Evidence for a critical role of the left inferior parietal lobule and underlying white matter connectivity in proficient text reading

Fronto-Parietal and Language Network Connectivity and Its Association With Gene Expression Profiles in Bipolar Disorder Before and After Treatment

BACKGROUND

The resting-state functional connectivity (FC) patterns of the fronto-parietal network (FPN) and language network (LN) underlying bipolar disorder (BD) are obscure. This study aimed to uncover abnormal FC patterns of FPN and LN underlying BD and their evolution following treatment.

METHODS

Imaging data at rest state and clinical variables were acquired from 82 patients with BD (with 43 finishing the follow-up) and 88 healthy controls (HCs). Seed-based FC analysis was performed, and correlations between FCs and clinical variables were investigated with whole-brain multiple regression analyses. Furthermore, a neuroimaging-transcription spatial association analysis was conducted.

RESULTS

At baseline, BD patients presented elevated FPN-LN and FPN-prefrontal gyrus FCs, and hyperconnectivity between the LN and bilateral thalamus, right angular gyrus (AG), and right cerebellum. Following 3 months of treatment intervention, there were decreased FCs between the FPN and left superior temporal gyrus (STG), left superior frontal gyrus (SFG), left insula, and bilateral middle temporal gyrus (MTG) (part of LN). Neuroimaging transcription analysis discovered genes correlated with FC alterations in BD.

CONCLUSIONS

Aberrant FC patterns of FPN and LN might be involved in the neural pathogenetic and therapeutic mechanisms of BD. We also provided potential genetic pathways underlying these functional impairments in BD.

Digital rhythm training improves reading fluency in children

Musical instrument training has been linked to improved academic and cognitive abilities in children, but it remains unclear why this occurs. Moreover, access to instrument training is not always feasible, thereby leaving less fortunate children without opportunity to benefit from such training. Although music-based video games may be more accessible to a broader population, research is lacking regarding their benefits on academic and cognitive performance. To address this gap, we assessed a custom-designed, digital rhythm training game as a proxy for instrument training to evaluate its ability to engender benefits in math and reading abilities. Furthermore, we tested for changes in core cognitive functions related to math and reading to inform how rhythm training may facilitate improved academic abilities. Classrooms of 8-9 year old children were randomized to receive either 6 weeks of rhythm training (N = 32) or classroom instruction as usual (control; N = 21). Compared to the control group, results showed that rhythm training improved reading, but not math, fluency. Assessments of cognition showed that rhythm training also led to improved rhythmic timing and language-based executive function (Stroop task), but not sustained attention, inhibitory control, or working memory. Interestingly, only the improvements in rhythmic timing correlated with improvements in reading ability. Together, these results provide novel evidence that a digital platform may serve as a proxy for musical instrument training to facilitate reading fluency in children, and that such reading improvements are related to enhanced rhythmic timing ability and not other cognitive functions associated with reading performance. RESEARCH HIGHLIGHTS: Digital rhythm training in the classroom can improve reading fluency in 8-9 year old children Improvements in reading fluency were positively correlated with enhanced rhythmic timing ability Alterations in reading fluency were not predicted by changes in other executive functions that support reading A digital platform may be a convenient and cost-effective means to provide musical rhythm training, which in turn, can facilitate academic skills.