1
|
Turker S, Kuhnke P, Jiang Z, Hartwigsen G. Disrupted network interactions serve as a neural marker of dyslexia. Commun Biol 2023; 6:1114. [PMID: 37923809 PMCID: PMC10624919 DOI: 10.1038/s42003-023-05499-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Accepted: 10/24/2023] [Indexed: 11/06/2023] Open
Abstract
Dyslexia, a frequent learning disorder, is characterized by severe impairments in reading and writing and hypoactivation in reading regions in the left hemisphere. Despite decades of research, it remains unclear to date if observed behavioural deficits are caused by aberrant network interactions during reading and whether differences in functional activation and connectivity are directly related to reading performance. Here we provide a comprehensive characterization of reading-related brain connectivity in adults with and without dyslexia. We find disrupted functional coupling between hypoactive reading regions, especially between the left temporo-parietal and occipito-temporal cortices, and an extensive functional disruption of the right cerebellum in adults with dyslexia. Network analyses suggest that individuals with dyslexia process written stimuli via a dorsal decoding route and show stronger reading-related interaction with the right cerebellum. Moreover, increased connectivity within networks is linked to worse reading performance in dyslexia. Collectively, our results provide strong evidence for aberrant task-related connectivity as a neural marker for dyslexia that directly impacts behavioural performance. The observed differences in activation and connectivity suggest that one effective way to alleviate reading problems in dyslexia is through modulating interactions within the reading network with neurostimulation methods.
Collapse
Affiliation(s)
- Sabrina Turker
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany.
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany.
| | - Philipp Kuhnke
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany
| | - Zhizhao Jiang
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
| | - Gesa Hartwigsen
- Lise Meitner Research Group Cognition and Plasticity, Max Planck Institute for Human Cognitive and Brain Sciences, 04103, Leipzig, Germany
- Wilhelm Wundt Institute for Psychology, Leipzig University, 04103, Leipzig, Germany
| |
Collapse
|
2
|
Ölçek G, Çelik İ, Başoǧlu Y, Kaymakçı S, Gürlek E. Comparison of children with and without dyslexia using functional head impulse test and pediatric balance scale. Front Neurol 2023; 14:1153650. [PMID: 37333011 PMCID: PMC10272711 DOI: 10.3389/fneur.2023.1153650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Accepted: 05/02/2023] [Indexed: 06/20/2023] Open
Abstract
Purpose The aim of this study is to compare functionality of vestibulo-ocular reflex (VOR) responses to evaluate the functional properties of the vestibular system and daily balance performance in children with dyslexia and children with normal development. Method Fifteen participants diagnosed with dyslexia were included in the study group (SG), and 15 healthy participants were included in the control group (CG). All groups underwent Functional Head Impulse Test (f-HIT) and Pediatric Balance Scale (PBS). f-HIT was performed with at least 15 head impulses at 4000-5000-6000°/s2 randomly to the right and left in the plane of the horizontal semicircular canal (SCC). Statistical analysis was performed using descriptive statistics and the Mann-Whitney U test. Results SG percentage values were obtained lower than CG percentage values. Comparisons between the two groups showed that there was a significant difference in all parameters (4000-5000-6000°/s2 and total) in the right-side stimulation, there was significant difference for 4,000 s2 and total correct answers in the left side. In addition, although there was no significant difference between the groups in terms of the PBS score, the SG scores were lower (p = 0.062). Conclusions As a novel test, f-HIT, revealed the difference in functionality of vestibular performance in the dyslexia group. In the dyslexia group, f-HIT may be helpful in evaluating and monitoring the vestibular system.
Collapse
Affiliation(s)
- Gül Ölçek
- Faculty of Health Sciences, Department of Audiology, Istanbul Medipol University, Istanbul, Türkiye
| | - İlayda Çelik
- Graduate School of Health Sciences, Department of Speech and Language Therapy, Istanbul Medipol University, Istanbul, Türkiye
| | - Yuşa Başoǧlu
- Graduate School of Health Sciences, Department of Audiology, Istanbul Medipol University, Istanbul, Türkiye
| | - Sude Kaymakçı
- Graduate School of Health Sciences, Department of Audiology, Istanbul Medipol University, Istanbul, Türkiye
| | - Emre Gürlek
- Graduate School of Health Sciences, Department of Audiology, Istanbul Medipol University, Istanbul, Türkiye
| |
Collapse
|
3
|
Pellegrino M, Ben-Soussan TD, Paoletti P. A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective. Int J Environ Res Public Health 2023; 20:3315. [PMID: 36834011 PMCID: PMC9966639 DOI: 10.3390/ijerph20043315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 02/08/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.
Collapse
Affiliation(s)
- Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | | |
Collapse
|
4
|
Oliaee A, Mohebbi M, Shirani S, Rostami R. Extraction of discriminative features from EEG signals of dyslexic children; before and after the treatment. Cogn Neurodyn 2022; 16:1249-1259. [PMID: 36408072 PMCID: PMC9666605 DOI: 10.1007/s11571-022-09794-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 02/16/2022] [Accepted: 02/20/2022] [Indexed: 11/25/2022] Open
Abstract
Dyslexia is a neurological disorder manifested as difficulty reading and writing. It can occur despite adequate instruction, intelligence, and intact sensory abilities. Different electroencephalogram (EEG) patterns have been demonstrated between dyslexic and healthy subjects in previous studies. This study focuses on the difference between patients before and after treatment. The main goal is to identify the subset of features that adequately discriminate subjects before and after a specific treatment plan. The treatment consists of Transcranial Direct Current Stimulation (tDCS) and occupational therapy using the BrainWare SAFARI software. The EEG signals of sixteen dyslexic children were recorded during the eyes-closed resting state before and after treatment. The preprocessing step was followed by the extraction of a wide range of features to investigate the differences related to the treatment. An optimal subset of features extracted from recorded EEG signals was determined using Principal Component Analysis (PCA) in conjunction with the Sequential Floating Forward Selection (SFFS) algorithm. The results showed that treatment leads to significant changes in EEG features like spectral and phase-related EEG features, in various regions. It has been demonstrated that the extracted subset of discriminative features can be useful for classification applications in treatment assessment. The most discriminative subset of features could classify the data with an accuracy of 92% with SVM classifier. The above result confirms the efficacy of the treatment plans in improving dyslexic children's cognitive skills.
Collapse
Affiliation(s)
- Anahita Oliaee
- Department of Biomedical Engineering, Faculty of Electrical Engineering, K.N. Toosi University of Technology, Tehran, Iran
| | - Maryam Mohebbi
- Department of Biomedical Engineering, Faculty of Electrical Engineering, K.N. Toosi University of Technology, Tehran, Iran
| | - Sepehr Shirani
- Department of Biomedical Engineering, Faculty of Electrical Engineering, K.N. Toosi University of Technology, Tehran, Iran
| | - Reza Rostami
- Department of Psychology, Faculty of Psychology, University of Tehran, Tehran, Iran
| |
Collapse
|
5
|
Gosse C, Dricot L, Van Reybroeck M. Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia. Brain Sci 2022; 12:243. [PMID: 35204006 PMCID: PMC8869855 DOI: 10.3390/brainsci12020243] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 02/01/2022] [Accepted: 02/09/2022] [Indexed: 02/04/2023] Open
Abstract
Aim. Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children? Method. The participants were children with DYS and typically developing (TD) children (n = 32) from French-speaking primary schools (Mage = 9.3 years). The behavioural evaluation consisted of spelling and handwriting measures. Participants underwent a resting-state fMRI scan. Results. Analyses of RSFC focused on a brain region responsible for graphomotor processes—the graphemic/motor frontal area (GMFA). The RSFC between the GMFA and all other voxels of the brain was measured. Whole-brain ANOVAs were run to compare RSFC in DYS and TD children. The results demonstrated reduced RSFC in DYS compared to TD between the GMFA and brain areas involved in both spelling processes and motor-related processes. Conclusions. For the first time, this study highlighted a disruption of the writing network in DYS. By identifying functional markers of both spelling and handwriting deficits at rest in young DYS participants, this study supports the presence of graphomotor impairment in dyslexia.
Collapse
|
6
|
Gosse C, Dricot L, Van Reybroeck M. Evidence of graphomotor dysfunction in children with dyslexia A combined behavioural and fMRI experiment. Cortex 2022. [DOI: 10.1016/j.cortex.2021.11.021] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 08/19/2021] [Accepted: 11/26/2021] [Indexed: 01/02/2023]
|
7
|
Habib M. The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on. Brain Sci 2021; 11:708. [PMID: 34071786 DOI: 10.3390/brainsci11060708] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Revised: 05/13/2021] [Accepted: 05/20/2021] [Indexed: 01/10/2023] Open
Abstract
In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373-2399), I proposed an "extended temporal processing deficit hypothesis of dyslexia", suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of time in general. In the present review paper, I will revisit this "historical" hypothesis both in the light of a new clinical perspective, including the central yet poorly explained notion of comorbidity, and also taking a new look at the most recent experimental work, mainly focusing on brain imaging data. First, consistent with daily clinical practice, I propose to distinguish three groups of children who fail to learn to read, of fairly equal occurrence, who share the same initial presentation (difficulty in mastering the rules of grapheme-phoneme correspondence) but with differing associated signs and/or comorbid conditions (language disorders in the first group, attentional deficits in the second one, and motor coordination problems in the last one), thus suggesting, at least in part, potentially different triggering mechanisms. It is then suggested, in the light of brain imaging information available to date, that the three main clinical presentations/associations of cognitive impairments that compromise reading skills acquisition correspond to three distinct patterns of miswiring or "disconnectivity" in specific brain networks which have in common their involvement in the process of learning and their heavy reliance on temporal features of information processing. With reference to the classic temporal processing deficit of dyslexia and to recent evidence of an inability of the dyslexic brain to achieve adequate coupling of oscillatory brain activity to the temporal features of external events, a general model is proposed according to which a common mechanism of temporal uncoupling between various disconnected-and/or mis-wired-processors may account for distinct forms of specific learning disorders, with reading impairment being a more or less constant feature. Finally, the potential therapeutic implications of such a view are considered, with special emphasis on methods seeking to enhance cross-modal connectivity between separate brain systems, including those using rhythmic and musical training in dyslexic patients.
