Biology subjects

Hoeft, F.

Publications and source records attributed to Hoeft, F..

9 recordsLinked to original sources

bioRxiv2025

Deviant functional connectivity patterns in the EEG and their potential use for dyslexia screening

Developmental dyslexia (DD) is a common learning disorder with potential neural origins. While EEG-based brain activation measures combined with machine learning have shown promise for DD screening, these approaches often lack validation on independent participants, which is a crucial step for practical application. This study developed an EEG-based screening approach and investigated the neural correlates of DD in Chinese children. EEG signals were recorded from 130 children (82 with DD, 48 typically developing) aged betweeen 7 and 11 during resting-state and working memory tasks. The EEG data were preprocessed into clean segments to compute functional connectivity (FC) matrices across four frequency bands (delta, theta, alpha, beta). The segments were split into two independent samples, ensuring independence at the participant level: Sample 1, used for training and five-fold cross validation of the convolutional neural networks, and Sample 2, used for cross-sample validation with the trained model. The beta-band FC index in the eyes-open condition achieved the highest within-sample classification accuracy (98%) and cross-sample accuracy (70%, p < .001). Discriminative FC patterns revealed that children with DD exhibited reduced temporal-parietal and central connectivity but increased frontal-central connectivity, likely reflecting compensatory mechanisms. Within the DD group, stronger FCs showed significant negative correlations with Chinese word reading accuracy and fluency. These findings suggest that EEG-based FC measures can effectively distinguish DD and reveal neural markers associated with impaired reading performance. This approach shows promise for noninvasive screening and deeper insight into the neural basis of DD, particularly in non-alphabetic language systems.

neuroscience↗

bioRxiv2024

Intergenerational transmission of the structure of the auditory cortex and reading skills

High-level cognitive skill development relies on genetic and environmental factors, tied to brain structure and function. Inter-individual variability in language and music skills has been repeatedly associated with the structure of the auditory cortex: the shape, size and asymmetry of the transverse temporal gyrus (TTG) or gyri (TTGs). TTG is highly variable in shape and size, some individuals having one single gyrus (also referred to as Heschls gyrus, HG) while others presenting duplications (with a common stem or fully separated) or higher-order multiplications of TTG. Both genetic and environmental influences on childrens cognition, behavior, and brain can to some to degree be traced back to familial and parental factors. In the current study, using a unique MRI dataset of parents and children (135 individuals from 37 families), we ask whether the anatomy of the auditory cortex is related to reading skills, and whether there are intergenerational effects on TTG(s) anatomy. For this, we performed detailed, automatic segmentations of HG and of additional TTG(s), when present, extracting volume, surface area, thickness and shape of the gyri. We tested for relationships between these and reading skill, and assessed their degree of familial similarity and intergenerational transmission effects. We found that volume and area of all identified left TTG(s) combined was positively related to reading scores, both in children and adults. With respect to intergenerational similarities in the structure of the auditory cortex, we identified structural brain similarities for mother-child pairs of the 1st TTG (HG) (in terms of volume, area and thickness for the right HG, and shape for the left HG) and of the lateralization of all TTG(s) surface area for father-child pairs. Both the HG and TTG-lateralization findings were significantly more likely for parent-child dyads than for unrelated adult-child pairs. Furthermore, we established characteristics of parents TTG that are related to better reading abilities in children: fathers small left HG, and a small ratio of HG to planum temporale. Our results suggest intergenerational transmission of specific structural features of the auditory cortex (not directly linked to childrens reading outcomes); these may arise from genetics and/or from shared environment.

neuroscience↗

bioRxiv2024

Unique longitudinal contributions of sulcal interruptions to reading acquisition in children

