old girls completed language abilities assessment and resting-state functional magnetic resonance imaging scan. Their mothers completed the Beck's Depression Inventory (BDI) to examine maternal depression when the child was 12 months old and at the age of 4. Functional connections within the child's resting-state phonology, semantics, language networks were correlated with maternal BDI scores at the age of 4 years. RESULTS Higher maternal depression was associated with the child's decreased within the semantic and phonological networks connectivity during rest. Higher maternal depression at 4 years moderated the relationship between early depression scores and functional connectivity within the phonological network. CONCLUSIONS Maternal depression in the first year of life is related to functional connections of phonological processing and enhanced by current maternal depression levels. We conclude that after a mother gives birth, resources should be provided to minimize depressive symptoms and interventions should be applied to support their child's language development for future reading acquisition.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel
| | - Jonathan Dudley
- Division of General and Community Pediatrics, Reading and Literacy Discovery Center, Cincinnati Children's Medical Center, Cincinnati, Ohio, USA
| | - John S Hutton
- Division of General and Community Pediatrics, Reading and Literacy Discovery Center, Cincinnati Children's Medical Center, Cincinnati, Ohio, USA
| | - Paige Greenwood
- Division of General and Community Pediatrics, Reading and Literacy Discovery Center, Cincinnati Children's Medical Center, Cincinnati, Ohio, USA
| | | | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering, Faculty of Education in Science and Technology, Technion - Israel Institute of Technology, Haifa, Israel.,Division of General and Community Pediatrics, Reading and Literacy Discovery Center, Cincinnati Children's Medical Center, Cincinnati, Ohio, USA
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13
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Hasegawa C, Takahashi T, Ikeda T, Yoshimura Y, Hiraishi H, Nobukawa S, Saito DN, Kumazaki H, Yaoi K, Hirata M, Asada M, Kikuchi M. Effects of familiarity on child brain networks when listening to a storybook reading: A magneto-encephalographic study. Neuroimage 2021; 241:118389. [PMID: 34265420 DOI: 10.1016/j.neuroimage.2021.118389] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2020] [Revised: 03/23/2021] [Accepted: 07/10/2021] [Indexed: 10/20/2022] Open
Abstract
Parent-child book reading is important for fostering the development of various lifelong cognitive and social abilities in young children. Despite numerous reports describing the effects of familiarity on shared reading for children, the exact neural basis of the functional network architecture remains unclear. We conducted Magnet-Encephalographic (MEG) experiments using graph theory to elucidate the role of familiarity in shared reading in a child's brain network and to measure the connectivity dynamics of a child while Listening to Storybook Reading (LSBR), which represents the daily activity of shared book reading between the child and caregiver. The LSBR task was performed with normally developing preschool- and school-age children (N = 15) under two conditions: reading by their own mother (familiar condition) vs. an experimenter (unfamiliar condition). We used the phase lag index (PLI), which captures synchronization of MEG signals, to estimate functional connectivity. For the whole brain network topology, an undirected weighted graph was produced using 68 brain regions as nodes and interregional PLI values as edges for five frequency bands. Behavioral data (i.e., the degree of attention and facial expressions) were evaluated from video images of the child's face during the two conditions. Our results showed enhanced widespread functional connectivity in the alpha band during the mother condition. In the mother condition, the whole brain network in the alpha band exhibited topographically high local segregation with high global integration, indicating an increased small-world property. Results of the behavioral analysis revealed that children were more attentive and showed more positive facial expressions in the mother condition than in the experimenter condition. Behavioral data were significantly correlated with graph metrics in the mother condition but not in the experimenter condition. In this study, we identified the neural correlates of a familiarity effect in children's brain connectivity dynamics during LSBR. Furthermore, these familiarity-related brain dynamics were closely linked to the child's behavior. Graph theory applied to MEG data may provide useful insight into the familiarity-related child brain response in a naturalistic setting and its relevance to child attitudes.