Collapse
|
8
|
Li H, Kepinska O, Caballero JN, Zekelman L, Marks RA, Uchikoshi Y, Kovelman I, Hoeft F. Decoding the role of the cerebellum in the early stages of reading acquisition. Cortex 2021; 141:262-279. [PMID: 34102410 DOI: 10.1016/j.cortex.2021.02.033] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2020] [Revised: 01/03/2021] [Accepted: 02/08/2021] [Indexed: 10/21/2022]
Abstract
Numerous studies have consistently reported functional activation of the cerebellum during reading tasks, especially in the right cerebellar hemisphere. However, it remains unclear whether this region is also involved in reading during the earliest stages of reading acquisition. Here, we investigated whether and how the cerebellum contributes to reading acquisition. We tested 80 5-6-year-old kindergarteners, who performed a visual word matching task during which functional MRI (fMRI) data were collected. We found that bilateral cerebellar hemispheres were significantly activated during visual word processing. Moreover, activation of left cerebellar lobule VII extending to lobule VIII negatively and significantly correlated with current reading ability, whereas activation of right cerebellar lobule VII extending to lobule VIII significantly and positively correlated with future reading ability. Functional decoding via functional connectivity patterns further revealed that left and right cerebellar lobules connected with different cerebral cortex regions. Our results suggest a division of labor between the left and right cerebellar lobules in beginning readers.
Collapse
Affiliation(s)
- Hehui Li
- Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, PR China; Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA
| | - Olga Kepinska
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA; Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Department of Cognition, Emotion, and Methods in Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria; Brain and Language Lab, Cognitive Science Hub, University of Vienna, Austria; Dept of Behavioral and Cognitive Biology, Faculty of Life Sciences, University of Vienna, Austria; Department of Psychology, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Jocelyn N Caballero
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA
| | - Leo Zekelman
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA; Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, MA, USA
| | - Rebecca A Marks
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Yuuko Uchikoshi
- School of Education, University of California Davis, Davis, CA, USA
| | - Ioulia Kovelman
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA; Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Brain Imaging Research Center (BIRC), University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA.
| |
Collapse
|
9
|
Abstract
OBJECTIVE Acoustic distortions to the speech signal impair spoken language recognition, but healthy listeners exhibit adaptive plasticity consistent with rapid adjustments in how the distorted speech input maps to speech representations, perhaps through engagement of supervised error-driven learning. This puts adaptive plasticity in speech perception in an interesting position with regard to developmental dyslexia inasmuch as dyslexia impacts speech processing and may involve dysfunction in neurobiological systems hypothesized to be involved in adaptive plasticity. METHOD Here, we examined typical young adult listeners (N = 17), and those with dyslexia (N = 16), as they reported the identity of native-language monosyllabic spoken words to which signal processing had been applied to create a systematic acoustic distortion. During training, all participants experienced incremental signal distortion increases to mildly distorted speech along with orthographic and auditory feedback indicating word identity following response across a brief, 250-trial training block. During pretest and posttest phases, no feedback was provided to participants. RESULTS Word recognition across severely distorted speech was poor at pretest and equivalent across groups. Training led to improved word recognition for the most severely distorted speech at posttest, with evidence that adaptive plasticity generalized to support recognition of new tokens not previously experienced under distortion. However, training-related recognition gains for listeners with dyslexia were significantly less robust than for control listeners. CONCLUSIONS Less efficient adaptive plasticity to speech distortions may impact the ability of individuals with dyslexia to deal with variability arising from sources like acoustic noise and foreign-accented speech.
Collapse
|
10
|
Li H, Booth JR, Feng X, Wei N, Zhang M, Zhang J, Zhong H, Lu C, Liu L, Ding G, Meng X. Functional parcellation of the right cerebellar lobule VI in children with normal or impaired reading. Neuropsychologia 2020; 148:107630. [PMID: 32976851 DOI: 10.1016/j.neuropsychologia.2020.107630] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2020] [Revised: 09/06/2020] [Accepted: 09/14/2020] [Indexed: 12/27/2022]
Abstract
Neuroimaging studies have reported that the right cerebellar lobule VI is engaged in reading, but its role is unclear. The goal of our study was to identify functionally-dissociable subregions in the right lobule VI and how these subregions contribute to reading in children with normal or impaired reading. In Experiment I, typically developing children performed an orthographic task and a phonological task during functional magnetic resonance imaging (fMRI). We classified the voxels in the right lobule VI into seven zones based on the patterns of functional connectivity with the cerebrum across both tasks. In Experiment II, we compared the brain activation and cerebro-cerebellar connectivities of each subregion between children readers with different reading levels. We did not find significant group differences in cerebellar activation. However, we found that impaired readers had considerably higher functional connectivity between R1 and the right angular gyrus and the right precuneus compared to the control group in the phonological task. These findings show that the right cerebellar lobule VI is functionally parceled and its subregions might be differentially connected with the cerebrum between children with normal reading abilities and those with impaired reading.
Collapse
Affiliation(s)
- Hehui Li
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, 37203-5721, USA
| | - Xiaoxia Feng
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Na Wei
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Manli Zhang
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China
| | - Jia Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Hejing Zhong
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China.
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China; PekingU-PolyU Center for Child Development and Learning, Peking University, Beijing, 100871, China.
| |
Collapse
|
11
|
Abstract
This chapter proposes a review of neuropsychologic and behavior findings in pediatric pathologies of the cerebellum, including cerebellar malformations, pediatric ataxias, cerebellar tumors, and other acquired cerebellar injuries during childhood. The chapter also contains reviews of the cerebellar mutism/posterior fossa syndrome, reported cognitive associations with the development of the cerebellum in typically developing children and subjects born preterm, and the role of the cerebellum in neurodevelopmental disorders such as autism spectrum disorders and developmental dyslexia. Cognitive findings in pediatric cerebellar disorders are considered in the context of known cerebellocerebral connections, internal cellular organization of the cerebellum, the idea of a universal cerebellar transform and computational internal models, and the role of the cerebellum in specific cognitive and motor functions, such as working memory, language, timing, or control of eye movements. The chapter closes with a discussion of the strengths and weaknesses of the cognitive affective syndrome as it has been described in children and some conclusions and perspectives.
Collapse
Affiliation(s)
- Georges Dellatolas
- GRC 24, Handicap Moteur et Cognitif et Réadaptation, Sorbonne Université, Paris, France.
| | - Hugo Câmara-Costa
- GRC 24, Handicap Moteur et Cognitif et Réadaptation, Sorbonne Université, Paris, France; Centre d'Etudes en Santé des Populations, INSERM U1018, Paris, France
| |
Collapse
|
12
|
Abstract
Developmental disorders of language include developmental language disorder, dyslexia, and motor-speech disorders such as articulation disorder and stuttering. These disorders have generally been explained by accounts that focus on their behavioral rather than neural characteristics; their processing rather than learning impairments; and each disorder separately rather than together, despite their commonalities and comorbidities. Here we update and review a unifying neurocognitive account—the Procedural circuit Deficit Hypothesis (PDH). The PDH posits that abnormalities of brain structures underlying procedural memory (learning and memory that rely on the basal ganglia and associated circuitry) can explain numerous brain and behavioral characteristics across learning and processing, in multiple disorders, including both commonalities and differences. We describe procedural memory, examine its role in various aspects of language, and then present the PDH and relevant evidence across language-related disorders. The PDH has substantial explanatory power, and both basic research and translational implications.
