Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia
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1-s2.0-S1878929318300136-main.pdf
Description
Published version
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1.55 MB
Format
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Checksum (MD5)
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Author(s)
Centanni, Tracy M.
Pantazis, Dimitrios
Truong, D.T.
Gruen, J.R.
Gabrieli, John D. E.
Hogan, T.P.
Date Issued
May 2018
Journal
Developmental Cognitive Neuroscience
Publisher
Elsevier BV
Citation
Centanni, T.M. et al. "Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia." Developmental Cognitive Neuroscience 34 (November 2018): 7-17 © 2018 The Author(s)
Version
Final published version
Abstract
Individuals with dyslexia exhibit increased brainstem variability in response to sound. It is unknown as to whether increased variability extends to neocortical regions associated with audition and reading, extends to visual stimuli, and whether increased variability characterizes all children with dyslexia or, instead, a specific subset of children. We evaluated the consistency of stimulus-evoked neural responses in children with (N = 20) or without dyslexia (N = 12) as measured by magnetoencephalography (MEG). Approximately half of the children with dyslexia had significantly higher levels of variability in cortical responses to both auditory and visual stimuli in multiple nodes of the reading network. There was a significant and positive relationship between the number of risk alleles at rs6935076 in the dyslexia-susceptibility gene KIAA0319 and the degree of neural variability in primary auditory cortex across all participants. This gene has been linked with neural variability in rodents and in typical readers. These findings indicate that unstable representations of auditory and visual stimuli in auditory and other reading-related neocortical regions are present in a subset of children with dyslexia and support the link between the gene KIAA0319 and the auditory neural variability across children with or without dyslexia. Keywords: KIAA0319; gene; reading; neural variability; subgroups; mechanisms
Subjects
Cognitive Neuroscience
MIT Department
McGovern Institute for Brain Research at MIT
Terms of Use
Creative Commons Attribution-NonCommercial-NoDerivs License
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1016/j.dcn.2018.05.008