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Affiliation(s)
- Chiaki Hasegawa
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; JSPS Oversea Research Fellow RRA, Visiting Fellow, Department of Cognitive Science, Macquarie University, Tokyo 102-0083, Japan.
| | - Tetsuya Takahashi
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; Uozu Shinkei Sanatorium, Uozu 937-0017, Japan; Department of Neuropsychiatry, University of Fukui, Fukui 910-1193, Japan.
| | - Takashi Ikeda
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Osaka/Kanazawa/Hamamatsu/Chiba/Fukui, Japan.
| | - Yuko Yoshimura
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Osaka/Kanazawa/Hamamatsu/Chiba/Fukui, Japan; Institute of Human and Social Sciences, Kanazawa University, Kanazawa 921-1192, Japan.
| | - Hirotoshi Hiraishi
- Department of Biofunctional Imaging, Preeminent Medical Photonics Education & Research Center, Hamamatsu University School of Medicine, Hamamatsu 431-3192, Japan.
| | - Sou Nobukawa
- Department of Computer Science, Chiba Institute of Technology, Narashino 275-0016, Japan.
| | - Daisuke N Saito
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Osaka/Kanazawa/Hamamatsu/Chiba/Fukui, Japan; Department of Psychology, Faculty of Psychology, Yasuda Woman's University, Hiroshima 731-0153, Japan.
| | - Hirokazu Kumazaki
- National Institute of Mental Health, National Center of Neurology and Psychiatry, 4-1-1 Ogawahigashi, Kodaira, Tokyo 187-8553, Japan.
| | - Ken Yaoi
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Osaka/Kanazawa/Hamamatsu/Chiba/Fukui, Japan.
| | - Masayuki Hirata
- Department of Neurological Diagnosis and Restoration, Osaka University Graduate School of Medicine, Suita 565-0871, Japan; Endowed Research Department of Clinical Neuroengineering Global Center for Medical Engineering and Informatics, Osaka University, Suita 565-0871, Japan.
| | - Minoru Asada
- International Professional University of Technology in Osaka, Kita-ku 530-0001, Japan; Symbiotic Intelligent System Research Center, Institute for Open and Transdisciplinary Research Initiatives, Osaka University, Suita 565-0871, Japan.
| | - Mitsuru Kikuchi
- Research Center for Child Mental Development, Kanazawa University, Kanazawa 920-8640, Japan; United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Osaka/Kanazawa/Hamamatsu/Chiba/Fukui, Japan; Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University, Kanazawa 920-8641, Japan.
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14
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Hutton JS, DeWitt T, Hoffman L, Horowitz-Kraus T, Klass P. Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten: A Review. JAMA Pediatr 2021; 175:730-741. [PMID: 33720328 DOI: 10.1001/jamapediatrics.2020.6709] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Abstract
IMPORTANCE Literacy has been described as an important social determinant of health. Its components emerge in infancy and are dependent on genetic, medical, and environmental factors. The American Academy of Pediatrics advocates a substantial role for pediatricians in literacy promotion, developmental surveillance, and school readiness to promote cognitive, relational, and brain development. Many children, especially those from minority and underserved households, enter kindergarten unprepared to learn to read and subsequently have difficulty in school. OBSERVATIONS Emergent literacy is a developmental process beginning in infancy. Component skills are supported by brain regions that must be adequately stimulated and integrated to form a functional reading network. Trajectories are associated with genetic, medical, and environmental factors, notably the home literacy environment, which is defined as resources, motivation, and stimulation that encourage the literacy development process. Eco-biodevelopmental models are advocated by the American Academy of Pediatrics, and these models offer insights into the neurobiological processes associated with environmental factors and the ways in which these processes may be addressed to improve outcomes. Emergent literacy is well suited for such a model, particularly because the mechanisms underlying component skills are elucidated. In addition to cognitive-behavioral benefits, the association of home literacy environment with the developing brain before kindergarten has recently been described via neuroimaging. Rather than a passive approach, which may subject the child to stress and engender negative attitudes, early literacy screening and interventions that are administered by pediatric practitioners can help identify potential reading difficulties, address risk factors during a period when neural plasticity is high, and improve outcomes. CONCLUSIONS AND RELEVANCE Neuroimaging and behavioral evidence inform an eco-biodevelopmental model of emergent literacy that is associated with genetic, medical, and home literacy environmental factors before kindergarten, a time of rapid brain development. This framework is consistent with recommendations from the American Academy of Pediatrics and provides insights to help identify risk factors and signs of potential reading difficulties, tailor guidance, and provide direction for future research.