Collapse
Affiliation(s)
- Michael T. Ullman
- Brain and Language Lab, Department of Neuroscience, Georgetown University, Washington, DC 20057, USA
| | - F. Sayako Earle
- Department of Communication Sciences and Disorders, University of Delaware, Newark, Delaware 19713, USA
| | - Matthew Walenski
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois 60208, USA
| | - Karolina Janacsek
- Institute of Psychology, Eotvos Lorand University (ELTE), H-1071 Budapest, Hungary
- Brain, Memory, and Language Lab; Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Hungarian Academy of Sciences, H-1117 Budapest, Hungary
| |
Collapse
|
13
|
Goulème N, Delorme R, Villeneuve P, Gérard CL, Peyre H, Bucci MP. Impact of Somatosensory Input Deficiency on Subjective Visual Vertical Perception in Children With Reading Disorders. Front Neurol 2019; 10:1044. [PMID: 31632338 PMCID: PMC6779773 DOI: 10.3389/fneur.2019.01044] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 09/16/2019] [Indexed: 11/13/2022] Open
Abstract
Purpose: Preliminary evidence indicated that children with a reading disorder (RD) may have deviance in their ability to perform high demanding cognitive tasks, such as reading, depending on somatosensory inputs. Until now, only anecdotical reports suggested that improving somatosensory inputs may influence their ability to maintain a stable perception of the visual world despite continuous movements of our eyes, head, and body. Here, we investigated whether changes in upright perception, the subjective visual vertical (SVV), were modulated by somatosensory inputs in a group of children with RD. Method: The SVV task was used under two distinct conditions, i.e., with or without somatosensory inputs from the foot. We enrolled a group of 20 children with reading disorders and 20 sex-, age-, IQ- matched children with neurotypical development. Results: Responses to the SVV task were found to be significantly less accurate in children with RD than in children with neurotypical development (p < 0.001). In the latter, SVV response did not depend on somatosensory inputs from the foot. In contrast, in children with RD somatosensory inputs, either improved or worsen their SVV depending on the tilt direction (p < 0.01). Conclusion: Our results suggested that SVV responses in children with RD could be related to an immaturity for heteromodal sensory integration, including somatosensory inputs.
Collapse
Affiliation(s)
- Nathalie Goulème
- UMR 1141 NeuroDiderot Inserm - Université de Paris, Robert Debré Hospital, Paris, France.,Posture Lab, Paris, France
| | - Richard Delorme
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,Human Genetics & Cognitive Function, Institut Pasteur, Paris, France.,Université de Paris, Paris, France
| | | | | | - Hugo Peyre
- UMR 1141 NeuroDiderot Inserm - Université de Paris, Robert Debré Hospital, Paris, France.,Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,Université de Paris, Paris, France
| | - Maria Pia Bucci
- UMR 1141 NeuroDiderot Inserm - Université de Paris, Robert Debré Hospital, Paris, France
| |
Collapse
|
14
|
De Fano A, Leshem R, Ben-Soussan TD. Creating an Internal Environment of Cognitive and Psycho-Emotional Well-Being through an External Movement-Based Environment: An Overview of Quadrato Motor Training. Int J Environ Res Public Health 2019; 16:E2160. [PMID: 31216778 DOI: 10.3390/ijerph16122160] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Revised: 06/14/2019] [Accepted: 06/17/2019] [Indexed: 11/26/2022]
Abstract
In this overview, we discuss the internal and external environmental factors associated with cognitive and psycho-emotional well-being in the context of physical activity and Mindful Movement. Our key argument is that improved cognitive and emotional functions associated with mental well-being can be achieved by an external, Mindful Movement-based environment training called Quadrato Motor Training (QMT). QMT is a structured sensorimotor training program aimed at improving coordination, attention, and emotional well-being through behavioral, electrophysiological, neuroanatomical, and molecular changes. In accordance with this argument, we first describe the general neurobiological mechanisms underpinning emotional states and emotion regulation. Next, we review the relationships between QMT, positive emotional state, and increased emotion regulation, and discuss the neurobiological mechanisms underlying these relationships. We consider the relationships between motion, emotion, and cognition, and highlight the need for integrated training paradigms involving these three trajectories. Such training paradigms provide cognitively engaging exercises to improve emotion regulation, which in turn affects adaptive behaviors. Finally, we address the broader implications of improving cognitive and emotional functioning through Mindful Movement training for environmental research and public health.
Collapse
|
15
|
Wang HLS, Wang NYH, Yeh FC. Specifying the diffusion MRI connectome in Chinese-speaking children with developmental dyslexia and auditory processing deficits. Pediatr Neonatol 2019; 60:297-304. [PMID: 30181073 DOI: 10.1016/j.pedneo.2018.07.016] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2018] [Revised: 06/04/2018] [Accepted: 07/27/2018] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND Lexical tone identification has a unique role in the perceptual processes of Chinese readers. Reduced lexical tone awareness, along with poor word-decoding abilities, is frequently observed in Chinese-speaking children with developmental dyslexia. However, whether this deficit is linked to reduced auditory processing and interrupted structural connectivity in the brain requires further investigation. This study therefore explores the white matter pathways associated with Chinese character recognition and auditory processing of pitch variations, with the objective of to identify the most representative neural correlates for Chinese developmental dyslexia. METHODS Diffusion magnetic resonance imaging and several behavior measures related to reading attainment and phonological awareness were acquired in twenty-four Chinese-speaking children with developmental dyslexia and twenty-two age-matched controls. We used diffusion magnetic resonance imaging connectometry to explore the relationships between behavior performance and specific white matter tracts. RESULTS The results revealed significant correlations of the left inferior fronto-occipital fasciculus, cerebellar pathways, and thalamopontine tracts with Chinese character recognition (FDR = 0.03235). In addition, the posterior isthmus and anterior splenium of the corpus callosum correlated with auditory processing (FDR = 0.03980). CONCLUSION The study provides evidence that the dysconnectivity on white matter pathways correlated with developmental dyslexia in Chinese-speaking children. Furthermore, the impairments of auditory temporal timing processing presented in poor readers with significant phonological deficits are likely to be a result of impoverished myelinization in sub-cortical tracts. Such findings may assist in the clinical identification of Chinese developmental dyslexia.
Collapse
Affiliation(s)
- Hsiao-Lan Sharon Wang
- Department of Special Education, National Taiwan Normal University, 162, Heping East Road, Section 1, Taipei, Taiwan.
| | - Natalie Yu-Hsien Wang
- Research Center for Information Technology Innovation, Academia Sinica, No. 128, Section 2, Academia Road, Taipei 115, Taiwan.
| | - Fang-Cheng Yeh
- Department of Neurological Surgery, University of Pittsburgh School Medicine, 3550 Terrace Street, Scaife A507, Pittsburgh, PA 15261, USA.
| |
Collapse
|
16
|
Abstract
It is now evident that explanations of many developmental disorders need to include a network perspective. In earlier work, we proposed that developmental dyslexia (DD) is well-characterized in terms of impaired procedural learning within the language networks, with the cerebellum being the key structure involved. Here, we deepen the analysis to include the child's developmental process of constructing these networks. The "Delayed Neural Commitment (DNC)" framework proposes that, in addition to slower skill acquisition, dyslexic children take longer to build (and to rebuild) the neural networks that underpin the acquisition of reading. The framework provides an important link backwards in time to the development of executive function networks and the earlier development of networks for language and speech. It is consistent with many theories of dyslexia while providing fruitful suggestions for further research at the genetic, brain, cognitive and behavioral levels of explanation. It also has significant implications for assessment and teaching.
Collapse
Affiliation(s)
| | - Angela J. Fawcett
- Department of Psychology, College of Human and Health Sciences, Swansea University, Swansea, United Kingdom
| |
Collapse
|
17
|
Konukoglu E, Glocker B. Reconstructing subject-specific effect maps. Neuroimage 2018; 181:521-538. [DOI: 10.1016/j.neuroimage.2018.07.032] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2018] [Revised: 06/07/2018] [Accepted: 07/12/2018] [Indexed: 12/24/2022] Open
|
18
|
Lin J, Cui X, Dai X, Chen Y, Mo L. Neural correlates of creative insight: Amplitude of low-frequency fluctuation of resting-state brain activity predicts creative insight. PLoS One 2018; 13:e0203071. [PMID: 30161187 PMCID: PMC6117043 DOI: 10.1371/journal.pone.0203071] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2018] [Accepted: 08/14/2018] [Indexed: 01/01/2023] Open
Abstract
Creative insight has attracted much attention across cultures. Although previous studies have explored the neural correlates of creative insight by functional magnetic resonance imaging (fMRI), little is known about intrinsic resting-state brain activity associated with creative insight. In the present study, we used amplitude of low-frequency fluctuation (ALFF) as an index in resting-state fMRI (rs-fMRI) to identify brain regions involved in individual differences in creative insight, which was measured by the response time of creative Chinese character chunk decomposition. Our results showed that ALFF in the superior frontal gyrus (SFG) positively predicted creative insight, while ALFF in the middle cingulate cortex/insula cortex (MCC/IC), superior temporal gyrus/angular gyrus (STG/AG), anterior cingulate cortex/caudate nucleus (ACC/CN), and culmen/declive (CU/DC) negatively predicted creative insight. Moreover, these findings indicate that spontaneous brain activity in multiple regions related to breaking mental sets, solutions exploring, evaluation of novel solutions, forming task-related associations, and emotion experience contributes to creative insight. In conclusion, the present study provides new evidence to further understand the cognitive processing and neural correlates of creative insight.
