Document Detail


Development of white matter and reading skills.
MedLine Citation:
PMID:  23045658     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results.
Authors:
Jason D Yeatman; Robert F Dougherty; Michal Ben-Shachar; Brian A Wandell
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Publication Detail:
Type:  Journal Article; Research Support, N.I.H., Extramural; Research Support, U.S. Gov't, Non-P.H.S.     Date:  2012-10-08
Journal Detail:
Title:  Proceedings of the National Academy of Sciences of the United States of America     Volume:  109     ISSN:  1091-6490     ISO Abbreviation:  Proc. Natl. Acad. Sci. U.S.A.     Publication Date:  2012 Oct 
Date Detail:
Created Date:  2012-11-01     Completed Date:  2013-01-08     Revised Date:  2013-07-11    
Medline Journal Info:
Nlm Unique ID:  7505876     Medline TA:  Proc Natl Acad Sci U S A     Country:  United States    
Other Details:
Languages:  eng     Pagination:  E3045-53     Citation Subset:  IM    
Affiliation:
Department of Psychology and Stanford Center for Cognitive and Neurobiological Imaging, Stanford University, Stanford, CA 94035, USA. jyeatman@stanford.edu
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MeSH Terms
Descriptor/Qualifier:
Adolescent
Brain / growth & development,  physiology*
Child
Cognition
Cohort Studies
Female
Humans
Male
Reading*
Task Performance and Analysis
Grant Support
ID/Acronym/Agency:
R01 EY015000/EY/NEI NIH HHS
Comments/Corrections

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