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Affiliation(s)
- John S Hutton
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Thomas DeWitt
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Lauren Hoffman
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel.,Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Perri Klass
- Department of Pediatrics, New York University School of Medicine, New York
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15
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Farah R, Coalson RS, Petersen SE, Schlaggar BL, Horowitz-Kraus T. Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task. Cereb Cortex 2020; 29:5180-5189. [PMID: 30927366 DOI: 10.1093/cercor/bhz057] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2018] [Revised: 02/01/2019] [Accepted: 02/27/2019] [Indexed: 01/17/2023] Open
Abstract
Memory encoding is a critical process for memory function, which is foundational for cognitive functioning including reading, and has been extensively studied using subsequent memory tasks. Research in adults using such tasks indicates the participation of visual and cognitive-control systems in remembered versus forgotten words. However, given the known developmental trajectories of these systems, the functional neuroanatomy of memory encoding in children may be different than in adults. We examined brain activation for silent word reading and checkerboard viewing during an event-related reading task in 8-12 year-old children. Results indicate greater activation for checkerboard viewing than lexical processing in early visual regions, as well as for lexical processing versus checkerboard viewing in regions in left sensorimotor mouth, cingulo-opercular and dorsal-attention networks. Greater activation for remembered than forgotten words was observed in bilateral visual system and left lateralized regions within the ventral- and dorsal-attention, cingulo-opercular and fronto-parietal networks. These findings suggest a relatively mature reliance on the cognitive-control system, but greater reliance on the visual system in children when viewing words subsequently remembered. The location of regions with greater activity for remembered words reinforces the involvement of the attention and cognitive-control systems in subsequent memory in reading.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Biomedical Engineering.,Faculty of Education in Science and Technology, Technion, Haifa, Israel
| | | | - Steven E Petersen
- Division of Neuropsychology, Department of Psychology, Washington University Medical School, St. Louis, MO, USA
| | - Bradley L Schlaggar
- Kennedy Krieger Institute, Baltimore, MD, USA.,Departments of Neurology and Pediatrics, Johns Hopkins University School of Medicine, Baltimore MD, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Biomedical Engineering.,Faculty of Education in Science and Technology, Technion, Haifa, Israel.,Reading and Literacy Discovery Center, Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
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16
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Movies and narratives as naturalistic stimuli in neuroimaging. Neuroimage 2020; 224:117445. [PMID: 33059053 PMCID: PMC7805386 DOI: 10.1016/j.neuroimage.2020.117445] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Revised: 10/06/2020] [Accepted: 10/09/2020] [Indexed: 01/06/2023] Open
Abstract
Using movies and narratives as naturalistic stimuli in human neuroimaging studies has yielded significant advances in understanding of cognitive and emotional functions. The relevant literature was reviewed, with emphasis on how the use of naturalistic stimuli has helped advance scientific understanding of human memory, attention, language, emotions, and social cognition in ways that would have been difficult otherwise. These advances include discovering a cortical hierarchy of temporal receptive windows, which supports processing of dynamic information that accumulates over several time scales, such as immediate reactions vs. slowly emerging patterns in social interactions. Naturalistic stimuli have also helped elucidate how the hippocampus supports segmentation and memorization of events in day-to-day life and have afforded insights into attentional brain mechanisms underlying our ability to adopt specific perspectives during natural viewing. Further, neuroimaging studies with naturalistic stimuli have revealed the role of the default-mode network in narrative-processing and in social cognition. Finally, by robustly eliciting genuine emotions, these stimuli have helped elucidate the brain basis of both basic and social emotions apparently manifested as highly overlapping yet distinguishable patterns of brain activity.