Collapse
Affiliation(s)
- Jiabao Lin
- Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Xuan Cui
- Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Xiaoying Dai
- Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Yajue Chen
- Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| | - Lei Mo
- Center for Studies of Psychological Application, Guangdong Key Laboratory of Mental Health and Cognitive Science, School of Psychology, South China Normal University, Guangzhou, China
- Guangdong Provincial Key Laboratory of Mental Health and Cognitive Science, South China Normal University, Guangzhou, China
| |
Collapse
|
19
|
van Oers CAMM, Goldberg N, Fiorin G, van den Heuvel MP, Kappelle LJ, Wijnen FNK. No evidence for cerebellar abnormality in adults with developmental dyslexia. Exp Brain Res 2018; 236:2991-3001. [PMID: 30116863 PMCID: PMC6223834 DOI: 10.1007/s00221-018-5351-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2017] [Accepted: 08/02/2018] [Indexed: 01/18/2023]
Abstract
Developmental dyslexia is commonly believed to result from a deficiency in the recognition and processing of speech sounds. According to the cerebellar deficit hypothesis, this phonological deficit is caused by deficient cerebellar function. In the current study, 26 adults with developmental dyslexia and 25 non-dyslexic participants underwent testing of reading-related skills, cerebellar functions, and MRI scanning of the brain. Anatomical assessment of the cerebellum was conducted with voxel-based morphometry. Behavioural evidence, that was indicative of impaired cerebellar function, was found to co-occur with reading impairments in the dyslexic subjects, but a causal relation between the two was not observed. No differences in local grey matter volume, nor in structure-function relationships within the cerebellum were found between the two groups. Possibly, the observed behavioural pattern is due to aberrant white matter connectivity. In conclusion, no support for the cerebellar deficit hypothesis or the presence of anatomical differences of the cerebellum in adults with developmental dyslexia was found.
Collapse
Affiliation(s)
- Casper A M M van Oers
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands.
- Department of Neurology, Amphia Hospital, Breda, The Netherlands.
| | - Nadya Goldberg
- Utrecht institute of Linguistics OTS, Utrecht, The Netherlands
| | - Gaetano Fiorin
- Utrecht institute of Linguistics OTS, Utrecht, The Netherlands
| | - Martijn P van den Heuvel
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands
| | - L Jaap Kappelle
- Department of Neurology, Brain Center Rudolf Magnus, University Medical Center Utrecht, Utrecht, The Netherlands
| | | |
Collapse
|
20
|
|
21
|
Abstract
During the past decades neuroanatomic, neuroimaging, and clinical studies have substantially changed the long-standing view of the role of the cerebellum as a sole coordinator of sensorimotor function. Currently, the cerebellum is considered to be crucially implicated in a variety of cognitive, affective, social, and behavioral processes as well. In this chapter we aim to summarize a number of critical insights from different research areas (neuroanatomy, functional neuroimaging, clinical practice) that provide evidence for a role of the cerebellum in motor speech and nonmotor language processing in both adults and children. Neuroanatomic studies have provided a robust basis for the development of new insights in the modulatory role of the cerebellum in neurocognition, including nonmotor language processing by means of identifying a dense network of crossed reciprocal connections between the cerebellum and the supratentorial association areas. A topologic distinction has been established between the "motor" cerebellum, projecting to the cortical motor areas, and the "cognitive/affective" cerebellum, connected with the cortical and limbic association areas. Neuroimaging studies have demonstrated cerebellar involvement in several different language tasks, even after controlling for motor aspects. In addition, several clinical studies have identified a variety of nonmotor linguistic deficits after cerebellar disease in both children and adults, implying a prominent role for the cerebellum in linguistic processes. Functional neuroimaging has confirmed the functional impact of cerebellar lesions on remote, structurally intact cortical regions via crossed cerebellocerebral diaschisis. Overall, evidence from neuroanatomic, neuroimaging, and clinical studies shows a (strongly lateralized) involvement of the cerebellum in a broad spectrum of nonmotor language functions through a dense network of crossed and reciprocal cerebellocerebral connections. It is argued that the cerebellum is involved in language in a similar manner as it is involved in motor functions: through monitoring/coordinating cortical functions via timing and sequencing mechanisms.
Collapse
Affiliation(s)
- Peter Mariën
- Clinical and Experimental Neurolinguistics, Free University of Brussels, Brussels, Belgium.
| | - Renato Borgatti
- Department of Neuropsychiatry and Neurorehabilitation Unit, Eugenio Medea Scientific Institute, Bosisio Parini, Lecco, Italy
| |
Collapse
|
22
|
Danelli L, Berlingeri M, Bottini G, Borghese NA, Lucchese M, Sberna M, Price CJ, Paulesu E. How many deficits in the same dyslexic brains? A behavioural and fMRI assessment of comorbidity in adult dyslexics. Cortex 2017; 97:125-142. [PMID: 29107746 PMCID: PMC5722195 DOI: 10.1016/j.cortex.2017.08.038] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2017] [Revised: 07/14/2017] [Accepted: 08/31/2017] [Indexed: 01/18/2023]
Abstract
Dyslexia can have different manifestations: this has motivated different theories on its nature, on its underlying brain bases and enduring controversies on how to best treat it. The relative weight of the different manifestations has never been evaluated using both behavioural and fMRI measures, a challenge taken here to assess the major systems called into play in dyslexia by different theories. We found that adult well-compensated dyslexics were systematically impaired only in reading and in visuo-phonological tasks, while deficits for other systems (e.g., motor/cerebellar, visual magnocellular/motion perception) were only very occasional. In line with these findings, fMRI showed a reliable hypoactivation only for the task of reading, in the left occipito-temporal cortex (l-OTC). The l-OTC, normally a crossroad between the reading system and other systems, did not show the same level of intersection in dyslexics; yet, it was not totally silent because it responded, in segregated parts, during auditory phonological and visual motion perception tasks. This minimal behavioural and functional anatomical comorbidity demonstrates that a specific deficit of reading is the best description for developmental dyslexia, at least for adult well-compensated cases, with clear implications for rehabilitation strategies. The reduced intersection of multiple systems in the l-OTC suggests that dyslexics suffer from a coarser connectivity, leading to disconnection between the multiple domains that normally interact during reading.
Collapse
Affiliation(s)
- Laura Danelli
- Psychology Department and Milan Centre for Neuroscience, University of Milano-Bicocca, Milan, Italy
| | - Manuela Berlingeri
- DISTUM, Department of Humanistic Studies, University of Urbino Carlo Bo, Urbino, Italy
| | - Gabriella Bottini
- Centre of Cognitive Neuropsychology, Niguarda Ca' Granda Hospital, Milan, Italy; Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
| | - Nunzio A Borghese
- AIS-Lab and Department of Computer Science, University of Milan, Milan, Italy
| | - Mirko Lucchese
- AIS-Lab and Department of Computer Science, University of Milan, Milan, Italy
| | - Maurizio Sberna
- Neuroradiology Department, Niguarda Ca' Granda Hospital, Milan, Italy
| | - Cathy J Price
- Wellcome Trust Centre for Neuroimaging, Institute of Neurology, UCL, London UK
| | - Eraldo Paulesu
- Psychology Department and Milan Centre for Neuroscience, University of Milano-Bicocca, Milan, Italy; fMRI Unit-IRCCS Galeazzi, Milan, Italy.
| |
Collapse
|
23
|
Freedman EG, Molholm S, Gray MJ, Belyusar D, Foxe JJ. Saccade adaptation deficits in developmental dyslexia suggest disruption of cerebellar-dependent learning. J Neurodev Disord 2017; 9:36. [PMID: 29121855 PMCID: PMC5679349 DOI: 10.1186/s11689-017-9218-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Accepted: 11/01/2017] [Indexed: 01/09/2023] Open
Abstract
BACKGROUND Estimates of the prevalence of developmental dyslexia in the general population range from 5% to as many as 10%. Symptoms include reading, writing, and language deficits, but the severity and mix of symptoms can vary widely across individuals. In at least some people with dyslexia, the structure and function of the cerebellum may be disordered. Saccadic adaptation requires proper function of the cerebellum and brainstem circuitry and might provide a simple, noninvasive assay for early identification and sub-phenotyping in populations of children who may have dyslexia. METHODS Children between the ages of 7 and 15 served as participants in this experiment. Fifteen had been diagnosed with developmental dyslexia and an additional 15 were typically developing children. Five of the participants diagnosed with dyslexia were also diagnosed with an attention deficit hyperactivity disroder and were excluded from further analyses. Participants performed in a saccadic adaptation task in which visual errors were introduced at the end of saccadic eye movements. The amplitudes of primary saccades were measured and plotted as a function of the order in which they occurred. Lines of best fit were calculated. Significant changes in the amplitude of primary saccades were identified. RESULTS 12/15 typically developing children had significant adaptation of saccade amplitude in this experiment. 1/10 participants with dyslexia appropriately altered saccade amplitudes to reduce the visual error introduced in the saccade adaptation paradigm. CONCLUSIONS Proper cerebellar function is required for saccadic adaptation, but in at least some children with dyslexia, cerebellar structure and function may be disordered. Consistent with this hypothesis, the data presented in this report clearly illustrate a difference in the ability of children with dyslexia to adapt saccade amplitudes in response to imposed visual errors. Saccadic adaptation might provide a noninvasive assay for early identification of dyslexia. Future work will determine whether reduced saccadic adaptation is pervasive in dyslexia or whether this identifies a sub-phenotype within the larger population of people identified with reading and language deficits.
