Neural signatures of co-occurring reading and mathematical difficulties.
Neural signatures of co-occurring reading and mathematical difficulties.
复制标题
同时发生的阅读和数学困难的神经特征。
DOI：
10.1111/desc.12680
复制
发表时间：
2018
影响因子：
3.7
通讯作者：
Menon,Vinod
中科院分区：
文献类型：
--
作者：
Skeide,MichaelA;Evans,TanyaM;Mei,EdwardZ;Abrams,DanielA;Menon,Vinod
学习困难儿童在多个领域的能力受损是常见的。同时出现低阅读和数学能力（LRLM）出现在几乎每第二个孩子的学习困难。然而，关于这种组合的神经基础知之甚少。利用一个独特的和严格控制的样本，包括儿童LRLM，孤立的低阅读能力（LR），孤立的低数学能力（LM），我们发现了一个独特的神经签名在儿童共同出现的低阅读和数学能力与LR和LM区分。具体而言，我们表明，LRLM是神经解剖学上不同的LR和LM的基础上减少皮质折叠的右侧海马旁回，内侧颞叶区域涉及视觉联想学习。通过海马旁回和阅读和数字量处理相关的脑回路之间的内在功能连接模式，LRLM儿童与LR和LM进一步区分开来。我们的研究结果通过涉及阅读和数学的特定领域和一般领域脑区的畸变，批判性地为LRLM的认知和神经模型提供了信息。更一般地说，我们的研究结果提供了与LRLM相关的不同多模态神经特征的第一个证据，并表明这一人群显示出一种独立的学习困难表型，不能简单地解释为孤立的低阅读和数学能力的组合。
Impaired abilities in multiple domains is common in children with learning difficulties. Co‐occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including children with LRLM, isolated low reading ability (LR), and isolated low mathematical ability (LM), we uncover a distinct neural signature in children with co‐occurring low reading and mathematical abilities differentiable from LR and LM. Specifically, we show that LRLM is neuroanatomically distinct from both LR and LM based on reduced cortical folding of the right parahippocampal gyrus, a medial temporal lobe region implicated in visual associative learning. LRLM children were further distinguished from LR and LM by patterns of intrinsic functional connectivity between parahippocampal gyrus and brain circuitry underlying reading and numerical quantity processing. Our results critically inform cognitive and neural models of LRLM by implicating aberrations in both domain‐specific and domain‐general brain regions involved in reading and mathematics. More generally, our results provide the first evidence for distinct multimodal neural signatures associated with LRLM, and suggest that this population displays an independent phenotype of learning difficulty that cannot be explained simply as a combination of isolated low reading and mathematical abilities.
登录
查看更多内容
影响因子：
14.5
作者：
Clark, Kristi A.;Helland, Turid;Hugdahl, Kenneth
通讯作者：
Hugdahl, Kenneth
数学学习障碍的亚型和合并症：言语和视觉记忆过程的多维研究是理解的关键。
影响因子：
--
作者：
Dénes Szűcs
通讯作者：
Dénes Szűcs
影响因子：
3.7
作者：
Kimberly G Noble;M. Wolmetz;Lisa Ochs;M. Farah;Bruce D. McCandliss
通讯作者：
Kimberly G Noble;M. Wolmetz;Lisa Ochs;M. Farah;Bruce D. McCandliss
先天性心脏病影响22q11.2缺失综合征的局部回旋
影响因子：
3.8
作者：
M. Schaer;B. Glaser;M. Cuadra;M. Debbané;J. Thiran;S. Eliez
通讯作者：
S. Eliez
发展性计算障碍：新观点
影响因子：
3.3
作者：
Dénes Szűcs;U. Goswami
通讯作者：
U. Goswami