A growing body of literature indicates strong associations between indentations of the cerebral cortex (i.e., sulci) and individual differences in cognitive performance. Interruptions, or gaps, of sulci (historically known as pli de passage) are particularly intriguing as previous work suggests that these interruptions have a causal effect on cognitive development. Here, we tested how the presence and morphology of sulcal interruptions in the left posterior occipitotemporal sulcus (pOTS) longitudinally impact the development of a culturally-acquired skill: reading. Forty-three children were successfully followed from age 5 in kindergarten, at the onset of literacy instruction, to ages 7 and 8 with assessments of cognitive, pre-literacy, and literacy skills, as well as MRI anatomical scans at ages 5 and 8. Crucially, we demonstrate that the presence of a left pOTS gap at 5 years is a specific and robust longitudinal predictor of better future reading skills in children, with large observed benefits on reading behavior ranging from letter knowledge to reading comprehension. The effect of left pOTS interruptions on reading acquisition accumulated through time, and was larger than the impact of benchmark cognitive and familial predictors of reading ability and disability. Finally, we show that increased local U-fiber white matter connectivity associated with such sulcal interruptions possibly underlie these behavioral benefits, by providing a computational advantage. To our knowledge, this is the first quantitative evidence supporting a potential integrative gray-white matter mechanism underlying the cognitive benefits of macro-anatomical differences in sulcal morphology related to longitudinal improvements in a culturally-acquired skill.

neuroscience↗

bioRxiv2024

Modeling differences in neurodevelopmental maturity of the reading network using support vector regression on functional connectivity data

The construction of growth charts trained to predict age or developmental deviation (the brain-age index) based on structural/functional properties of the brain may be informative of childrens neurodevelopmental trajectories. When applied to both typically and atypically developing populations, results may indicate that a particular condition is associated with atypical maturation of certain brain networks. Here, we focus on the relationship between reading disorder (RD) and maturation of functional connectivity (FC) patterns in the prototypical reading/language network using a cross-sectional sample of N = 742 participants aged 6-21 years. A support vector regression model is trained to predict chronological age from FC data derived from a whole-brain model as well as multiple reduced models, which are trained on FC data generated from a successively smaller number of regions in the brains reading network. We hypothesized that the trained models would show systematic underestimation of brain network maturity for poor readers, particularly for the models trained with reading/language regions. Comparisons of the different models predictions revealed that while the whole-brain model outperforms the others in terms of overall prediction accuracy, all models successfully predicted brain maturity, including the one trained with the smallest amount of FC data. In addition, all models showed that reading ability affected the brain-age gap, with poor readers ages being underestimated and advanced readers ages being overestimated. Exploratory results demonstrated that the most important regions and connections for prediction were derived from the default mode and frontoparietal control networks. GlossaryDevelopmental dyslexia / reading disorder (RD): A specific learning disorder affecting reading ability in the absence of any other explanatory condition such as intellectual disability or visual impairment Support vector regression (SVR): A supervised machine learning technique which predicts continuous outcomes (such as chronological age) rather than classifying each observation; finds the best-fit function within a defined error margin Principal component analysis (PCA): A dimensionality reduction technique that transforms a high-dimensional dataset with many features per observation into a reduced set of principal components for each observation; each component is a linear combination of several original (correlated) features, and the final set of components are all orthogonal (uncorrelated) to one another Brain-age index: A numerical index quantifying deviation from the brains typical developmental trajectory for a single individual; may be based on a variety of morphometric or functional properties of the brain, resulting in different estimates for the same participant depending on the imaging modality used Brain-age gap (BAG): The difference, given in units of time, between a participants true chronological age and a predictive models estimated age for that participant based on brain data (Actual - Predicted); may be used as a brain-age index HighlightsO_LIA machine learning model trained on functional data predicted participants ages C_LIO_LIThe model showed variability in age prediction accuracy based on reading skills C_LIO_LIThe model highly weighted data from frontoparietal and default mode regions C_LIO_LINeural markers of reading and language are diffusely represented in the brain C_LI

neuroscience↗

bioRxiv2023

Bayesian analysis of resting-state temporal low-γ power in children with phonemic decoding deficits and certain comorbidities