Collapse
Affiliation(s)
- Edward G Freedman
- The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, 14642, USA.
| | - Sophie Molholm
- The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, 14642, USA.,The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Department of Pediatrics, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY, 10461, USA.,The Dominic P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, NY, 10461, USA
| | - Michael J Gray
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Department of Pediatrics, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY, 10461, USA.,The Graduate Center of the City University of New York, New York, NY, 10031, USA
| | - Daniel Belyusar
- The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Department of Pediatrics, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY, 10461, USA.,The Dominic P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, NY, 10461, USA
| | - John J Foxe
- The Del Monte Institute for Neuroscience, Department of Neuroscience, University of Rochester School of Medicine and Dentistry, Rochester, NY, 14642, USA.,The Sheryl and Daniel R. Tishman Cognitive Neurophysiology Laboratory, Department of Pediatrics, Albert Einstein College of Medicine & Montefiore Medical Center, Bronx, NY, 10461, USA.,The Dominic P. Purpura Department of Neuroscience, Albert Einstein College of Medicine, Bronx, NY, 10461, USA
| |
Collapse
|
24
|
Abstract
In this review, we present the growing literature suggesting, from a variety of angles, that the cerebellum contributes to higher-order cognitive functions, rather than simply sensorimotor functions, and more specifically to language and its development. The cerebellum's association with language function is determined by the specific cortico-cerebellar connectivity to the right cerebellum from the left cortical hemisphere. The findings we review suggest that the cerebellum plays an important role as part of a broader language network, and also implies that the cerebellum may be a potential new therapeutic target to treat speech and language deficits, especially during development.
Collapse
Affiliation(s)
- Carolina Vias
- a Department of Psychology , Florida International University , Miami , Florida
| | - Anthony Steven Dick
- a Department of Psychology , Florida International University , Miami , Florida
| |
Collapse
|
25
|
Ramus F, Altarelli I, Jednoróg K, Zhao J, Scotto di Covella L. Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neurosci Biobehav Rev 2017; 84:434-452. [PMID: 28797557 DOI: 10.1016/j.neubiorev.2017.08.001] [Citation(s) in RCA: 94] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2016] [Revised: 07/28/2017] [Accepted: 08/02/2017] [Indexed: 01/18/2023]
Abstract
Investigations into the neuroanatomical bases of developmental dyslexia have now spanned more than 40 years, starting with the post-mortem examination of a few individual brains in the 60s and 70s, and exploding in the 90s with the widespread use of MRI. The time is now ripe to reappraise the considerable amount of data gathered with MRI using different types of sequences (T1, diffusion, spectroscopy) and analysed using different methods (manual, voxel-based or surface-based morphometry, fractional anisotropy and tractography, multivariate analyses…). While selective reviews of mostly small-scale studies seem to provide a coherent view of the brain disruptions that are typical of dyslexia, involving left perisylvian and occipito-temporal regions, we argue that this view may be deceptive and that meta-analyses and large-scale studies rather highlight many inconsistencies and limitations. We discuss problems inherent to small sample size as well as methodological difficulties that still undermine the discovery of reliable neuroanatomical bases of dyslexia, and we outline some recommendations to further improve this research area.
Collapse
Affiliation(s)
- Franck Ramus
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France.
| | - Irene Altarelli
- Brain and Learning Lab, Campus Biotech, University of Geneva, 9 Chemin des Mines, 1205 Geneva, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, 3 Pasteur St, 02-093 Warsaw, Poland
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Key Laboratory for Behavior and Cognitive Neuroscience of Shaanxi Province, Xi'an, Shaanxi, 710062, China
| | - Lou Scotto di Covella
- Laboratoire de sciences cognitives et psycholinguistique (CNRS, ENS, EHESS, PSL Research University), Ecole Normale Supérieure, 29 rue d'Ulm, 75005 Paris, France
| |
Collapse
|
26
|
Eckert MA, Vaden KI, Maxwell AB, Cute SL, Gebregziabher M, Berninger VW. Common Brain Structure Findings Across Children with Varied Reading Disability Profiles. Sci Rep 2017; 7:6009. [PMID: 28729533 PMCID: PMC5519686 DOI: 10.1038/s41598-017-05691-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 05/31/2017] [Indexed: 11/12/2022] Open
Abstract
Dyslexia is a developmental disorder in reading that exhibits varied patterns of expression across children. Here we examined the degree to which different kinds of reading disabilities (defined as profiles or patterns of reading problems) contribute to brain morphology results in Jacobian determinant images that represent local brain shape and volume. A matched-pair brain morphometry approach was used to control for confounding from brain size and research site effects in this retrospective multi-site study of 134 children from eight different research sites. Parietal operculum, corona radiata, and internal capsule differences between cases and controls were consistently observed across children with evidence of classic dyslexia, specific comprehension deficit, and language learning disability. Thus, there can be common brain morphology findings across children with quite varied reading disability profiles that we hypothesize compound the developmental difficulties of children with unique reading disability profiles and reasons for their reading disability.
Collapse
Affiliation(s)
- Mark A Eckert
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA.
| | - Kenneth I Vaden
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Amanda B Maxwell
- Department of Otolaryngology - Head and Neck Surgery, Medical University of South Carolina, Charleston, SC, 29425, USA
| | | | - Mulugeta Gebregziabher
- Department of Public Health Sciences, Medical University of South Carolina, Charleston, SC, 29425, USA
| | - Virginia W Berninger
- Department of Educational Psychology, University of Washington, Seattle, WA, 98105, USA
| | | |
Collapse
|
27
|
Rousselet GA, Pernet CR, Wilcox RR. Beyond differences in means: robust graphical methods to compare two groups in neuroscience. Eur J Neurosci 2017; 46:1738-1748. [PMID: 28544058 DOI: 10.1111/ejn.13610] [Citation(s) in RCA: 91] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Revised: 05/02/2017] [Accepted: 05/16/2017] [Indexed: 12/18/2022]
Abstract
If many changes are necessary to improve the quality of neuroscience research, one relatively simple step could have great pay-offs: to promote the adoption of detailed graphical methods, combined with robust inferential statistics. Here, we illustrate how such methods can lead to a much more detailed understanding of group differences than bar graphs and t-tests on means. To complement the neuroscientist's toolbox, we present two powerful tools that can help us understand how groups of observations differ: the shift function and the difference asymmetry function. These tools can be combined with detailed visualisations to provide complementary perspectives about the data. We provide implementations in R and MATLAB of the graphical tools, and all the examples in the article can be reproduced using R scripts.
Collapse
Affiliation(s)
- Guillaume A Rousselet
- Institute of Neuroscience and Psychology, College of Medical, Veterinary and Life Sciences, University of Glasgow, 58 Hillhead Street, G12 8QB, Glasgow, UK
| | - Cyril R Pernet
- Centre for Clinical Brain Sciences, Neuroimaging Sciences, University of Edinburgh, Edinburgh, UK
| | - Rand R Wilcox
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
| |
Collapse
|
28
|
Viñas-Guasch N, Wu YJ. The role of the putamen in language: a meta-analytic connectivity modeling study. Brain Struct Funct 2017; 222:3991-4004. [PMID: 28585051 DOI: 10.1007/s00429-017-1450-y] [Citation(s) in RCA: 84] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Accepted: 05/19/2017] [Indexed: 01/10/2023]
Abstract
The putamen is a subcortical structure that forms part of the dorsal striatum of basal ganglia, and has traditionally been associated with reinforcement learning and motor control, including speech articulation. However, recent studies have shown involvement of the left putamen in other language functions such as bilingual language processing (Abutalebi et al. 2012) and production, with some authors arguing for functional segregation of anterior and posterior putamen (Oberhuber et al. 2013). A further step in exploring the role of putamen in language would involve identifying the network of coactivations of not only the left, but also the right putamen, given the involvement of right hemisphere in high order language functions (Vigneau et al. 2011). Here, a meta-analytic connectivity modeling technique was used to determine the patterns of coactivation of anterior and bilateral putamen in the language domain. Based on previous evidence, we hypothesized that left putamen coactivations would include brain regions directly associated with language processing, whereas right putamen coactivations would encompass regions involved in broader semantic processes, such as memory and visual imagery. The results showed that left anterior putamen coactivated with clusters predominantly in left hemisphere, encompassing regions directly associated with language processing, a left posterior putamen network spanning both hemispheres, and cerebellum. In right hemisphere, coactivations were in both hemispheres, in regions associated with visual and orthographic processing. These results confirm the differential involvement of right and left putamen in different language components, thus highlighting the need for further research into the role of putamen in language.
Collapse
Affiliation(s)
- Nestor Viñas-Guasch
- Centre for Brain and Education, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong S.A.R., China.
| | - Yan Jing Wu
- College of Psychology and Sociology, Shenzhen University, Shenzhen, China
| |
Collapse
|
29
|
Moore DM, D'Mello AM, McGrath LM, Stoodley CJ. The developmental relationship between specific cognitive domains and grey matter in the cerebellum. Dev Cogn Neurosci 2017; 24:1-11. [PMID: 28088647 PMCID: PMC5429176 DOI: 10.1016/j.dcn.2016.12.001] [Citation(s) in RCA: 52] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2016] [Revised: 10/17/2016] [Accepted: 12/09/2016] [Indexed: 12/24/2022] Open
Abstract
There is growing evidence that the cerebellum is involved in cognition and cognitive development, yet little is known about the developmental relationship between cerebellar structure and cognitive subdomains in children. We used voxel-based morphometry to assess the relationship between cerebellar grey matter (GM) and language, reading, working memory, executive function, and processing speed in 110 individuals aged 8-17 years from the Pediatric Imaging, Neurocognition, and Genetics (PING) Study. Further, we examined the effect of age on the relationships between cerebellar GM and cognition. Higher scores on vocabulary, reading, working memory, and set-shifting were associated with increased GM in the posterior cerebellum (lobules VI-IX), in regions which are typically engaged during cognitive tasks in healthy adults. For reading, working memory, and processing speed, the relationship between cerebellar GM and cognitive performance changed with age in specific cerebellar subregions. As in adults, posterior lobe cerebellar GM was associated with cognitive performance in a pediatric population, and this relationship mirrored the known developmental trajectory of posterior cerebellar GM. These findings provide further evidence that specific regions of the cerebellum support cognition and cognitive development, and suggest that the strength of this relationship depends on developmental stage.
