Rapid and widespread white matter plasticity during an intensive reading intervention.
Rapid and widespread white matter plasticity during an intensive reading intervention.
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DOI：
10.1038/s41467-018-04627-5
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发表时间：
2018-06-08
影响因子：
16.6
通讯作者：
Yeatman JD
中科院分区：
文献类型：
--
作者：
Huber E;Donnelly PM;Rokem A;Yeatman JD
众所周知，白质组织特性与从阅读到数学再到执行功能等各个领域的表现相关。在这里，我们使用纵向干预设计来检查小学学龄阅读困难者的阅读技能和脑白质的依赖于经验的增长。在为期 8 周的强化阅读干预期间，定期收集弥散 MRI 数据。这些测量揭示了整个白质束的大规模变化，与阅读技能的增长相一致。此外，我们还确定了其属性可预测阅读技能但在整个干预过程中保持固定的区域，这表明某些解剖属性可以稳定地预测孩子学习阅读的难易程度，而其他属性则动态地反映了经验的影响。这些结果强调了在解释横截面解剖学与行为相关性时考虑近期经验的重要性。整个白质的广泛变化可能是与强化学习经历相关的快速可塑性的标志。白质特性与许多领域的认知表现相关。作者在此表明，通过有针对性的干预计划改变儿童的教育环境会导致白质发生快速、大规模的变化，并且这些变化会跟踪学习过程。
White matter tissue properties are known to correlate with performance across domains ranging from reading to math, to executive function. Here, we use a longitudinal intervention design to examine experience-dependent growth in reading skills and white matter in grade school-aged, struggling readers. Diffusion MRI data were collected at regular intervals during an 8-week, intensive reading intervention. These measurements reveal large-scale changes throughout a collection of white matter tracts, in concert with growth in reading skill. Additionally, we identify tracts whose properties predict reading skill but remain fixed throughout the intervention, suggesting that some anatomical properties stably predict the ease with which a child learns to read, while others dynamically reflect the effects of experience. These results underscore the importance of considering recent experience when interpreting cross-sectional anatomy–behavior correlations. Widespread changes throughout the white matter may be a hallmark of rapid plasticity associated with an intensive learning experience. White matter properties correlate with cognitive performance in a number of domains. Here the authors show that altering a child’s educational environment though a targeted intervention program induces rapid, large-scale changes in the white matter, and that these changes track the learning process.
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影响因子：
3.7
作者：
Blumenfeld-Katzir T;Pasternak O;Dagan M;Assaf Y
通讯作者：
Assaf Y
影响因子：
3.5
作者：
Garyfallidis E;Brett M;Amirbekian B;Rokem A;van der Walt S;Descoteaux M;Nimmo-Smith I;Dipy Contributors
通讯作者：
Dipy Contributors
DOI：
10.1073/pnas.1008950108
发表时间：
2011-01-04
影响因子：
11.1
作者：
Hoeft, Fumiko;McCandliss, Bruce D.;Gabrieli, John D. E.
通讯作者：
Gabrieli, John D. E.
影响因子：
3.6
作者：
Deutsch, GK;Dougherty, RF;Wandell, B
通讯作者：
Wandell, B
影响因子：
11.2
作者：
Catani, M;Jones, DK;Ffytche, DH
通讯作者：
Ffytche, DH