Structural connectivity and weight loss in children with obesity: a study of the “connectobese”

Augustijn, Mireille; Biase, Maria A Di; Zalesky, Andrew; Acker, Lore Van; Guchtenaere, Ann De; D’Hondt, Eva; Lenoir, Matthieu; Deconinck, Frederik; Caeyenberghs, Karen

doi:10.1038/s41366-019-0380-6

Cited by 12 publications

(4 citation statements)

References 64 publications

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“…Lastly, previous literature suggests that excess body mass has been linked to a different structural connectivity 14 and white matter 15 development in children. For instance, compared with normal weight children, obese children showed differences in white matter organization, mainly in frontal and temporal brain regions 15 .…”

mentioning

confidence: 93%

Physical fitness and white matter microstructure in children with overweight or obesity: the ActiveBrains project

Rodriguez‐Ayllon

Esteban‐Cornejo

Verdejo‐Román

et al. 2020

Sci Rep

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Recent studies investigated the association of cardiorespiratory fitness with white matter microstructure in children, yet little work has explored to what extent other components of physical fitness (i.e., muscular or motor fitness) are associated with white matter microstructure. Indeed, this association has not been previously explored in children with overweight/obesity who present a different white matter development. Therefore, we aimed to examine associations between physical fitness components and white matter microstructure in children with overweight/obesity. In total, 104 (10.04 ± 1.15 years old; 43 girls) children were included in this cross-sectional study. Physical fitness was assessed using the ALPHA-fitness test battery. Fractional anisotropy (FA) and mean diffusivity were derived from diffusion tensor imaging (DTI). No association was found between physical fitness and global DTI metrics (all P > 0.082). Within individual tracts, all associations became non-significant when analyses were adjusted for multiple comparisons. Using the voxel-wise approach, we identified a small cluster in the left lateral frontal lobe where children with greater upper-body muscular fitness showed higher FA (P FWE-corrected = 0.042). Although our results cannot conclude physical fitness is related to white matter microstructure in children with overweight/obesity; those findings indicate that the association of muscular fitness with white matter microstructure might be more focal on frontal areas of the brain, as opposed to global differences. Childhood is a critical period for neurodevelopment 1 , especially sensitive to a number of health-related factors that could have an influence on the brain 2,3. In particular, physical fitness (i.e., the capacity to perform physical activity) is considered a powerful marker of health in children and adolescents 4. Physical fitness is composed of a set of physical components such as cardiorespiratory fitness (i.e. the capacity of the cardiovascular and respiratory systems to carry out prolonged strenuous exercise), muscular fitness (i.e. the capacity to exert work against a resistance), and motor fitness (i.e. the ability to move the body as fast as possible) 4. Previous evidence

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mentioning

confidence: 93%

Physical fitness and white matter microstructure in children with overweight or obesity: the ActiveBrains project

Rodriguez‐Ayllon

Esteban‐Cornejo

Verdejo‐Román

et al. 2020

Sci Rep

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“…Paediatric obesity may compromise brain health by influencing both brain structure and function (8,15,17,18). Structural neuroimaging studies in paediatric populations showed that obesity has been linked to smaller grey matter volume in brain regions involved in executive function, such as the prefrontal cortex (18).…”

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confidence: 99%

Paediatric obesity and brain functioning: The role of physical activity—A novel and important expert opinion of the European Childhood Obesity Group

et al. 2020

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Obesity is a major public health concern for developed and developing countries. Over the past years, paediatric obesity has more than doubled in children and tripled in adolescents worldwide (1). The consequences of childhood obesity are dramatic, leading to overweight/obesity later in life (2), future morbidity and mortality (3, 4), as well as metabolic, functional, psychosocial or quality of life impairments, among others (5, 6). While most of the time unconsidered, child and adolescent obesity has been also associated with impaired brain health, structure and function (7-10), that can definitely affect individuals' day-to-day social interaction and integration, and even potential occupational success later in life (11).Cognitive functioning effectively represents all the mental processes that allow individuals to properly perform any task, allowing an active role in the processes of receiving, choosing, transforming, storing, processing and retrieval of information. Specifically, executive function refers to the higher cognitive processes that enable forethought and goal-directed action, and involves inhibitory control, working memory and cognitive flexibility (12). In youth, executive functions, in turn, have been suggested to predict academic performance (13). While the association between obesity and impaired executive function has been widely established in adults ( 14), this remains less known in children and adolescents. Indeed, while some studies support the existence of executive function deficits in individuals with overweight/obesity, others fail to observe these differences (9). As such, there is still a clear need to better identify not only the cause-effects relationships between obesity and executive function during childhood and adolescence, but also their underlying brain implications, since healthier

