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Jun 2024 • Journal Article • Brain and Cognition
Greater utilization of executive functions networks when listening to stories with visual stimulation is related to lower reading abilities in children
AbstractNarrative comprehension relies on basic sensory processing abilities, such as visual and auditory processing, with recent evidence for utilizing executive functions (EF), which are also engaged during reading. EF was previously related to the “supporter” of engaging the auditory and visual modalities in different cognitive tasks, with evidence of lower efficiency in
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25 May 2024 • Journal Article • Pediatric Research
Decreased frontal theta frequency during the presence of smartphone among children: an EEG study
AbstractBackground
Smart devices have become an integral part of our lives. However, research has highlighted the potential implications of smartphone presence on task performance, particularly in young children. This study aimed to determine the effect of a smartphone presence on brainwaves associated with cognitive interruption in children.
Methods
EEG data were collected
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21 May 2024 • Journal Article • Acta Paediatrica
A greater modulation of the visual and fronto-parietal networks for children in a post-media versus pre-media exposure group
AbstractAim Media use in children has exploded in the past several decades, most recently fuelled by portable electronic devices. This study aims to explore differences in functional brain connectivity in children during a story-listening functional MRI (fMRI) task using data collected before (1998) and after (2013) the widespread adoption of media. Methods Cross-sectional data
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17 May 2024 • Journal Article • Brain Connectivity
Neural Signature of Rhyming Ability During Story Listening in Preschool-Age Children
AbstractPurpose: Rhyming is a phonological skill that typically emerges in the preschool age range. Prosody/rhythm processing involves right-lateralized temporal cortex, yet the neural basis of rhyming ability in young children is unclear. The study objective was to use functional MRI (fMRI) to quantify neural correlates of rhyming abilities in preschool-age children. Method:
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Apr 2024 • Journal Article • Cerebral Cortex
An executive-functions-based reading training enhances sensory-motor systems integration during reading fluency in children with dyslexia
AbstractThe Simple View of Reading model suggests that intact language processing and word decoding lead to proficient reading comprehension, with recent studies pointing at executive functions as an important component contributing to reading proficiency. Here, we aimed to determine the underlying mechanism(s) for these changes. Participants include 120 8- to 12-year-old
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28 Mar 2024 • Journal Article • Brain Research
Localized alterations in cortical thickness and sulcal depth of the cingulo-opercular network in relation to lower reading fluency skills in children with dyslexia
AbstractThe traditional models of reading development describe how language processing and word decoding contribute to reading comprehension and how impairments in word decoding, a defining feature of dyslexia, affect reading comprehension outcomes. However, these models do not include word and sentence reading (contextual reading) fluency, both of which engage executive
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4 Feb 2024 • Journal Article • Scientific Reports
Parent–child couples display shared neural fingerprints while listening to stories
AbstractNeural fingerprinting is a method to identify individuals from a group of people. Here, we established a new connectome-based identification model and used diffusion maps to show that biological parent–child couples share functional connectivity patterns while listening to stories. These shared fingerprints enabled the identification of children and their biological
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24 Jan 2024 • Journal Article • Brain Connectivity
Language First, Cognition Later: Different Trajectories of Subcomponents of the Future-Reading Network in Processing Narratives from Kindergarten to Adolescence
AbstractNarrative comprehension is a linguistic ability that emerges early in life and has a critical role in language development, reading acquisition, and comprehension. According to the Simple View of Reading model, reading is acquired through word decoding and linguistic comprehension. Here, within and between networks, functional connectivity in several brain networks
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28 Nov 2023 • Journal Article • Policy Insights from the Behavioral and Brain Sciences
Neurobiological Evidence for the Benefit of Interactive Parent–Child Storytelling: Supporting Early Reading Exposure Policies
AbstractThe American Association of Pediatrics recommends reading to young children from birth as a method of exposing children to language and literacy as early as possible. This article describes the known neurobiological support for this recommendation—also addressing the differential effects of parental versus stranger reading as well as other factors, that is, pathological
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29 Oct 2023 • Journal Article • Child Neuropsychology
Executive functions abilities in preschool-age children are negatively related to parental EF, screen-time and positively related to home literacy environment: an EEG study
AbstractEnvironmental factors such as Home Literacy Environment (HLE), screen time, and parental executive functions (EF) may influence the development of the child’s EF. The purpose of this study was to determine the effect of these factors on behavioral and neurobiological measures of EF in 4-year-old children. Electroencephalogram (EEG) data were collected while children
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