Collapse
Affiliation(s)
- Dorothea M Moore
- Department of Psychology, American University, Washington, DC, USA
| | - Anila M D'Mello
- Department of Psychology, American University, Washington, DC, USA
| | - Lauren M McGrath
- School of Education, American University, Washington, DC, USA; Center for Behavioral Neuroscience, American University, Washington, DC, USA; Department of Psychology, University of Denver, Denver, CO, USA
| | - Catherine J Stoodley
- Department of Psychology, American University, Washington, DC, USA; Center for Behavioral Neuroscience, American University, Washington, DC, USA.
| |
Collapse
|
30
|
Planton S, Longcamp M, Péran P, Démonet J, Jucla M. How specialized are writing-specific brain regions? An fMRI study of writing, drawing and oral spelling. Cortex 2017; 88:66-80. [DOI: 10.1016/j.cortex.2016.11.018] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2015] [Revised: 05/21/2016] [Accepted: 11/28/2016] [Indexed: 11/16/2022]
|
31
|
Biotteau M, Péran P, Vayssière N, Tallet J, Albaret JM, Chaix Y. Neural changes associated to procedural learning and automatization process in Developmental Coordination Disorder and/or Developmental Dyslexia. Eur J Paediatr Neurol 2017; 21:286-299. [PMID: 27546352 DOI: 10.1016/j.ejpn.2016.07.025] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/07/2016] [Revised: 07/08/2016] [Accepted: 07/29/2016] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Recent theories hypothesize that procedural learning may support the frequent overlap between neurodevelopmental disorders. The neural circuitry supporting procedural learning includes, among others, cortico-cerebellar and cortico-striatal loops. Alteration of these loops may account for the frequent comorbidity between Developmental Coordination Disorder (DCD) and Developmental Dyslexia (DD). The aim of our study was to investigate cerebral changes due to the learning and automatization of a sequence learning task in children with DD, or DCD, or both disorders. METHOD fMRI on 48 children (aged 8-12) with DD, DCD or DD + DCD was used to explore their brain activity during procedural tasks, performed either after two weeks of training or in the early stage of learning. RESULTS Firstly, our results indicate that all children were able to perform the task with the same level of automaticity, but recruit different brain processes to achieve the same performance. Secondly, our fMRI results do not appear to confirm Nicolson and Fawcett's model. The neural correlates recruited for procedural learning by the DD and the comorbid groups are very close, while the DCD group presents distinct characteristics. This provide a promising direction on the neural mechanisms associated with procedural learning in neurodevelopmental disorders and for understanding comorbidity.
Collapse
Affiliation(s)
- Maëlle Biotteau
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | - Patrice Péran
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | | | - Jessica Tallet
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France.
| | | | - Yves Chaix
- Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, France; Hôpital des Enfants, Centre Hospitalier Universitaire de Toulouse, CHU Purpan, Place du Dr Baylac, F-31059 Toulouse Cedex 9, France.
| |
Collapse
|
32
|
Schelke M, Shapiro S, Hackett K, Chen J, Simchon-steinhof S, Ganzer C, Isaacson R, Tamboer P, Van Vliet E, Assuras S, Chiang G, Seifan A. Diagnosis of developmental learning and attention disorders in adults: A review of clinical modalities. ACTA ACUST UNITED AC 2017; 23:27-35. [DOI: 10.1016/j.npbr.2016.11.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
|
33
|
Mascheretti S, De Luca A, Trezzi V, Peruzzo D, Nordio A, Marino C, Arrigoni F. Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms. Transl Psychiatry 2017; 7:e987. [PMID: 28045463 DOI: 10.1038/tp.2016.240] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Accepted: 10/15/2016] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. By focusing mainly on clinical phenotypes, the molecular genetics approach has yielded mixed results. More optimally reduced measures of functioning, that is, intermediate phenotypes (IPs), represent a target for researching disease-associated genetic variants and for elucidating the underlying mechanisms. Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. A limited number of studies has already pursued the imaging-genetics integration in DD. However, the results are still not sufficient to unravel the complexity of the reading circuit due to heterogeneous study design and data processing. Here, we propose an interdisciplinary, multilevel, imaging-genetic approach to disentangle the pathways from genes to behavior. As the presence of putative functional genetic variants has been provided and as genetic associations with specific cognitive/sensorial mechanisms have been reported, new hypothesis-driven imaging-genetic studies must gain momentum. This approach would lead to the optimization of diagnostic criteria and to the early identification of 'biologically at-risk' children, supporting the definition of adequate and well-timed prevention strategies and the implementation of novel, specific remediation approach.
Collapse
|
34
|
Hancock R, Richlan F, Hoeft F. Possible roles for fronto-striatal circuits in reading disorder. Neurosci Biobehav Rev 2017; 72:243-260. [PMID: 27826071 PMCID: PMC5189679 DOI: 10.1016/j.neubiorev.2016.10.025] [Citation(s) in RCA: 45] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2015] [Revised: 09/13/2016] [Accepted: 10/27/2016] [Indexed: 01/18/2023]
Abstract
Several studies have reported hyperactivation in frontal and striatal regions in individuals with reading disorder (RD) during reading-related tasks. Hyperactivation in these regions is typically interpreted as a form of neural compensation related to articulatory processing. Fronto-striatal hyperactivation in RD could however, also arise from fundamental impairment in reading related processes, such as phonological processing and implicit sequence learning relevant to early language acquisition. We review current evidence for the compensation hypothesis in RD and apply large-scale reverse inference to investigate anatomical overlap between hyperactivation regions and neural systems for articulation, phonological processing, implicit sequence learning. We found anatomical convergence between hyperactivation regions and regions supporting articulation, consistent with the proposed compensatory role of these regions, and low convergence with phonological and implicit sequence learning regions. Although the application of large-scale reverse inference to decode function in a clinical population should be interpreted cautiously, our findings suggest future lines of research that may clarify the functional significance of hyperactivation in RD.
Collapse
Affiliation(s)
- Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States.
| | - Fabio Richlan
- Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, United States; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku, Tokyo, 160-8582 Japan
| |
Collapse
|
35
|
Soriano-ferrer M, Piedra Martínez E. A review of the neurobiological basis of dyslexia in the adult population. Neurología (English Edition) 2017; 32:50-57. [DOI: 10.1016/j.nrleng.2014.08.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
|
36
|
Abstract
Several studies have reported hyperactivation in frontal and striatal regions in individuals with reading disorder (RD) during reading-related tasks. Hyperactivation in these regions is typically interpreted as a form of neural compensation related to articulatory processing. Fronto-striatal hyperactivation in RD could however, also arise from fundamental impairment in reading related processes, such as phonological processing and implicit sequence learning relevant to early language acquisition. We review current evidence for the compensation hypothesis in RD and apply large-scale reverse inference to investigate anatomical overlap between hyperactivation regions and neural systems for articulation, phonological processing, implicit sequence learning. We found anatomical convergence between hyperactivation regions and regions supporting articulation, consistent with the proposed compensatory role of these regions, and low convergence with phonological and implicit sequence learning regions. Although the application of large-scale reverse inference to decode function in a clinical population should be interpreted cautiously, our findings suggest future lines of research that may clarify the functional significance of hyperactivation in RD.
Collapse
Affiliation(s)
- Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States.
| | - Fabio Richlan
- Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco, Box 0984, San Francisco, CA 94143, United States; Haskins Laboratories, 300 George St #900, New Haven, CT 06511, United States; Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku, Tokyo, 160-8582 Japan
| |
Collapse
|
37
|
Feng X, Li L, Zhang M, Yang X, Tian M, Xie W, Lu Y, Liu L, Bélanger NN, Meng X, Ding G. Dyslexic Children Show Atypical Cerebellar Activation and Cerebro-Cerebellar Functional Connectivity in Orthographic and Phonological Processing. Cerebellum 2016; 16:496-507. [DOI: 10.1007/s12311-016-0829-2] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
38
|
Abstract
Cerebellar dysfunction is evident in several developmental disorders, including autism, attention deficit-hyperactivity disorder (ADHD), and developmental dyslexia, and damage to the cerebellum early in development can have long-term effects on movement, cognition, and affective regulation. Early cerebellar damage is often associated with poorer outcomes than cerebellar damage in adulthood, suggesting that the cerebellum is particularly important during development. Differences in cerebellar development and/or early cerebellar damage could impact a wide range of behaviors via the closed-loop circuits connecting the cerebellum with multiple cerebral cortical regions. Based on these anatomical circuits, behavioral outcomes should depend on which cerebro-cerebellar circuits are affected. Here, we briefly review cerebellar structural and functional differences in autism, ADHD, and developmental dyslexia, and discuss clinical outcomes following pediatric cerebellar damage. These data confirm the prediction that abnormalities in different cerebellar subregions produce behavioral symptoms related to the functional disruption of specific cerebro-cerebellar circuits. These circuits might also be crucial to structural brain development, as peri-natal cerebellar lesions have been associated with impaired growth of the contralateral cerebral cortex. The specific contribution of the cerebellum to typical development may therefore involve the optimization of both the structure and function of cerebro-cerebellar circuits underlying skill acquisition in multiple domains; when this process is disrupted, particularly in early development, there could be long-term alterations of these neural circuits, with significant impacts on behavior.