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17
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Kraus D, Vannest J, Arya R, Hutton JS, Leach JL, Mangano FT, Tenney JR, Byars AW, DeWitt TG, Horowitz-Kraus T. Reading in children with drug-resistant epilepsy was related to functional connectivity in cognitive control regions. Acta Paediatr 2020; 109:2105-2111. [PMID: 31999871 DOI: 10.1111/apa.15201] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 12/12/2019] [Accepted: 01/27/2020] [Indexed: 11/28/2022]
Abstract
AIM This study aimed to define whether individuals with drug-resistant focal epilepsy also used regions related to cognitive control to facilitate reading. METHODS We focused on patients with drug-resistant focal epilepsy in 2011-2014, who were aged 8-20 years and were being treated at the Cincinnati Children's Hospital, USA. They performed a verb generation functional magnetic resonance imaging task known to involve language and cognitive control, as well as a formal reading assessment. The reading scores were correlated with functional connectivity of the anterior cingulate cortex (ACC) using seed-to-voxel analysis. RESULTS There were 81 potential patients and 13 (seven females) met the inclusion criteria. Their age at seizure onset was 0-13 years, and they had a mean age of 12.66 ± 3.17 years at the time of the study. Individuals with epilepsy demonstrated average intelligence and word reading ability. Their reading scores were positively correlated with functional connectivity between the ACC and regions related to emotional processing (right amygdala), learning and language processing (left cerebellum) and visual processing. CONCLUSION Our results support the role that the ACC plays in proficient reading among children with drug-resistant epilepsy, even in those with epileptogenic foci in areas related to language.
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Affiliation(s)
- Dror Kraus
- Institute of Child Neurology, Schneider Children's Medical Center of Israel, Petah-Tikva, Israel
| | - Jennifer Vannest
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Ravindra Arya
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - John S Hutton
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - James L Leach
- Division of Radiology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Francesco T Mangano
- Division of Pediatric Neurosurgery, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Jeffrey R Tenney
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Anna W Byars
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Thomas G DeWitt
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.,Educational Neuroimaging Center, Faculty of Biomedical Engineering, Technion, Haifa, Israel.,Faculty of Education in Science and Technology, Technion, Haifa, Israel
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18
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Li C, Ding K, Zhang M, Zhang L, Zhou J, Yu D. Effect of Picture-Book Reading With Additive Audio on Bilingual Preschoolers' Prefrontal Activation: A Naturalistic Functional Near-Infrared Spectroscopy Study. Front Psychol 2020; 11:1939. [PMID: 32849138 PMCID: PMC7419625 DOI: 10.3389/fpsyg.2020.01939] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2020] [Accepted: 07/13/2020] [Indexed: 12/21/2022] Open
Abstract
Acquiring a second language (L2) has the power to shape cognition and even the function and structure of the brain. Picture-book reading with additive audio (PRA) is a popular and convenient means of providing L2 exposure for non-balanced bilingual children; however, its contribution to bilingual children’s brain activity is unclear. This study conducted a rigorous bilingual word comprehension experiment and a naturalistic PRA task to explore the effect of L2 processing on brain activation among English as a foreign language (EFL) preschoolers, using functional near-infrared spectroscopy (fNIRS). We found that the two contexts of comprehending English words and bilingual switching (BS), which impose more cognitive control demands, activated the prefrontal cortex (PFC) more than did the condition of comprehending Chinese words. Furthermore, the effect of PFC activity in the condition of picture-book reading with additive English audio (English PRA) was also found to be greater than in the condition of picture-book reading with additive Chinese audio (Chinese PRA); moreover, the effect was modulated by story difficulty. Finally, a positive correlation was shown between EFL children’s English competence and PFC activation through English PRA. This study indicates that the experiences of hearing L2 auditory stories in a picture-book reading activity yielded significant changes to early bilinguals’ PFC functional for cognitive control and language processing.
