Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI

Wang, Kai; Leopold, Daniel R.; Banich, Marie T.; Reineberg, Andrew E.; Willcutt, Erik G.; Cutting, Laurie E.; Tufo, Stephanie N. Del; Thompson, Lee A.; Opfer, John E.; Kanayet, Frank J.; Lü, Zhong-Lin; Petrill, Stephen A.

doi:10.1016/j.dcn.2019.100647

Cited by 13 publications

(13 citation statements)

References 54 publications

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“…Supporting this idea, it has been shown that N‐back task correlates only weakly with WM capacity, meanwhile, its correlations with tasks or abilities involving EP are stronger (Gajewski, Hanisch, Falkenstein, Thönes, & Wascher, ; Jaeggi, Buschkuehl, Perrig, & Meier, ; Kane, Conway, Miura, & Colflesh, ). Also suggesting that the N‐back task taps a variety of executive processes, meta‐analyses indicate that it engages a wide range of frontal regions including left middle frontal and left inferior frontal gyrus, which are commonly activated across a wide variety of executive function tasks (Mencarelli et al , ; Wang, He, Wu, Zhang, Jin & Li, ).…”

Section: Methodsmentioning

confidence: 99%

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Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math

Wang

Banich

Reineberg

et al. 2020

Journal of Neuropsychology

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Substantial evidence has suggested that reading and math are supported by executive processes (EP). However, to date little is known about which portion of the neural system underpinning domain‐general executive skills works to support reading and math. In this study, we aimed to answer this question using fMRI via two complementary approaches. First, imaging data were acquired whilst a sample of 231 adolescents performed each of three separate tasks designed to assess reading comprehension, numerical magnitude estimation, and EP in working memory (WM), respectively. With careful task designs and conjunction analyses, we were able to isolate cross‐domain brain activity specifically related to EP, as opposed to lower‐level domain‐general processes (e.g., visual processing). Second, the meta‐analytic tool Neurosynth was used to independently identify brain regions involved reading, math, and EP. Using a combination of forward and reverse statistical inference and conjunction analyses, we again isolated brain regions specifically supporting domain‐general EP. Results from both approaches yielded overlapping activation for reading, math, and EP in the left ventrolateral prefrontal cortex, left inferior frontal junction, and left precentral gyrus. This pattern suggests that posterior regions of the prefrontal cortex, rather than more central regions such as mid‐DLPFC, play a leading role in supporting domain‐general EP utilized by both reading and math.

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Section: Methodsmentioning

confidence: 99%

“…Each task is described in more detail below. All participants performed the tasks in the same order as one goal of the larger project, described in a separate report (Wang et al , ), was to examine individual differences in pattern of brain activation across our sample with regard to reading and executive abilities.…”

Section: Methodsmentioning

confidence: 99%

Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math

Wang

Banich

Reineberg

et al. 2020

Journal of Neuropsychology

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“…Contrasts derived from task-based fMRI have been instrumental for mapping brain responses across individuals and quantifying how they relate to individual behavioral traits (McNab and Klingberg, 2008;Mukai et al, 2007;Tom et al, 2007;Wang et al, 2019;Nijhof and Willems, 2015). Task contrasts are also a useful imaging tool for clinical neurosurgeries (Matthews et al, 2006;Rosazza et al, 2018), such as for localizing functional regions, and mapping the impact of lesions.…”

Section: Discussionmentioning

confidence: 99%

“…Task-based functional magnetic resonance imaging (tfMRI) has been an indispensable tool for probing neural correlates supporting cognitive, emotional and movement-related processes in the human brain. Activation patterns extracted from tfMRI have been used to characterize the functional anatomy of the human brain (Besle et al, 2013;Barch et al, 2013;Gordon et al, 2017), or derive neural biomarkers for individual behavioral measures such as working memory capacity (McNab and Klingberg, 2008), visual attention (Mukai et al, 2007), loss aversion (Tom et al, 2007) or reading ability (Wang et al, 2019;Nijhof and Willems, 2015). However, tfMRI requires careful design and expensive subject training to elicit the appropriate cognitive components that the experiment intends to investigate (Church et al, 2010;Rosazza et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Predicting Individual Task Contrasts From Resting-state Functional Connectivity using a Surface-based Convolutional Network

Khosla

Jamison

et al. 2021

Preprint

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Task-based and resting-state represent the two most common experimental paradigms of functional neuroimaging. While resting-state offers a flexible and scalable approach for characterizing brain function, task-based techniques provide superior localization. In this paper, we build on recent deep learning methods to create a model that predicts task-based contrast maps from resting-state fMRI scans. Specifically, we propose BrainSurfCNN, a surface-based fully-convolutional neural network model that works with a representation of the brain's cortical sheet. Our model achieves state of the art predictive accuracy on independent test data from the Human Connectome Project and yields individual-level predicted maps that are on par with the target-repeat reliability of the measured contrast maps. We also demonstrate that BrainSurfCNN can generalize remarkably well to novel domains with limited training data.

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“…Our results reinforce the previous hypothesis that EF are more relevant to adolescents with CI than TH adolescents (Figueroa et al, 2018). Less competent TH readers need a greater EF involvement to compensate for their inefficient reading comprehension (Wang et al, 2019). As the reader becomes expert and reading comprehension becomes an automatic process, EF would play a more secondary role depending on the demands of the reading activity.…”

Section: Discussionmentioning

confidence: 99%

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

Figueroa

Silvestre

Darbra

2020

Communication Disorders Quarterly

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The acquisition of effective reading comprehension for adolescents with cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

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Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI

Cited by 13 publications

References 54 publications

Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math

Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math

Predicting Individual Task Contrasts From Resting-state Functional Connectivity using a Surface-based Convolutional Network

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

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