scholarly journals White matter plasticity and reading instruction: Widespread anatomical changes track the learning process

2018 ◽  
Author(s):  
Elizabeth Huber ◽  
Patrick M. Donnelly ◽  
Ariel Rokem ◽  
Jason D. Yeatman
Keyword(s):  
White Matter ◽  
Reading Instruction ◽  
Struggling Readers ◽  
Large Scale ◽  
Learning Experience ◽  
Reading Skill ◽  
Recent Experience ◽  
Cross Sectional ◽  
Tissue Properties ◽  
Intensive Reading

AbstractWhite matter tissue properties correlate with children’s performance across domains ranging from reading, to math, to executive function. We use a longitudinal intervention design to examine experience-dependent growth in reading skills and white matter in a group of 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 may 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.

scholarly journals Neurobiological underpinnings of rapid white matter plasticity during intensive reading instruction

2020 ◽  
Author(s):  
Elizabeth Huber ◽  
Aviv Mezer ◽  
Jason D. Yeatman
Keyword(s):  
White Matter ◽  
Reading Instruction ◽  
Diffusion Mri ◽  
Large Scale ◽  
Mean Diffusivity ◽  
Quantitative Mri ◽  
Diffusion Kurtosis Imaging ◽  
Control Group ◽  
Intensive Reading ◽  
Diffusion Kurtosis

AbstractHuman white matter is remarkably plastic. Yet it is challenging to infer the biological underpinnings of this plasticity using non-invasive measurements like diffusion MRI. Here we capitalize on metrics derived from diffusion kurtosis imaging (DKI) to interpret previously reported changes in mean diffusivity throughout the white matter during an 8-week, intensive reading intervention. We then use an independent quantitative MRI measurement of R1 (1/T1 relaxation time) in the same white matter regions; since R1 closely tracks variation in myelin content, it provides complementary information about white matter microstructure. Behavioral measures, multi-shell diffusion MRI data, and quantitative T1 data were collected at regular intervals during the intervention in a group of 33 children with reading difficulties (7-12 years old), and over the same period in an age-matched non-intervention control group. Changes in DKI parameters modeled over the intervention were consistent with increased hindrance in the extra-axonal space, rather than a large-scale change in axon density and/or myelination. Supporting this interpretation, analysis of R1 values did not suggest a change in myelin, although R1 estimates were correlated with individual differences in reading skill. Together, these results suggest that large-scale changes in diffusivity observed over a short timescale during an intensive educational experience are most likely to reflect changes occurring in the extra-axonal space, in line with recent work highlighting the role of glial cells in experience-dependent plasticity and learning.

scholarly journals Applying biophysical models to understand the role of white matter in cognitive development

2018 ◽  
Author(s):  
Elizabeth Huber ◽  
Rafael Neto Henriques ◽  
Julia P. Owen ◽  
Ariel Rokem ◽  
Jason D. Yeatman
Keyword(s):  
White Matter ◽  
Cognitive Development ◽  
Diffusion Mri ◽  
Reading Skill ◽  
Great Promise ◽  
Model Parameters ◽  
Biophysical Modeling ◽  
Tissue Properties ◽  
Biophysical Models ◽  
Specific Tissue

AbstractDiffusion MRI (dMRI) holds great promise for illuminating the biological changes that underpin cognitive development. The diffusion of water molecules probes the cellular structure of brain tissue, and biophysical modeling of the diffusion signal can be used to make inferences about specific tissue properties that vary over development or predict cognitive performance. However, applying these models to study development requires that the parameters can be reliably estimated given the constraints of data collection with children. Here we collect repeated scans using a multi-shell diffusion MRI protocol in a group of children (ages 7-12) and use two popular biophysical models to characterize axonal properties. We first assess the scan-rescan reliability of model parameters and show that axon water faction can be reliably estimated from a relatively fast acquisition, without applying spatial smoothing or de-noising. We then investigate developmental changes in the white matter, and individual differences in white matter that correlate with reading skill. Specifically, we test the hypothesis that previously reported correlations between reading skill and diffusion anisotropy in the corpus callosum reflect increased axon density in poor readers. Both models support this interpretation, highlighting the utility of biophysical models for testing specific hypotheses about cognitive development.

scholarly journals Sensitive periods for white matter plasticity and reading intervention

2018 ◽  
Author(s):  
Jason D. Yeatman ◽  
Elizabeth Huber
Keyword(s):  
White Matter ◽  
Reading Intervention ◽  
Large Scale ◽  
Time Course ◽  
Intervention Program ◽  
Sensitive Period ◽  
Longitudinal Diffusion ◽  
School Aged Children ◽  
Reading Intervention Program ◽  
Intensive Reading

AbstractAs a child matures, some brain circuits stabilize while others remain plastic. However, the literature on maturational changes in the brain’s capacity for experience-dependent plasticity is primarily based on experiments in animals that mature over dramatically different time-scales than humans. Moreover, while principles of plasticity for sensory and motor systems might be conserved across species, the myriad of late-developing and uniquely human cognitive functions such as literacy cannot be studied with animal models. Here we use an intensive reading intervention program, in combination with longitudinal diffusion MRI measurements in school-aged children with dyslexia, to investigate the sensitive period for white matter plasticity and literacy learning. We find that the intervention induces large-scale changes in white matter diffusion properties, and improvements in reading scores, but that the magnitude and time-course of plasticity does not depend on the subject’s age. Thus, we conclude that, for the intensive, one-on-one reading intervention program employed here, if a sensitive period exists, it does not end before middle school.

Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study

2016 ◽  
Vol 51 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Rosemary Tannock ◽  
Jan C. Frijters ◽  
Rhonda Martinussen ◽  
Erin Jacquelyn White ◽  
Abel Ickowicz ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Large Scale ◽  
Stimulant Medication ◽  
Skills Training ◽  
Immediate Release ◽  
Reading Program ◽  
Small Sample ◽  
Reading Programs ◽  
Beneficial Effects ◽  
Intensive Reading

To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.

Large-Scale Cross-Sectional Study of the Problem Areas in Diabetes Survey among Japanese Patients with Type 2 Diabetes Mellitus

Diabetes ◽  
2018 ◽  
Vol 67 (Supplement 1) ◽  
pp. 2393-PUB
Author(s):  
KENICHIRO TAKAHASHI ◽  
MINORI SHINODA ◽  
RIKA SAKAMOTO ◽  
JUN SUZUKI ◽  
TADASHI YAMAKAWA ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Type 2 Diabetes Mellitus ◽  
Large Scale ◽  
Japanese Patients ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Diabetes Survey

Knowledge and awareness about MERS-CoV among the dental students in Chennai

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 847-851
Author(s):  
Nithyanandham Masilamani ◽  
Dhanraj Ganapathy
Keyword(s):  
College Students ◽  
Large Scale ◽  
Preventive Measures ◽  
Positive Impact ◽  
Educational Programs ◽  
Dental Students ◽  
Professional Organizations ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Mode Of Transmission

Middle East Respiratory Syndrome (MERS) induced by new ß coronavirus MERS-(CoV) had first been described in Saudi Arabia in September 2012. MERS-CoV communication inside the population is often identified with clustered households and cramped communal spaces. The purpose of the study is to assess the knowledge and awareness of MERS-CoV among dental students in India. This was a questionnaire-based cross-sectional survey of 100 dental college students in Chennai. The self-designed questionnaires contained ten questions focused on the knowledge and awareness of MERS-CoV amongst dental college students. Questionnaires were circulated through an online website survey planet. After the responses were received from 100 participants, data were collected and analyzed, .87% are aware of MERS-CoV through media 13% from professional channels. 84%are aware of the clinical manifestation of MERS-CoV. 81%Are aware of the mode of transmission of MERS-CoV. 76%are aware of the preventive measures against MERS -CoV.68%. Are aware of the incubation period of MERS-CoV. 74%aware of PCR as a diagnostic test for MERS-CoV. This study concluded that dental students had strong awareness and knowledge of MERS. Also, there are a few differences in information and behaviours that require change. Large-scale health educational programs on MERS also should be facilitated by professional organizations to expand their reach and to strengthen knowledge to have a positive impact on their behaviour.

Gambling-like video game practices: A cross-sectional study of links with problem gambling and disordered gaming

2019 ◽  
Author(s):  
David Zendle
Keyword(s):  
Video Games ◽  
Problem Gambling ◽  
Video Game ◽  
Large Scale ◽  
Significant Degree ◽  
Cross Sectional Study ◽  
Video Gaming ◽  
Cross Sectional ◽  
Streaming Services ◽  
Clinically Significant

A variety of practices have recently emerged which are related to both video games and gambling. Most prominent of these are loot boxes. However, a broad range of other activities have recently emerged which are also related to both gambling and video games: esports betting, real-money video gaming, token wagering, social casino play, and watching videos of both loot box opening and gambling on game streaming services like Twitch.Whilst a nascent body of research has established the robust existence of a relationship between loot box spending and both problem gambling and disordered gaming, little research exists which examines whether similar links may exist for the diverse practices outlined above. Furthermore, no research has thus far attempted to estimate the prevalence of these activities.A large-scale survey of a representative sample of UK adults (n=1081) was therefore conducted in order to investigate these issues. Engagement in all measured forms of gambling-like video game practices were significantly associated with both problem gambling and disordered gaming. An aggregate measure of engagement was associated with both these outcomes to a clinically significant degree (r=0.23 and r=0.43). Engagement in gambling-like video game practices appeared widespread, with a 95% confidence interval estimating that 16.3% – 20.9% of the population engaged in these activities at least once in the last year. Engagement in these practices was highly inter-correlated: Individuals who engaged in one practice were likely to engage in several more.Overall, these results suggest that the potential effects of the blurring of lines between video games and gambling should not primarily be understood to be due to the presence of loot boxes in video games. They suggest the existence of a convergent ecosystem of gambling-like video game practices, whose causal relationships with problem gambling and disordered gaming are currently unclear but must urgently be investigated.

Sign in / Sign up

Export Citation Format

Share Document