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Affiliation(s)
- Chuanjiang Li
- Key Laboratory of Child Development and Learning Science of Ministry of Education, Research Center for Learning Science, Southeast University, Nanjing, China
| | - Keya Ding
- Key Laboratory of Child Development and Learning Science of Ministry of Education, Research Center for Learning Science, Southeast University, Nanjing, China
| | - Mingming Zhang
- School of Psychology, Shanghai Normal University, Shanghai, China
| | - Li Zhang
- Faculty of Education, East China Normal University, Shanghai, China
| | - Jing Zhou
- Faculty of Education, East China Normal University, Shanghai, China
| | - Dongchuan Yu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, Research Center for Learning Science, Southeast University, Nanjing, China
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19
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Freedman L, Zivan M, Farah R, Horowitz-Kraus T. Greater functional connectivity within the cingulo-opercular and ventral attention networks is related to better fluent reading: A resting-state functional connectivity study. Neuroimage Clin 2020; 26:102214. [PMID: 32092682 PMCID: PMC7038585 DOI: 10.1016/j.nicl.2020.102214] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 01/21/2020] [Accepted: 02/16/2020] [Indexed: 12/02/2022]
Abstract
Executive functions are higher-order cognitive abilities that affect many of our daily actions, including reading. A two-system model for cognitive control comprises a bottom-up system composed of the dorsal and ventral attention networks and a more evolved top-down system involving the frontoparietal and cingulo-opercular networks. We examined both within- and between-network functional connectivity of these four networks in 26 8-12-year-old children with readong difficulties and 30 age-matched typical readers using resting-state functional MRI. Fluency and nonfluency behavioral reading measures were collected, and the scores were analyzed together with the functional data. Children with reading difficulties did not differ in functional connectivity for the four networks compared to typical readers. Grouping the entire cohort into low vs. high fluency-level reading groups, however, revealed significantly higher functional connectivity values within the cingulo-opercular and ventral attention cognitive-control networks for the high fluency group. Higher functional connectivity Trends between the cognitive-control networks were also observed in the high fluency group compared to the low fluency group. A similar analysis using a nonfluency word-reading task grouping did not uncover differences between the two groups. The results emphasize the complexity of the fluency task, as a test that relies on cognitive-control abilities, at both the bottom-up and top-down levels. Therefore, it may be posited that the fluency task may also be a challenge for typical readers despite their intact performance. The results reinforce the relationship between fluent reading and functional connectivity of the cognitive-control networks, emphasizing the various cognitive-control abilities that underlie this complex reading ability.
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Affiliation(s)
- Lidan Freedman
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, The Technion - Israel Institute of Technology, Haifa, Israel
| | - Michal Zivan
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, The Technion - Israel Institute of Technology, Haifa, Israel
| | - Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, The Technion - Israel Institute of Technology, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, The Technion - Israel Institute of Technology, Haifa, Israel; Reading and Literacy Discovery Center, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
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20
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Maternal reading and fluency abilities are associated with diffusion properties of ventral and dorsal white matter tracts in their preschool-age children. Brain Cogn 2020; 140:105532. [PMID: 32007789 DOI: 10.1016/j.bandc.2020.105532] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2020] [Revised: 01/21/2020] [Accepted: 01/23/2020] [Indexed: 11/22/2022]
Abstract
Early language exposure and shared parent-child reading, as assessed by maternal reading ability and fluency, affect the child's future language and cognitive abilities. The aim of the current study was to explore the association between maternal reading ability and fluency and diffusion properties of language- and cognition-related white matter tracts in their pre-school age children using diffusion tensor imaging (DTI). DTI data were acquired from fifteen girls (mean age: 3.83 ± 0.49 years). Reading ability and fluency were assessed in their mothers. Effects of hemisphere and node on diffusion properties were measured at 100 points along white matter tracts related to language and cognitive abilities. Significant positive correlations were found between maternal reading ability and fractional anisotropy in left and right dorsal and ventral language and executive functions-related tracts, while maternal reading fluency was associated with higher fractional anisotropy in ventral tracts, mainly in the left hemisphere. Fractional Anisotropy was significantly higher in the left compared to the right arcuate, cingulum cingulate, and inferior longitudinal fasciculus and higher in the right compared to the left superior longitudinal fasciculus. Our results signify the importance of maternal reading as a facilitator of the child's future language and cognitive abilities.
