Brain Morphology and Neuropsychological Profiles in A Family Displaying Dyslexia and Superior Nonverbal Intelligence

Craggs, Jason G.; Sanchez, Juliana; Kibby, Michelle Y.; Gilger, Jeffrey W.; Hynd, George W.

doi:10.1016/s0010-9452(08)70222-3

Cited by 32 publications

(26 citation statements)

References 59 publications

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“…Several groups have asserted that there are higher rates of individuals with RD in professions where certain visuospatial skills are at a premium, such as art, architecture, engineering, and mechanics (Winner, Casey, DaSilva, & Hayes, 1991; Winner & Casey, 1993; Winner, 2000; Wolff & Lundberg, 2002). More recently, it has been suggested that genetic factors (although poorly understood currently) might undergird tradeoffs in individuals with superior nonverbal IQ and language/reading-based deficits, or “twice-exceptional” individuals (Craggs, Sanchez, Kibby, Gilger, & Hynd, 2006; Gilger et al, 2013). …”

Section: Introductionmentioning

confidence: 99%

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

Diehl

Frost

Sherman³

et al. 2014

NeuroImage

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Despite anecdotal evidence of relative visuospatial processing strengths in individuals with reading disability (RD), only a few studies have assessed the presence or the extent of these putative strengths. The current study examined the cognitive and neural bases of visuospatial processing abilities in adolescents with RD relative to typically developing (TD) peers. Using both cognitive tasks and functional Magnetic Resonance Imaging (fMRI) we contrasted printed word recognition with non-language visuospatial processing tasks. Behaviorally, lower reading skill was related to a visuospatial processing advantage (shorter latencies and equivalent accuracy) on a geometric figure processing task, similar to findings shown in two published studies. FMRI analyses revealed key group by task interactions in patterns of cortical and subcortical activation, particularly in frontostriatal networks, and in the distributions of right and left hemisphere activation on the two tasks. The results are discussed in terms of a possible neural tradeoff in visuospatial processing in RD.

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Section: Introductionmentioning

confidence: 99%

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

Diehl

Frost

Sherman³

et al. 2014

NeuroImage

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“…Certain aspects of brain development, like cell migration and differentiation, occur very early after conception and then more or less stop, and the key genes moderating these processes "turn off" or serve other functions (Galaburda, 1992(Galaburda, , 1993Greenough et al, 2002;Huttenlocher, 2002;). This fact reminds us that when we are looking for genes that have affected brain structure to put a person "at risk" for RD or gifts we may be looking for genes that are no longer active (Craggs et al, 2006;Gilger, 1995;see Note 5). Genetic effects at this basic level of neurodevelopment may account for the relatively high degree of stability across time for reading deficits and related research that shows that much of this behavioral stability is due to genetics (Butcher et al, 2006;Wadsworth, Corley, Plomin, Hewitt, & DeFries, 2006).…”

Section: Developmental Models Are Importantmentioning

confidence: 98%

“…could in fact effect the growth of portions of the right hemisphere such that there might be an overrepresentation of nonverbal gifts in RD samples. In this way, the etiology of high and low abilities can be related at a basic biological level early in fetal development, and postnatal etiologic factors are considered less important (Craggs et al, 2006). Interested readers might also look at hormonal and immune system neurodevelopmental models that also attempt to explain high and low skills in the same person (Benbow, 1988;Butterworth, 2001;Schopler & Mesibov, 1992;Singh & Boyle, 2004).…”

Section: The Need For a Thinking Toolmentioning

confidence: 99%

“…were a function of several distinct major genes influencing a different primary brain area for each disorder, the enormous co-occurrence of these conditions argues for at least some degree of multifocal action of the pertinent gene(s) and/or multifocal neurodevelopmental effects of single genes that originally operated on only specific brain areas (see also Marcus, 2004;Scerif & Karmiloff-Smith, 2005). Similarly, it is possible that through their broad neurodevelopmental effects, the genes for risk for RD may also yield some unique brains with above average capabilities to process, encode, and produce information (Craggs et al, 2006). 5…”

Section: Abd Conceptualization For Rd and The Twice Exceptionalmentioning

confidence: 99%

“…For this reason there remains some question as to the specificity of neurodevelopmental processes underlying RD perhaps accounting for the large amount of correlated cognitive and behavioral traits typically observed in dyslexic individuals, whether they be other disorders, giftedness, or a variety of other subtle neuropsychological traits. There is an important point here particularly relevant to twice exceptionalities: that the neuroscience studies of RDrelated conditions or symptoms have essentially focused on lower end skills (see Craggs et al, 2006), and while giftedness is a possible correlated symptom it has been largely neglected.…”

Section: Abd Conceptualization For Rd and The Twice Exceptionalmentioning

confidence: 99%

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Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Gilger¹,

Hynd²

2008

Roeper Review

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Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or abilities, and gifts or high-end exceptionalities, as if they were necessarily and completely independent. This approach has led many in the field to look upon only limited aspects of the exceptional child, culminating in an inability to resolve the great variation and covariation that exists within and across children. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in the exceptional child, there remains a need for a neuroscientific approach that can help us better understand and accommodate the twice-exceptional individual-one with developmental disorders but also with high skills in the talent, creativity, or intellectual domains. We propose a model that will help us to fully appreciate that the brain that produces developmental learning abilities across the spectrum must be viewed as an integrated and multifaceted organ that is more than a simple reflection of its separate parts or domain-specific symptoms. We use developmental reading disability or dyslexia and the twice-exceptional individual as a means to illustrate how this model can aid in our thinking about these conditions. At times it seems as if those of us in the general field of child development and developmental disorders are like blind men looking at elephants: we are ostensibly studying the same pachyderm yet we often come up with quite different impressions or highlight quite disparate facets. Indeed, the study of the "exceptional child" is very broad in scope and diverse in disciplines, and exceptionalities can bridge both ends of the ability continuum. Because of this there has been an abundance of intellectual creativity and fine science, but unfortunately there has also been a lack of cohesion.The purpose of this article is to stimulate some thinking about these exceptionalities, particularly the complexities and variations within and across people. The model we present is in reaction to a long-standing predilection in the field to talk of learning disabilities (LD) or abilities, and gifts or high-end exceptionalities, as if they were completely phenotypically, etiologically, and statistically independent. Traditional approaches have, over the years, led many "blind men" to look upon only limited aspects of the exceptional animal, culminating in an inability to resolve the great variation that exists or explain the larger beast in its entirety. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in exceptional children (see multiple intelligences or other approaches summarized in Gardner, 1999;Levine, 1992;Sternber...

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2010

Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders

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Brain Morphology and Neuropsychological Profiles in A Family Displaying Dyslexia and Superior Nonverbal Intelligence

Cited by 32 publications

References 59 publications

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

Neural correlates of language and non-language visuospatial processing in adolescents with reading disability

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

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