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“…For sMRI analysis, handedness and intracranial volume (ICV) were further added as covariates, while handedness and mean motion were further added as covariables in brain network analysis. BMI and SES variables were added as additional covariates in accordance with prior research showing associations of those factors with brain structure and brain network in preadolescents [ 53 , 57 – 61 ].…”

Section: Methodsmentioning

confidence: 99%

Associations of bullying perpetration and peer victimization subtypes with preadolescent’s suicidality, non-suicidal self-injury, neurocognition, and brain development

Yang

Shu

et al. 2023

BMC Med

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Background Although both peer victimization and bullying perpetration negatively impact preadolescents’ development, the underlying neurobiological mechanism of this adverse relationship remains unclear. Besides, the specific psycho-cognitive patterns of different bullying subtypes also need further exploration, warranting large-scale studies on both general bullying and specific bullying subtypes. Methods We adopted a retrospective methodology by utilizing the data from the Adolescent Brain and Cognitive DevelopmentSM Study (ABCD Study®) cohort collected between July 2018 and January 2021. Participants were preadolescents aged from 10 to 13 years. The main purpose of our study is to examine the associations of general and specific peer victimization/bullying perpetration with preadolescents’ (1) suicidality and non-suicidal self-injury; (2) executive function and memory, including attention inhibition, processing speed, emotion working memory, and episodic memory; (3) brain structure abnormalities; and (4) brain network disturbances. Age, sex, race/ethnicity, body mass index (BMI), socioeconomic status (SES), and data acquisition site were included as covariates. Results A total of 5819 participants aged from 10 to 13 years were included in this study. Higher risks of suicide ideation, suicide attempt, and non-suicidal self-injury were found to be associated with both bullying perpetration/peer victimization and their subtypes (i.e., overt, relational, and reputational). Meanwhile, poor episodic memory was shown to be associated with general victimization. As for perpetration, across all four tasks, significant positive associations of relational perpetration with executive function and episodic memory consistently manifested, yet opposite patterns were shown in overt perpetration. Notably, distinct psycho-cognitive patterns were shown among different subtypes. Additionally, victimization was associated with structural brain abnormalities in the bilateral paracentral and posterior cingulate cortex. Furthermore, victimization was associated with brain network disturbances between default mode network and dorsal attention network, between default mode network and fronto-parietal network, and ventral attention network related connectivities, including default mode network, dorsal attention network, cingulo-opercular network, cingulo-parietal network, and sensorimotor hand network. Perpetration was also associated with brain network disturbances between the attention network and the sensorimotor hand network. Conclusions Our findings offered new evidence for the literature landscape by emphasizing the associations of bullying experiences with preadolescents’ clinical characteristics and cognitive functions, while distinctive psycho-cognitive patterns were shown among different subtypes. Additionally, there is evidence that these associations are related to neurocognitive brain networks involved in attention control and episodic retrieval. Given our findings, future interventions targeting ameliorating the deleterious effect of bullying experiences on preadolescents should consider their subtypes and utilize an ecosystemic approach involving all responsible parties.

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Structural connectivity and weight loss in children with obesity: a study of the “connectobese”

Cited by 12 publications

References 64 publications

Physical fitness and white matter microstructure in children with overweight or obesity: the ActiveBrains project

Physical fitness and white matter microstructure in children with overweight or obesity: the ActiveBrains project

Paediatric obesity and brain functioning: The role of physical activity—A novel and important expert opinion of the European Childhood Obesity Group

Associations of bullying perpetration and peer victimization subtypes with preadolescent’s suicidality, non-suicidal self-injury, neurocognition, and brain development

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