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21
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Barnes-Davis ME, Williamson BJ, Merhar SL, Holland SK, Kadis DS. Rewiring the extremely preterm brain: Altered structural connectivity relates to language function. Neuroimage Clin 2020; 25:102194. [PMID: 32032818 PMCID: PMC7005506 DOI: 10.1016/j.nicl.2020.102194] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Revised: 01/20/2020] [Accepted: 01/21/2020] [Indexed: 11/26/2022]
Abstract
Children born preterm are at increased risk for cognitive impairment, with higher-order functions such as language being especially vulnerable. Previously, we and others have reported increased interhemispheric functional connectivity in children born extremely preterm; the finding appears at odds with literature showing decreased integrity of the corpus callosum, the primary commissural bundle, in preterm children. We address the apparent discrepancy by obtaining advanced measures of structural connectivity in twelve school-aged children born extremely preterm (<28 weeks) and ten term controls. We hypothesize increased extracallosal structural connectivity might support the functional hyperconnectivity we had previously observed. Participants were aged four to six years at time of study and groups did not differ in age, sex, race, ethnicity, or socioeconomic status. Whole-brain and language-network-specific (functionally-constrained) connectometry analyses were performed. At the whole-brain level, preterm children had decreased connectivity in the corpus callosum and increased connectivity in the cerebellum versus controls. Functionally-constrained analyses revealed significantly increased extracallosal connectivity between bilateral temporal regions in preterm children (FDRq <0.05). Connectivity within these extracallosal pathways was positively correlated with performance on standardized language assessments in children born preterm (FDRq <0.001), but unrelated to performance in controls. This is the first study to identify anatomical substrates for increased interhemispheric functional connectivity in children born preterm; increased reliance on an extracallosal pathway may represent a biomarker for resiliency following extremely preterm birth.
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Affiliation(s)
- Maria E Barnes-Davis
- Perinatal Institute, Cincinnati Children's Hospital Medical Center, United States; Department of Pediatrics, University of Cincinnati College of Medicine, United States.
| | - Brady J Williamson
- Department of Psychology, University of Cincinnati, United States; Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, United States
| | - Stephanie L Merhar
- Perinatal Institute, Cincinnati Children's Hospital Medical Center, United States; Department of Pediatrics, University of Cincinnati College of Medicine, United States
| | - Scott K Holland
- Department of Physics, University of Cincinnati, United States; Medpace Imaging Core Laboratory, Medpace Inc., United States
| | - Darren S Kadis
- Neurosciences and Mental Health Research Institute, Hospital for Sick Children, Canada; Department of Physiology, Faculty of Medicine, University of Toronto, Canada
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Romeo RR. Socioeconomic and experiential influences on the neurobiology of language development. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2019; 4:1229-1238. [PMID: 34013041 PMCID: PMC8130857 DOI: 10.1044/2019_persp-19-00073] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
PURPOSE The process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. While the foundations of brain structure and function are genetically determined, children's experiences during sensitive periods in early life have a significant influence on the development of language systems. The purpose of this review is to provide practitioners with a comprehensive summary of foundational and recent research on the ways that children's early experiences-both favorable and adverse-may influence the neuroanatomy and neurophysiology underlying language development. A specific focus is given to the burgeoning neuroimaging evidence of relationships between socioeconomic status (SES) and brain development, as well as to emerging research on proximal experiences that may serve as the direct mechanisms by which SES influences language development. CONCLUSION Findings from the neuroscience field have direct implications for practice in speech language pathology. Specifically, clinicians can have immense influence on crafting supportive language environments during windows of maximal neural influence, both via direct intervention and parent coaching. Practical suggestions are provided for translating research findings to practice.
