Sensitivity, Reproducibility, and Reliability of Self-Paced Versus Fixed Stimulus Presentation in an fMRI Study on Exact, Non-Symbolic Arithmetic in Typically Developing Children Aged Between 6 and 12 Years

Krinzinger, Helga; Koten, Jan-Willem; Hennemann, Julia; Schueppen, André; Sahr, Katleen; Arndt, Dominique; Konrad, Kerstin; Willmes, Klaus

doi:10.1080/87565641.2010.549882

Cited by 15 publications

(10 citation statements)

References 47 publications

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“…In the scanner, an MR-compatible response box with four response buttons was centrally placed on the participants, and responses were given by pressing the leftmost or the rightmost button, respectively. In a recently published pilot study, we showed that this self-paced stimulus presentation paradigm was much more reliable and was at least as sensitive as a fixed stimulus presentation paradigm (Krinzinger et al, 2011). In the magnitude comparison tasks, children had to press the button corresponding to the side with the larger stimulus, and a vertical white line was always present in the middle of the black screen and also in the rest condition.…”

Section: Methodsmentioning

confidence: 81%

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The Role of Finger Representations and Saccades for Number Processing: An fMRI Study in Children

et al. 2011

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A possible functional role of finger representations for the development of early numerical cognition has been the subject of recent debate; however, until now, only behavioral studies have directly supported this view. Working from recent models of number processing, we focused on the neural networks involved in numerical tasks and their relationship to the areas underlying finger representations and saccades in children aged 6–12 years. We were able to differentiate three parietal circuits that were related to distinct aspects of number processing. Abstract magnitude processing was subserved by an association area also activated by saccades and visually guided finger movements. Addition processes led to activation in an area only engaged during saccade encoding, whereas counting processes resulted in the activation of an area only activated during visually guided finger movements, namely in the anterior intraparietal sulcus. Apart from this area, a large network of specifically finger-related brain areas including the ventral precentral sulcus, supplementary motor area, dorso-lateral prefrontal cortex, insula, thalamus, midbrain, and cerebellum was activated during (particularly non-symbolic) exact addition but not during magnitude comparison. Moreover, a finger-related activation cluster in the right ventral precentral sulcus was only present during non-symbolic addition and magnitude comparison, but not during symbolic number processing tasks. We conclude that finger counting may critically mediate the step from non-symbolic to symbolic and exact number processing via somatosensory integration processes and therefore represents an important example of embodied cognition.

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Section: Methodsmentioning

confidence: 81%

“…In addition, a child template in Talairach space was produced based on children’s brain scans obtained in another study (Krinzinger et al, 2011). Finally, this template was used for the projection of all significant brain activation maps.…”

Section: Methodsmentioning

confidence: 99%

The Role of Finger Representations and Saccades for Number Processing: An fMRI Study in Children

et al. 2011

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“…Because of the expected differences in reaction time between DD and TD, stimuli were presented in a self-paced stimulus design, which improves test-retest reliability for fMRI data [21]. Self-paced designs with a fixed number of stimuli inherently lead to an unequal number of time points between individuals.…”

Section: Methodsmentioning

confidence: 99%

“…One can increase the number of volumes by means of parallel imaging techniques, by means of task length or by means of number of sessions. Recently, we showed that the reliability of child fMRI imaging could be improved using so-called “self-paced” task designs [21]. Whereas standard fixed-pace task designs use fixed stimulus length and inter-stimulus interval (ISI), self-paced task designs follow the performance speed of the individual child and thereby avoid both possible frustration and/or boredom by adjusting difficulty to ability levels as well as by preventing mind-wandering by assuring 100% time-on-task.…”

Section: Introductionmentioning

confidence: 99%

Diagnosing Developmental Dyscalculia on the Basis of Reliable Single Case FMRI Methods: Promises and Limitations

et al. 2013

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FMRI-studies are mostly based on a group study approach, either analyzing one group or comparing multiple groups, or on approaches that correlate brain activation with clinically relevant criteria or behavioral measures. In this study we investigate the potential of fMRI-techniques focusing on individual differences in brain activation within a test-retest reliability context. We employ a single-case analysis approach, which contrasts dyscalculic children with a control group of typically developing children. In a second step, a support-vector machine analysis and cluster analysis techniques served to investigate similarities in multivariate brain activation patterns. Children were confronted with a non-symbolic number comparison and a non-symbolic exact calculation task during fMRI acquisition. Conventional second level group comparison analysis only showed small differences around the angular gyrus bilaterally and the left parieto-occipital sulcus. Analyses based on single-case statistical procedures revealed that developmental dyscalculia is characterized by individual differences predominantly in visual processing areas. Dyscalculic children seemed to compensate for relative under-activation in the primary visual cortex through an upregulation in higher visual areas. However, overlap in deviant activation was low for the dyscalculic children, indicating that developmental dyscalculia is a disorder characterized by heterogeneous brain activation differences. Using support vector machine analysis and cluster analysis, we tried to group dyscalculic and typically developing children according to brain activation. Fronto-parietal systems seem to qualify for a distinction between the two groups. However, this was only effective when reliable brain activations of both tasks were employed simultaneously. Results suggest that deficits in number representation in the visual-parietal cortex get compensated for through finger related aspects of number representation in fronto-parietal cortex. We conclude that dyscalculic children show large individual differences in brain activation patterns. Nonetheless, the majority of dyscalculic children can be differentiated from controls employing brain activation patterns when appropriate methods are used.

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“…A potential disadvantage is that possible observed reading time differences could be driven by effort-related processing differences. In a recent study, Krinzinger et al (2011) directly compared fMRI results of fixed and self-paced designs. The results showed that for examining the neural networks underlying complex cognitive processes, the sensitivity of a self-paced study design is at least comparable to that of a fixed design (Krinzinger et al, 2011).…”

Section: Coherence-break Detection Taskmentioning

confidence: 99%

Neural Correlates of Coherence-Break Detection During Reading of Narratives

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Broek

Karlsson

et al. 2017

Scientific Studies of Reading

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Sensitivity, Reproducibility, and Reliability of Self-Paced Versus Fixed Stimulus Presentation in an fMRI Study on Exact, Non-Symbolic Arithmetic in Typically Developing Children Aged Between 6 and 12 Years

Cited by 15 publications

References 47 publications

The Role of Finger Representations and Saccades for Number Processing: An fMRI Study in Children

The Role of Finger Representations and Saccades for Number Processing: An fMRI Study in Children

Diagnosing Developmental Dyscalculia on the Basis of Reliable Single Case FMRI Methods: Promises and Limitations

Neural Correlates of Coherence-Break Detection During Reading of Narratives

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