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Purpose
- Explain measurements of
developing brain connections
- Reading and Math Examples
- I am here for discussion – Is
Brian Wandell, Ph.D. Psychology Department Stanford University - - PowerPoint PPT Presentation
Brian Wandell, Ph.D. Psychology Department Stanford University - - PowerPoint PPT Presentation
Brian Wandell, Ph.D. Psychology Department Stanford University Purpose Explain measurements of developing brain connections Reading and Math Examples I am here for discussion Is anything I can do that is useful to you? Courtesy
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Courtesy Professor Ugur Ture
Signals between widely separated gray matter regions are carried by long fibers called white matter
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Johns Hopkins is a leader in this technology
Scientists recently learned how to estimate these fibers in the living human brain using magnetic resonance methods: Diffusion tensor Diffusion tensor imaging, or imaging, or Diffusion Diffusion spectrum spectrum imaging imaging
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The properties of certain fibers are correlated with specific cognitive abilities. For example, certain fibers in the corpus callosum are correlated with phonological decoding
Corpus callosum Corpus callosum Ventricle Ventricle Fibers Gray matter White matter White matter
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Diffusivity in callosum that projects to temporal lobes correlates with sounding
- ut words
(Dougherty et al., PNAS, 2007)
Reading-related standard scores
O P S T
T r(45) ~ 0.58 p < 0.001
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Music and Reading
The Dana Foundation
supported us to examine the relationship between arts training and reading. Music provided the strongest correlation between arts training and reading. The music training explains 16% of the variance in children’s scores.
The horizontal axis shows lifetime hours of music training; the vertical axis shows the improvement in reading fluency between years 3 and years 1.
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Visual arts and Math
We incidentally discovered that visual art experience is correlated with math skills. The horizontal axis shows a weekly average of hours spent
- n visual art activity in school
(year 1). The vertical axis shows a measure of math skill. The correlation explains 10% of the variance in children’s scores.
Michal Ben-Shachar Jessica Tsang
Green shoots
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A B
All fibers in the left hemisphere
Cantlon et al., PLOS Bio, 2006
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A
Fibers connecting putative math regions
(Triple-code model, Dehaene, Spelke and others)
anterior superior longitudinal fasciculus (aSLF)
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r(25) 0.49, p < 0.02 Explains about 25% of the variance.
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No correlation for adjacent track (arcuate)
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The correlation is specific to this section of the track
Left Right
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Conclusions
- Connections (and other aspects of
anatomy) can be measured at young ages (easier than fMRI)
- Healthy development of these
connections is essential for cognition
- How can we work together?
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Robert Dougherty
Michal Ben-Shachar, Bar-Ilan, Tel-Aviv Jessica Tsang, Stanford
Gayle Deutsch, Stanford
Visual fields and pRFs
Alyssa Brewer, UC Irvine Alex Wade, Smith-Kettlewell Serge Dumoulin, Helmholtz Institute Hiroshi Horiguchi, Stanford Kaoru Amano, Tokyo University Jon Winawer, Stanford
Adult cortical plasticity
Yoichiro Masuda, Jikkei Hospital, Tokyo Stelios Smirnakis, Baylor College of Medicine Alyssa Brewer, UC Irvine Satoshi Nakadomari, Jikkei Hospital, Tokyo Netta Levin, Hadassah Hospital, Jerusalem Hiroshi Horiguchi, Stanford Nikos Logothetis, Tuebingen
Reading and Math
We gratefully acknowledge support from : NIH, DARPA, IBM, Dana Foundation, Schwab Foundation, Microsoft Co.
Anthony Sherbondy, IBM, Almaden Nikola Stikov, Stanford Aviv Mezer, Stanford
Diffusion-methods and qMRI