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Affiliation(s)
- Rachel R. Romeo
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Boston Children’s Hospital; Boston, MA
- Harvard Medical School; Boston, MA
- Brain and Cognitive Sciences Department and McGovern Institute for Brain Research, Massachusetts Institute of Technology; Cambridge, MA
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Twait E, Farah R, Shamir N, Horowitz‐Kraus T. Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children. Acta Paediatr 2019; 108:1993-2000. [PMID: 31074876 DOI: 10.1111/apa.14841] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Revised: 05/04/2019] [Accepted: 05/07/2019] [Indexed: 11/26/2022]
Abstract
AIM Shared reading leads to better language and executive functions. This study was designed to examine the effect of dialogic reading compared to screen-exposed intervention on executive functions using behavioural and electroencephalogram measures. METHODS The effect of six weeks of dialogic reading intervention on executive functions was examined in 16 children (seven females, 61.73 months, SD 7.07, min-max 50-170) vs 16 children exposed to screen (six females, 64.31 months, SD 64.31, min-max 52-74) recruited through posted ads in daycares in the north of Israel. Behavioural and attention/inhibition electroencephalogram tasks were used to assess the effects of intervention. RESULTS Comparisons using t-test showed that the dialogic reading group demonstrated higher executive functions and language scores vs the screen-exposed group. Greater accuracy rates, shorter reaction times and a smaller gap between P300 amplitudes were found for the dialogic reading group compared to the screen group for the electroencephalogram task. CONCLUSION Dialogic reading intervention is related to improved executive functions and language abilities compared to screen-based story-telling. Parents and teachers should consider employing this method in preschool children as a facilitator for future academic abilities.
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Affiliation(s)
- Emma Twait
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Faculty of Biomedical Engineering Technion Haifa Israel
| | - Rola Farah
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Faculty of Biomedical Engineering Technion Haifa Israel
| | - Netta Shamir
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Faculty of Biomedical Engineering Technion Haifa Israel
| | - Tzipi Horowitz‐Kraus
- Educational Neuroimaging Center Faculty of Education in Science and Technology, Faculty of Biomedical Engineering Technion Haifa Israel
- Reading and Literacy Discovery Center Cincinnati Children's Hospital Medical Center Cincinnati Ohio USA
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Farah R, Horowitz-Kraus T. Increased Functional Connectivity Within and Between Cognitive-Control Networks from Early Infancy to Nine Years During Story Listening. Brain Connect 2019; 9:285-295. [PMID: 30777454 DOI: 10.1089/brain.2018.0625] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The cingulo-opercular (CO) and frontoparietal (FP) networks are part of the cognitive-control system of the brain. Evidence suggests that over the course of development, brain regions supporting cognitive-control functions become more integrated within their networks (i.e., have increased within-network connectivity), more separated from other networks, and, due to increased maturation along development, are more functionally connected between the networks. The focus of this study was to characterize the developmental trajectory of the CO and FP networks from early infancy (17 months) to 9 years of age in typically developing children while listening to stories, using functional connectivity analyses. Seventy-four children underwent a functional magnetic resonance imaging session while listening to stories inside the scanner. Within- and between-network functional connectivity and graph theory measures were compared during development. Developmental increase in functional connectivity within the CO network and between the CO and FP networks, as well as global efficiency of the CO network from 17 months to 9 years of age, was observed. These findings highlight the involvement of the CO and FP networks in story listening from early infancy, which increases along development. Future studies examining failures in language acquisition to further explore the role of these networks in story listening are warranted.
