Manual praxis and language-production networks, and their links to handedness

Króliczak, Grzegorz; Buchwald, Mikołaj; Kleka, Paweł; Klichowski, Michał; Potok, Weronika; Nowik, Agnieszka M.; Randerath, Jennifer; Piper, Brian J.

doi:10.1016/j.cortex.2021.03.022

Cited by 26 publications

(36 citation statements)

References 97 publications

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“…These findings are in line with our previous research [15,16,18], in which we investigated the influence of Eduball on academic performance in primary school students, as well as with other (non-Eduball) studies (e.g., [38,46]) involving cognitive tasks in PE. The above-mentioned observations can be explained by the strong language-mathematics and motor developmental relationships, i.e., similar mechanisms of these functions at the neuronal level [47][48][49]. It is worth noting that children learn to count by using their fingers [50].…”

Section: Eduball and Cognitive Skillsmentioning

confidence: 88%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

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Section: Eduball and Cognitive Skillsmentioning

confidence: 88%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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“…In a recent in-depth discussion of the lateralization of mechanisms for language and praxis production, Kroliczak et al [ 84 ] have suggested that the developmental order of handedness, praxis, and speech acquisition could be a critical factor to clarify this issue. In fact, if hand-preference mechanisms get implemented in the brain considerably earlier than speech production mechanisms (as according to Johnston et al [ 85 ], could be quite likely in lefthanders), then the factors underlying unimanual manipulation and hand-preference mechanisms could jointly exert a pressure sufficient for the segregation of the (right-lateralized) praxis from the left-lateralized language mechanisms.…”

Section: Neuropsychological Findings That Could Allow To Check the Correspondence Between Predictions Based On The Theoretical Impact Of mentioning

confidence: 99%

Is There a Causal Link between the Left Lateralization of Language and Other Brain Asymmetries? A Review of Data Gathered in Patients with Focal Brain Lesions

Gainotti

2021

Brain Sciences

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This review evaluated if the hypothesis of a causal link between the left lateralization of language and other brain asymmetries could be supported by a careful review of data gathered in patients with unilateral brain lesions. In a short introduction a distinction was made between brain activities that could: (a) benefit from the shaping influences of language (such as the capacity to solve non-verbal cognitive tasks and the increased levels of consciousness and of intentionality); (b) be incompatible with the properties and the shaping activities of language (e.g., the relations between language and the automatic orienting of visual-spatial attention or between cognition and emotion) and (c) be more represented on the right hemisphere due to competition for cortical space. The correspondence between predictions based on the theoretical impact of language on other brain functions and data obtained in patients with lesions of the right and left hemisphere was then assessed. The reviewed data suggest that different kinds of hemispheric asymmetries observed in patients with unilateral brain lesions could be subsumed by common mechanisms, more or less directly linked to the left lateralization of language.

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“…Króliczak, Piper et al, 2020; but see also Johnstone et al, 2021, who demonstrate that typical lefthanders are less lateralized than righthanders). As also shown quite recently, in the majority of ambidextrous individuals (mixedhanders), the praxis and language functions are quite typically represented, too (Króliczak et al, 2021a). This is a reason why researchers are often forced to collapse across individuals with bilateral organization, and reversed lateralization of functions while referring to atypical phenotypes of their interest.…”

mentioning

confidence: 99%

“…The relationships between lateralized cognitive functions in the human brain have been extensively studied with the use of disparate neuroimaging approaches for over a decade (e.g., Badzakova-Trajkov et al, 2010;Króliczak et al, 2011;Vingerhoets et al, 2013;Cai et al, 2013;Haberling & Corballis, 2015;Karlsson et al, 2019;Gerrits et al, 2020;Króliczak, Piper et al, 2020;Króliczak et al, 2021a; for a review and meta-analysis, see also Króliczak et al, 2019, andOsiurak et al, 2021). Yet, despite great strides that have been made in uncovering the association and segregation patterns of the typically left hemisphere dominant functions, such as language or higher-order motor skills (praxis), and typically right hemisphere dominant functions, such as spatial attention or face recognition, relatively little is known about factors contributing to the emergence of their different, e.g., reversed phenotypes.…”

mentioning

confidence: 99%

“…In order to overcome such limitations, here we extended the sample of atypical individuals from our recent work on the links between the neural representations of manual praxis and language production networks, regardless of handedness (Króliczak et al, 2021a), by adding participants from Króliczak and collaborators (2011). A persuasive justification for using such an approach was already provided in our earlier report limited only to lefthanders (Króliczak, Piper et al, 2020).…”

mentioning

confidence: 99%

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Atypical Organization of Praxis and Language: A Look Back

Króliczak

Buchwald

Klichowski

et al. 2022

RPsych

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Atypical representations of praxis and language were studied in two forms and combinations: bilateral organization, and right lateralization, independently for each function; when the atypically represented praxis dissociates from typically lateralized language; and when both praxis and language have atypical forms. Direct differences between bilateral and right-lateralized representations were either marginal (for praxis), or nonexistent (for language). Because atypical organization of praxis is over twice as frequent as language in its atypical form, sample size might be an issue only for the latter (as atypical organization of language is very rare). Group averages in their dissociations, and associations in atypical forms, revealed the expected representations of the two functions. These outcomes indicate that merging the two atypical representations of praxis, or language, into one atypical group can reveal the critical aspects of their atypicality, including subcortical contributions, without seriously impeding correct interpretation of the essential underlying neural mechanisms.

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Manual praxis and language-production networks, and their links to handedness

Cited by 26 publications

References 97 publications

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Is There a Causal Link between the Left Lateralization of Language and Other Brain Asymmetries? A Review of Data Gathered in Patients with Focal Brain Lesions

Atypical Organization of Praxis and Language: A Look Back

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