Collapse
Affiliation(s)
- Catherine J Stoodley
- Department of Psychology and Center for Behavioral Neuroscience, American University, 4400 Massachusetts Ave. NW, Washington, DC, 20016, USA.
| |
Collapse
|
39
|
Fernandez VG, Juranek J, Romanowska-Pawliczek A, Stuebing K, Williams VJ, Fletcher JM. White matter integrity of cerebellar-cortical tracts in reading impaired children: A probabilistic tractography study. Brain Lang 2016; 161:45-56. [PMID: 26307492 PMCID: PMC4803624 DOI: 10.1016/j.bandl.2015.07.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/01/2015] [Revised: 07/01/2015] [Accepted: 07/10/2015] [Indexed: 06/04/2023]
Abstract
Little is known about the white matter integrity of cerebellar-cortical pathways in individuals with dyslexia. Building on previous findings of decreased volume in the anterior lobe of the cerebellum, we utilized novel cerebellar segmentation procedures and probabilistic tractography to examine tracts that connect the anterior lobe of the cerebellum and cortical regions typically associated with reading: the temporoparietal (TP), occipitotemporal (OT), and inferior frontal (IF) regions. The sample included 29 reading impaired children and 27 typical readers. We found greater fractional anisotropy (FA) for the poor readers in tracts connecting the cerebellum with TP and IF regions relative to typical readers. In the OT region, FA was greater for the older poor readers, but smaller for the younger ones. This study provides evidence for discrete, regionally-bound functions of the cerebellum and suggests that projections from the anterior cerebellum appear to have a regulatory effect on cortical pathways important for reading.
Collapse
Affiliation(s)
- Vindia G Fernandez
- University of Houston, 4811 Calhoun Rd., 3rd Floor, Houston, TX 77204-6022, United States.
| | - Jenifer Juranek
- University of Texas Health Science Center, 6655 Travis, Houston, TX 77030-1312, United States.
| | | | - Karla Stuebing
- University of Houston, 4811 Calhoun Rd., 3rd Floor, Houston, TX 77204-6022, United States.
| | - Victoria J Williams
- University of Houston, 4811 Calhoun Rd., 3rd Floor, Houston, TX 77204-6022, United States.
| | - Jack M Fletcher
- University of Houston, 4811 Calhoun Rd., 3rd Floor, Houston, TX 77204-6022, United States.
| |
Collapse
|
40
|
Cui Z, Xia Z, Su M, Shu H, Gong G. Disrupted white matter connectivity underlying developmental dyslexia: A machine learning approach. Hum Brain Mapp 2016; 37:1443-58. [PMID: 26787263 PMCID: PMC6867308 DOI: 10.1002/hbm.23112] [Citation(s) in RCA: 105] [Impact Index Per Article: 13.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2015] [Revised: 12/06/2015] [Accepted: 12/26/2015] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia has been hypothesized to result from multiple causes and exhibit multiple manifestations, implying a distributed multidimensional effect on human brain. The disruption of specific white-matter (WM) tracts/regions has been observed in dyslexic children. However, it remains unknown if developmental dyslexia affects the human brain WM in a multidimensional manner. Being a natural tool for evaluating this hypothesis, the multivariate machine learning approach was applied in this study to compare 28 school-aged dyslexic children with 33 age-matched controls. Structural magnetic resonance imaging (MRI) and diffusion tensor imaging were acquired to extract five multitype WM features at a regional level: white matter volume, fractional anisotropy, mean diffusivity, axial diffusivity, and radial diffusivity. A linear support vector machine (LSVM) classifier achieved an accuracy of 83.61% using these MRI features to distinguish dyslexic children from controls. Notably, the most discriminative features that contributed to the classification were primarily associated with WM regions within the putative reading network/system (e.g., the superior longitudinal fasciculus, inferior fronto-occipital fasciculus, thalamocortical projections, and corpus callosum), the limbic system (e.g., the cingulum and fornix), and the motor system (e.g., the cerebellar peduncle, corona radiata, and corticospinal tract). These results were well replicated using a logistic regression classifier. These findings provided direct evidence supporting a multidimensional effect of developmental dyslexia on WM connectivity of human brain, and highlighted the involvement of WM tracts/regions beyond the well-recognized reading system in dyslexia. Finally, the discriminating results demonstrated a potential of WM neuroimaging features as imaging markers for identifying dyslexic individuals.
Collapse
Affiliation(s)
- Zaixu Cui
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing100875China
| | - Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing100875China
| | - Mengmeng Su
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing100875China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing100875China
| | - Gaolang Gong
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijing100875China
| |
Collapse
|
41
|
Tamboer P, Vorst HCM, Ghebreab S, Scholte HS. Machine learning and dyslexia: Classification of individual structural neuro-imaging scans of students with and without dyslexia. Neuroimage Clin 2016; 11:508-514. [PMID: 27114899 PMCID: PMC4832088 DOI: 10.1016/j.nicl.2016.03.014] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2015] [Revised: 03/08/2016] [Accepted: 03/17/2016] [Indexed: 01/16/2023]
Abstract
Meta-analytic studies suggest that dyslexia is characterized by subtle and spatially distributed variations in brain anatomy, although many variations failed to be significant after corrections of multiple comparisons. To circumvent issues of significance which are characteristic for conventional analysis techniques, and to provide predictive value, we applied a machine learning technique--support vector machine--to differentiate between subjects with and without dyslexia. In a sample of 22 students with dyslexia (20 women) and 27 students without dyslexia (25 women) (18-21 years), a classification performance of 80% (p < 0.001; d-prime = 1.67) was achieved on the basis of differences in gray matter (sensitivity 82%, specificity 78%). The voxels that were most reliable for classification were found in the left occipital fusiform gyrus (LOFG), in the right occipital fusiform gyrus (ROFG), and in the left inferior parietal lobule (LIPL). Additionally, we found that classification certainty (e.g. the percentage of times a subject was correctly classified) correlated with severity of dyslexia (r = 0.47). Furthermore, various significant correlations were found between the three anatomical regions and behavioural measures of spelling, phonology and whole-word-reading. No correlations were found with behavioural measures of short-term memory and visual/attentional confusion. These data indicate that the LOFG, ROFG and the LIPL are neuro-endophenotype and potentially biomarkers for types of dyslexia related to reading, spelling and phonology. In a second and independent sample of 876 young adults of a general population, the trained classifier of the first sample was tested, resulting in a classification performance of 59% (p = 0.07; d-prime = 0.65). This decline in classification performance resulted from a large percentage of false alarms. This study provided support for the use of machine learning in anatomical brain imaging.
Collapse
Affiliation(s)
- P Tamboer
- University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands.
| | - H C M Vorst
- University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands.
| | - S Ghebreab
- University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands.
| | - H S Scholte
- University of Amsterdam, Faculty of Social and Behavioural Sciences, Weesperplein 4, 1018XA Amsterdam, The Netherlands.
| |
Collapse
|
42
|
Abstract
The cerebellar deficit hypothesis for developmental dyslexia claims that cerebellar dysfunction causes the failures in the acquisition of visuomotor skills and automatic reading and writing skills. In people with dyslexia in the alphabetic languages, the abnormal activation and structure of the right or bilateral cerebellar lobes have been identified. Using a typical implicit motor learning task, however, one neuroimaging study demonstrated the left cerebellar dysfunction in Chinese children with dyslexia. In the present study, using voxel-based morphometry, we found decreased gray matter volume in the left cerebellum in Chinese children with dyslexia relative to age-matched controls. The positive correlation between reading performance and regional gray matter volume suggests that the abnormal structure in the left cerebellum is responsible for reading disability in Chinese children with dyslexia.
Collapse
Affiliation(s)
- Ying-Hui Yang
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of SciencesBeijing, China; The University of Chinese Academy of SciencesBeijing, China
| | - Yang Yang
- Department of Linguistics, University of Hong KongHong Kong, China; State Key Laboratory of Brain and Cognitive Sciences, University of Hong KongHong Kong, China
| | - Bao-Guo Chen
- School of Psychology, Beijing Normal University Beijing, China
| | - Yi-Wei Zhang
- School of Labor and Human Resources, Renmin University of China Beijing, China
| | - Hong-Yan Bi
- Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences Beijing, China
| |
Collapse
|
43
|
Abstract
Cerebellar dysfunction is evident in several developmental disorders, including autism, attention deficit-hyperactivity disorder (ADHD), and developmental dyslexia, and damage to the cerebellum early in development can have long-term effects on movement, cognition, and affective regulation. Early cerebellar damage is often associated with poorer outcomes than cerebellar damage in adulthood, suggesting that the cerebellum is particularly important during development. Differences in cerebellar development and/or early cerebellar damage could impact a wide range of behaviors via the closed-loop circuits connecting the cerebellum with multiple cerebral cortical regions. Based on these anatomical circuits, behavioral outcomes should depend on which cerebro-cerebellar circuits are affected. Here, we briefly review cerebellar structural and functional differences in autism, ADHD, and developmental dyslexia, and discuss clinical outcomes following pediatric cerebellar damage. These data confirm the prediction that abnormalities in different cerebellar subregions produce behavioral symptoms related to the functional disruption of specific cerebro-cerebellar circuits. These circuits might also be crucial to structural brain development, as peri-natal cerebellar lesions have been associated with impaired growth of the contralateral cerebral cortex. The specific contribution of the cerebellum to typical development may therefore involve the optimization of both the structure and function of cerebro-cerebellar circuits underlying skill acquisition in multiple domains; when this process is disrupted, particularly in early development, there could be long-term alterations of these neural circuits, with significant impacts on behavior.