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Affiliation(s)
- Rola Farah
- 1 Faculty of Biomedical Engineering, Educational Neuroimaging Center, Technion, Haifa, Israel.,2 Faculty of Education in Science and Technology, Educational Neuroimaging Center, Technion, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- 1 Faculty of Biomedical Engineering, Educational Neuroimaging Center, Technion, Haifa, Israel.,3 Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
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Greenwood P, Hutton J, Dudley J, Horowitz-Kraus T. Maternal reading fluency is associated with functional connectivity between the child's future reading network and regions related to executive functions and language processing in preschool-age children. Brain Cogn 2018; 131:87-93. [PMID: 30553572 DOI: 10.1016/j.bandc.2018.11.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2018] [Revised: 11/23/2018] [Accepted: 11/23/2018] [Indexed: 01/27/2023]
Abstract
Reading is an acquired skill that relies on cognitive-control and language abilities. Home reading environment has been positively correlated with activation in parietal-temporal-occipital association cortex supporting mental imagery and narrative comprehension during a story-listening task in preschool-age children. However, the degree to which maternal reading ability influences early brain development, specifically neural circuits involved with language and reading, is not well understood. The current study explored the relationship between maternal reading ability and functional connectivity within the language network, between the language network and networks related to cognitive control and visual processing, as well as between the language network and the entire brain (network-to-voxel analysis) of preschool-age children during a resting state. Thirteen 4-year-old girls and their mothers participated in this study, involving cognitive testing and functional magnetic resonance imaging, including a resting-state scan. Maternal reading ability was negatively correlated with functional connectivity within the child's language network at rest, and also with areas involved in visual processing, cognitive-control, and semantics. These results suggest that children whose mothers exhibit decreased reading ability may demonstrate a greater engagement of the language network and neural circuits related to visual word recognition, cognitive-control, and semantic processing, which later in life support reading.
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Affiliation(s)
- Paige Greenwood
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - John Hutton
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Jon Dudley
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Tzipi Horowitz-Kraus
- Reading and Literacy Discovery Center, Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel.
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26
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Hutton JS, Dudley J, Horowitz-Kraus T, DeWitt T, Holland SK. Differences in functional brain network connectivity during stories presented in audio, illustrated, and animated format in preschool-age children. Brain Imaging Behav 2018; 14:130-141. [DOI: 10.1007/s11682-018-9985-y] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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27
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Hutton JS, Phelan K, Horowitz-Kraus T, Dudley J, Altaye M, DeWitt T, Holland SK. Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age Children. J Pediatr 2017; 191:204-211.e1. [PMID: 29173308 PMCID: PMC5728185 DOI: 10.1016/j.jpeds.2017.08.037] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2017] [Revised: 07/07/2017] [Accepted: 08/16/2017] [Indexed: 12/19/2022]
Abstract
OBJECTIVE To explore the relationship between maternal shared reading quality (verbal interactivity and engagement) and brain function during story listening in at-risk, preschool-age children, in the context of behavioral evidence and American Academy of Pediatrics, recommendations. STUDY DESIGN In this cross-sectional study, 22 healthy, 4-year-old girls from low socioeconomic status households completed functional magnetic resonance imaging using an established story listening task, followed by videotaped observation of uncoached mother-daughter reading of the same, age-appropriate picture book. Shared reading quality was independently scored applying dialogic reading and other evidence-based criteria reflecting interactivity and engagement, and applied as a predictor of neural activation during the functional magnetic resonance imaging task, controlling for income and maternal education. RESULTS Shared reading quality scores were generally low and negatively correlated with maternal distraction by smartphones (P < .05). Scores were positively correlated with activation in left-sided brain areas supporting expressive and complex language, social-emotional integration, and working memory (P <.05, false discovery rate corrected). CONCLUSIONS Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children. These findings represent novel neural biomarkers of how this modifiable aspect of home reading environment may influence foundational emergent literacy skills, reinforce behavioral evidence and American Academy of Pediatrics, recommendations, and underscore the potential of dialogic reading interventions to promote healthy brain development, especially in at-risk households.
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Affiliation(s)
- John S. Hutton
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Kieran Phelan
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Tzipi Horowitz-Kraus
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Jonathan Dudley
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Mekibib Altaye
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Division of Radiology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Tom DeWitt
- Division of General and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
| | - Scott K. Holland
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Division of Radiology, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH,Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
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