Dyslexia (decoding-based reading disorder, or RD) is a common learning disorder affecting a large proportion of the population. One theory of the origins of reading deficits is a language network which cannot effectively entrain to speech, with cascading effects on the development of phonological skills. Low-gamma (low-{gamma}, 30-45 Hz) neural activity is thought to correspond to tracking at phonemic rates in speech. The main goals of the current study were to investigate temporal low-{gamma} band-power during rest in a sample of children and adolescents with and without RD. We used a Bayesian statistical approach, which has become increasingly popular in the field for its ability to quantify the relative likelihood of competing hypotheses. We examined whether (1) resting-state temporal low-{gamma} power was attenuated in the left temporal region in those with RD; (2) low-{gamma} power covaried with individual performance in reading skills; (3) low-{gamma} temporal lateralization was atypical in the group with RD. Results did not support the hypothesized effects of RD status and poor phonemic decoding ability on left hemisphere low-{gamma} power or lateralization: post-hoc tests revealed that the lack of atypicality in the RD group was not due to the inclusion of those with comorbid attentional deficits. However, post-hoc tests also revealed a specific left-dominance for low-{gamma} rhythms in the RDs only when participants with attentional deficits were excluded. We also observed an inverse relationship between phonemic decoding and left-lateralization in the controls, such that those with better decoding skills were less likely to show left-lateralization, contrary to our expectations. We discuss these unexpected findings in the context of prior theoretical frameworks on temporal sampling, and suggest that our null findings in resting-state EEG may reflect the importance of real-time language processing to evoke gamma rhythms in the phonemic range during childhood and adolescence.

neuroscience↗

bioRxiv2021

Atypical relationships between neurofunctional features of print-sound integration and reading abilities in Chinese children with dyslexia

Conquering print-sound mappings (e.g., grapheme-phoneme correspondence rules) is vital for developing fluent reading skills. In neuroimaging research, this ability can be indexed by activation differences between audiovisual congruent against incongruent conditions in brain areas such as the left superior temporal cortex. In line with it, individuals with dyslexia have difficulty in tasks requiring print-sound processing, accompanied by a reduced neural integration. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. In this study, we applied a passive audiovisual integration paradigm with functional magnetic resonance imaging to investigate the possible dysfunctions in processing character-sound (opaque; semantics can be automatically accessed) and pinyin-sound associations (transparent; no particular meaning can be confirmed) in Chinese dyslexic children. Unexpectedly, the dyslexic group did not show reduced neural integration compared with typically developing readers in either character or pinyin experiment. However, the results revealed atypical correlations between neural integration and different reading abilities in dyslexia. Specifically, while the neural integration in the left inferior frontal cortex in processing character-sound pairs correlated with silent reading comprehension in both children with and without dyslexia, it was associated with morphological awareness (semantic-related) in controls but with rapid naming (phonological-related) in dyslexics. This result indicates Chinese dyslexic children may not use the same grapho-semantic processing strategy as their typical peers do. As for pinyin-sound processing, while a stronger neural integration in the direction of "congruent > incongruent" in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral reading fluency in the control group, an opposite pattern was found in dyslexia. This finding may reflect dyslexias dysfunctional recruitment of the regions in grapho-phonological processing, which further impedes character learning. HighlightsO_LINeurofunctional correlates of print-sound integration in Chinese children with and without dyslexia are investigated. C_LIO_LIDyslexic children show atypical relationships between neural audiovisual integration and reading abilities. C_LIO_LIChinese children with dyslexia are likely to use inefficient strategies to process characters and pinyin. C_LI

neuroscience↗

bioRxiv2020

The influence of intergenerational transfer of white matter tracts on early reading development

Parents have large genetic and environmental influences on their childrens cognition, behavior, and brain. Previous studies have indicated intergenerational transfer of the behavior of reading. Despite a close coupling between brain and behavior however, the intergenerational transfer of reading-related structural brain networks have not been investigated. Therefore, we investigated its parent-child associations for the first time. We examined how white matter tracts i.e., Arcuate Fasciculus (AF) and Inferior Fronto-Occipital Fasciculus (IFOF), are associated with childrens early reading development from Kindergarten to Grade 3 in 33 families. First, we observed in our sample of children -who all had typical reading skills despite half of them having an increased risk for dyslexia- that fractional anisotropy in bilateral IFOF and right AF correlated with reading development. Second, parent-child correlations were observed for bilateral IFOF but not for AF. Finally, we demonstrated that the relation between childrens IFOF and reading development was largely explained by parental IFOF. The findings preliminarily suggest that white matter organization in IFOF represents a pre-existing protective factor in children at risk, as it is mainly determined by biological parental factors. Large-scale intergenerational, multi-level and longitudinal studies are needed to understand the dynamic interrelations between brain, environment and behavior.