Collapse
Affiliation(s)
- Catherine J Stoodley
- Department of Psychology and Center for Behavioral Neuroscience, American University, 4400 Massachusetts Ave. NW, Washington, DC, 20016, USA.
| |
Collapse
|
44
|
Eckert MA, Berninger VW, Vaden KI Jr, Gebregziabher M, Tsu L. Gray Matter Features of Reading Disability: A Combined Meta-Analytic and Direct Analysis Approach(1,2,3,4). eNeuro 2016; 3:ENEURO. [PMID: 26835509 DOI: 10.1523/ENEURO.0103-15.2015] [Citation(s) in RCA: 61] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2015] [Revised: 12/21/2015] [Accepted: 12/25/2015] [Indexed: 01/18/2023] Open
Abstract
Meta-analysis of voxel-based morphometry dyslexia studies and direct analysis of 293 reading disability and control cases from six different research sites were performed to characterize defining gray matter features of reading disability. These analyses demonstrated consistently lower gray matter volume in left posterior superior temporal sulcus/middle temporal gyrus regions and left orbitofrontal gyrus/pars orbitalis regions. Gray matter volume within both of these regions significantly predicted individual variation in reading comprehension after correcting for multiple comparisons. These regional gray matter differences were observed across published studies and in the multisite dataset after controlling for potential age and gender effects, and despite increased anatomical variance in the reading disability group, but were not significant after controlling for total gray matter volume. Thus, the orbitofrontal and posterior superior temporal sulcus gray matter findings are relatively reliable effects that appear to be dependent on cases with low total gray matter volume. The results are considered in the context of genetics studies linking orbitofrontal and superior temporal sulcus regions to alleles that confer risk for reading disability.
Collapse
|
45
|
Ben-Soussan TD, Glicksohn J, Berkovich-Ohana A. From Cerebellar Activation and Connectivity to Cognition: A Review of the Quadrato Motor Training. Biomed Res Int 2015; 2015:954901. [PMID: 26539545 PMCID: PMC4619922 DOI: 10.1155/2015/954901] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2015] [Accepted: 05/06/2015] [Indexed: 11/18/2022]
Abstract
The importance of the cerebellum is increasingly recognized, not only in motor control but also in cognitive learning and function. Nevertheless, the relationship between training-induced cerebellar activation and electrophysiological and structural changes in humans has yet to be established. In the current paper, we suggest a general model tying cerebellar function to cognitive improvement, via neuronal synchronization, as well as biochemical and anatomical changes. We then suggest that sensorimotor training provides an optimal paradigm to test the proposed model and review supporting evidence of Quadrato Motor Training (QMT), a sensorimotor training aimed at increasing attention and coordination. Subsequently, we discuss the possible mechanisms through which QMT may exert its beneficial effects on cognition (e.g., increased creativity, reflectivity, and reading), focusing on cerebellar alpha activity as a possible mediating mechanism allowing cognitive improvement, molecular and anatomical changes. Using the example of QMT research, this paper emphasizes the importance of investigating whole-body sensorimotor training paradigms utilizing a multidisciplinary approach and its implications to healthy brain development.
Collapse
Affiliation(s)
- Tal Dotan Ben-Soussan
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation, Rome, Italy
| | - Joseph Glicksohn
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
- Department of Criminology, Bar-Ilan University, Ramat Gan, Israel
| | - Aviva Berkovich-Ohana
- Department of Neurobiology, Weizmann Institute of Science, Rehovot, Israel
- Department of Physiology and Pharmacology, University of Rome “La Sapienza”, Rome, Italy
| |
Collapse
|
46
|
Tamboer P, Scholte HS, Vorst HCM. Dyslexia and voxel-based morphometry: correlations between five behavioural measures of dyslexia and gray and white matter volumes. Ann Dyslexia 2015; 65:121-141. [PMID: 25908528 PMCID: PMC4565889 DOI: 10.1007/s11881-015-0102-2] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2014] [Accepted: 03/04/2015] [Indexed: 05/29/2023]
Abstract
In voxel-based morphometry studies of dyslexia, the relation between causal theories of dyslexia and gray matter (GM) and white matter (WM) volume alterations is still under debate. Some alterations are consistently reported, but others failed to reach significance. We investigated GM alterations in a large sample of Dutch students (37 dyslexics and 57 non-dyslexics) with two analyses: group differences in local GM and total GM and WM volume and correlations between GM and WM volumes and five behavioural measures. We found no significant group differences after corrections for multiple comparisons although total WM volume was lower in the group of dyslexics when age was partialled out. We presented an overview of uncorrected clusters of voxels (p < 0.05, cluster size k > 200) with reduced or increased GM volume. We found four significant correlations between factors of dyslexia representing various behavioural measures and the clusters found in the first analysis. In the whole sample, a factor related to performances in spelling correlated negatively with GM volume in the left posterior cerebellum. Within the group of dyslexics, a factor related to performances in Dutch-English rhyme words correlated positively with GM volume in the left and right caudate nucleus and negatively with increased total WM volume. Most of our findings were in accordance with previous reports. A relatively new finding was the involvement of the caudate nucleus. We confirmed the multiple cognitive nature of dyslexia and suggested that experience greatly influences anatomical alterations depending on various subtypes of dyslexia, especially in a student sample.
Collapse
Affiliation(s)
- Peter Tamboer
- Department of Psychology, Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, The Netherlands.
- , Weesperplein 4, Room 218, 1018XA, Amsterdam, The Netherlands.
- , Overtoom 247B, 1054HW, Amsterdam, The Netherlands.
| | - H Steven Scholte
- Department of Psychology, Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, The Netherlands
| | - Harrie C M Vorst
- Department of Psychology, Faculty of Social and Behavioural Sciences, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
47
|
Franceschini S, Bertoni S, Ronconi L, Molteni M, Gori S, Facoetti A. “Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia. Curr Dev Disord Rep 2015; 2:318-29. [DOI: 10.1007/s40474-015-0064-4] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
|
48
|
Gagliano A, Ciuffo M, Ingrassia M, Ghidoni E, Angelini D, Benedetto L, Germanò E, Stella G. Silent reading fluency: Implications for the assessment of adults with developmental dyslexia. J Clin Exp Neuropsychol 2015; 37:972-80. [DOI: 10.1080/13803395.2015.1072498] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
49
|
Gabay Y, Holt LL. Incidental learning of sound categories is impaired in developmental dyslexia. Cortex 2015; 73:131-43. [PMID: 26409017 DOI: 10.1016/j.cortex.2015.08.008] [Citation(s) in RCA: 48] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2015] [Revised: 06/09/2015] [Accepted: 08/07/2015] [Indexed: 11/29/2022]
Abstract
Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed.
Collapse
Affiliation(s)
- Yafit Gabay
- Carnegie Mellon University, Department of Psychology, Pittsburgh, PA, USA; Center for the Neural Basis of Cognition, Pittsburgh, PA, USA.
| | - Lori L Holt
- Carnegie Mellon University, Department of Psychology, Pittsburgh, PA, USA; Center for the Neural Basis of Cognition, Pittsburgh, PA, USA
| |
Collapse
|
50
|
Gabay Y, Thiessen ED, Holt LL. Impaired Statistical Learning in Developmental Dyslexia. J Speech Lang Hear Res 2015; 58:934-45. [PMID: 25860795 PMCID: PMC4490081 DOI: 10.1044/2015_jslhr-l-14-0324] [Citation(s) in RCA: 62] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2014] [Revised: 03/04/2015] [Accepted: 03/31/2015] [Indexed: 05/21/2023]
Abstract
PURPOSE Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined if individuals with DD are capable of extracting statistical regularities across sequences of passively experienced speech and nonspeech sounds. Such statistical learning is believed to be domain-general, to draw upon procedural learning systems, and to relate to language outcomes. METHOD DD and control groups were familiarized with a continuous stream of syllables or sine-wave tones, the ordering of which was defined by high or low transitional probabilities across adjacent stimulus pairs. Participants subsequently judged two 3-stimulus test items with either high or low statistical coherence as being the most similar to the sounds heard during familiarization. RESULTS As with control participants, the DD group was sensitive to the transitional probability structure of the familiarization materials as evidenced by above-chance performance. However, the performance of participants with DD was significantly poorer than controls across linguistic and nonlinguistic stimuli. In addition, reading-related measures were significantly correlated with statistical learning performance of both speech and nonspeech material. CONCLUSION Results are discussed in light of procedural learning impairments among participants with DD.
Collapse
|