Biology subjects

Manning, K. Y.

Publications and source records attributed to Manning, K. Y..

3 recordsLinked to original sources

bioRxiv2025

Longitudinal Associations Between Screen Time, Brain Development, and Language Outcomes in Early Childhood

Language development during toddlerhood is supported by both neurobiological maturation and environmental experiences. It relies on reciprocal interaction, and excessive screen time exposure may have a negative impact. In the current study, we investigated how screen time at age two relates to language outcomes and brain development at ages two and three. Seventy toddlers underwent MRI scanning and neurodevelopmental testing, and brain volumes in language-related areas were extracted. Structural equation modelling showed that at age two, there was a negative relationship between screen time and pars triangularis volumes. Importantly, smaller volumes at age two predicted greater screen time usage at age three, mediated by poorer language outcomes. These results suggest that over time, children with smaller volumes and weaker language skills at age 2 became more likely to rely on screens at age 3, suggesting that early vulnerabilities amplify later screen use, highlighting the sensitivity of language networks to environmental input and the potential for screen exposure to alter developmental trajectories.

neuroscience↗

bioRxiv2024

Phonological decoding ability is associated with fiber density of the left arcuate fasciculus longitudinally across reading development

Numerous studies have linked reading ability to white matter microstructure using diffusion tensor imaging, but recent large studies have failed to show consistency. Fiber-specific diffusion-weighted magnetic resonance imaging (dMRI) models offer enhanced precision to measure specific features of white matter structure and may be more sensitive to individual differences in reading skills. However, fiber-specific models have not yet been applied to examine associations between reading ability and white matter microstructure over the course of reading acquisition. In this accelerated longitudinal study, we applied constrained spherical deconvolution (CSD) and fiber-specific modelling to characterize developmental changes in fiber density of key white matter tracts of the reading network bilaterally, and investigated associations between tract-wise fiber density and childrens phonological decoding abilities. Fiber density was measured from ages 2-13 years, and decoding ability (pseudoword reading) was assessed at ages 6 years and older. Higher decoding ability was associated with greater fiber density in the left arcuate fasciculus, and effects remained consistent over time. Follow-up analysis revealed that asymmetry changes in the arcuate fasciculus were moderated by decoding ability: good decoders showed leftward asymmetry from early childhood onward, while poorer decoders shifted toward leftward asymmetry over time. These results suggest that densely organized fibers in the left arcuate fasciculus serve as a foundation for the development of reading skills from the pre-reading stage through fluent reading. Ongoing developmental changes in fiber density and microstructural asymmetry throughout childhood may reflect a reciprocal relationship in which reading experience continues to refine and strengthen these pathways.

neuroscience↗

bioRxiv2021

Multimodal brain features at preschool age and the relationship with pre-reading measures one year later: an exploratory study

Pre-reading language skills develop rapidly in early childhood and are related to brain structure and function in young children prior to formal education. However, the early neurobiological development that support these skills is not well understood and has not been assessed longitudinally using multiple imaging approaches. Here we acquired anatomical, diffusion tensor imaging (DTI) and resting state functional MRI (rs-fMRI) from 35 children at 3.5 years of age. Children were assessed for pre-reading abilities using the NEPSY-II subtests one year later (4.5 years). We applied a data-driven linked independent component analysis to explore the shared co-variation of grey and white matter measures. Two sources of structural variation at 3.5 years of age demonstrated a weak relationship with Speeded Naming scores at 4.5 years of age. The first imaging component involved volumetric variability in reading-related cortical regions alongside microstructural features of the superior longitudinal fasciculus. The second component was dominated by cortical volumetric variations within the cerebellum and visual association area. In a subset of children with rs-fMRI data, we evaluated the inter-network functional connectivity of the left-lateralized fronto-parietal language (FPL) network and its relationship with pre-reading measures. Higher functional connectivity between the FPL functional network and the default mode and visual networks at 3.5 years predicted better Phonological Processing scores at 4.5 years. Together, these results suggest that the integration of functional networks, as well as the co-development of white and grey matter brain structures in early childhood, may support the emergence of pre-reading measures in preschool children.

neuroscience↗