neuroscience↗

bioRxiv2020

Neurofunctional mechanisms underlying audiovisual integration of characters and pinyin in Chinese children

Effortless print-sound integration is essential to reading development, and the superior temporal cortex (STC) is the most critical brain region. However, to date, the conclusion is almost restricted to alphabetic orthographies. To examine the neural basis in non-alphabetic languages and its relationship with reading abilities, we conducted a functional magnetic resonance imaging study in typically developing Chinese children. Two neuroimaging-based indicators of audiovisual processing--additive enhancement (higher activation in the congruent than the average activation of unimodal conditions) and neural integration (different activations between the congruent versus incongruent conditions)--were used to investigate character-sounds (opaque) and pinyin-sounds (transparent) processing. We found additive enhancement in bilateral STCs processing both character and pinyin stimulations. Moreover, the neural integrations in the left STC for the two scripts were strongly correlated. In terms of differentiation, first, areas beyond the STCs showed additive enhancement in processing pinyin-sounds. Second, while the bilateral STCs, left inferior/middle frontal and parietal regions manifested a striking neural integration (incongruent > congruent) for character-sounds, no significant clusters were revealed for pinyin-sounds. Finally, the neural integration in the left middle frontal gyrus for characters was specifically associated with silent reading comprehension proficiency, indicating automatic semantic processing during implicit character-sound integration. In contrast, the neural integration in the left STC for pinyin was specifically associated with oral reading fluency that relies on grapho-phonological mapping. To summarize, this study revealed both script-universal and script-specific neurofunctional substrates of print-sound integration as well as their processing- and region-dependent associations with reading abilities in typical Chinese children. HighlightsO_LIThe bilateral superior temporal cortices display additive enhancement in processing print-sound information regardless of orthographies. C_LIO_LIThe location, direction, and strength of the neural audiovisual integration are modulated by orthographic transparency. C_LIO_LIThe neural integration in the left middle frontal gyrus in processing character-sounds is correlated to reading comprehension. C_LIO_LIThe neural integration in the left superior temporal gyrus for pinyin is correlated with oral reading fluency. C_LIO_LIThe neural integrations of character-sounds and pinyin-sounds show spatial overlap and inter-subject correlation in the left superior temporal cortex. C_LI

neuroscience↗

bioRxiv2020

Advanced paternal age effect on offspring's reading ability: The mediating role of thalamic maturation

The importance of (inherited) genetic impact in reading development is well-established. De novo mutation is another important contributor that is recently gathering interest as a major liability of neurodevelopmental disorders, but has been neglected in reading research to date. Paternal age at childbirth (PatAGE) is known as the most prominent risk factor for de novo mutation, which has been repeatedly shown by molecular genetic studies. As one of the first efforts, we performed a preliminary investigation of the relationship between PatAGE, offsprings reading, and brain structure in a longitudinal neuroimaging study following 51 children from kindergarten through third grade. The results showed that greater PatAGE was associated significantly with worse reading, explaining an additional 9.5% of the variations after controlling for a number of confounds--including familial factors and cognitive-linguistic reading precursors. Moreover, this effect was mediated by volumetric maturation of the left posterior thalamus from ages 5 to 8. Complementary analyses indicated the PatAGE-related thalamic region was most likely located in the pulvinar nuclei and related to the dorsal attention network by using brain atlases, public datasets, and offsprings diffusion imaging data. Altogether, these findings provide novel insights into neurocognitive mechanisms underlying the PatAGE effect on reading acquisition during its earliest phase and suggest promising areas of future research. HighlightsO_LIPaternal age at childbirth (PatAGE) is negatively correlated with offsprings reading abilities. C_LIO_LIPatAGE is related to volumetric maturation of the left posterior thalamus. C_LIO_LIThalamic development mediates the PatAGE effect on reading. C_LIO_LIThe PatAGE-related thalamic area is more likely to connect with the dorsal attention network. C_LI

neuroscience↗