Stress in the onset and aggravation of learning disabilities

Burenkova, Olga; Naumova, O. Yu.; Grigorenko, Elena L.

doi:10.1016/j.dr.2021.100968

Cited by 9 publications

(9 citation statements)

References 103 publications

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“…Of note seems to be the importance of the early years for a better understanding of this process, pointing towards modulation by age. And this has also been well studied (Blair & Ursache, 2011;Burenkova et al, 2021;Gunnar & Cheatham, 2003;Hodel, 2018). Our finding for age affecting neural activation with the percentage of errors made (accuracy) while also affecting, albeit inversely, the time taken to respond appropriately (performance), corroborates our previous correlation of neural activation in the group-level ROI (BA 11) being inversely proportional to efficiency.…”

Section: Discussionsupporting

confidence: 90%

“…The intervening network involving these brain structures, region and mechanism may deliver negative outcomes in academic performances (Burenkova et al, 2021) when it is differentially impacted by perceived and persistent danger dysregulating the HPA axis that controls cortisol release. It all starts with an understanding of how the network operates when incoming stimuli perceived as dangerous engages the amygdala and sequesters attention (Janak & Tye, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Literature was rife with indications that it did (Burenkova. Naumova, & Grigorenko, 2021;Hodel, 2018;Prokofieva, Kostromina, Polevaia, & Fenouillet, 2019;Ribeiro, Cavaglia, & Rato, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, our research efforts will address the PFC in specific as it undergoes massive development during the early years (Diamond, 2001;Spencer-Smith & Anderson, 2009), being especially impacted by early adversity (Burenkova et al, 2021;Hodel, 2018) and whose gray matter can be aptly gauged using fNIRS (Ballardin et al, 2017). Given the inherent difficulty of assessing many structures in an ecological observational hypothesis, this study will focus on assessing PFC engagement in a naturalistic setting (school environment) for a developing population (early education) and results will remain subsumed to the intense interconnectivity of the PFC.…”

Section: Introductionmentioning

confidence: 99%

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Aspectos neurobiológicos das diferenças individuais na educação infantil: uma Investigação das funções executivas e resposta ao estresse

Ramacciotti¹

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Inicialmente agradeço a Deus, fonte de vida, beleza, inspiração e sabedoria.Agradeço também àqueles que me precederam, me ensinaram e inspiraram. E que seguem me protegendo e auxiliando.Agradeço ao meu berço: pais, avós, parentes e amigos; de eras antigas e atuais, do ser, do fazer e do saber ser que me guiaram, ajudaram e amaram.Agradeço à minha orientadora, Mirella Gualtieri, que me acolheu sob sua tutela, acreditou no meu potencial para a pesquisa científica , e me deu liberdade para seguir, em um ritmo muito próprio, a busca de um entender que ultrapassou as amarras da minha área de origem e do meu conhecer. Agradeço às crianças, seus pais, aos professores e coordenadores da CrecheFraternidade Maria de Nazaré onde foi realizada a coleta para a pesquisa aqui descrita. Sem sua anuência, paciência e parceria, nada do que aqui se encontra poderia ter sido realizado. Agradeço sobretudo aos que dividiram comigo essa jornada de gerir, gestar e trazer à luz um projeto que há tempos venho acalentandosão minha família. Ao meu filho Cassiano, agradeço o talento com as ilustrações. Ao meu filho Danilo, agradeço o rigor com a formatação. Ao meu marido, Fábio, agradeço a paciência com tantas conversas, explicações minuciosas e decisões difíceis. A eles -infatigáveis em seu apoio e entusiasmo -dedico a tecitura deste trabalho. RESUMO Ramacciotti, M.C.C. (2022).

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

“…Literature was rife with indications that it did (Burenkova. Naumova, & Grigorenko, 2021;Hodel, 2018;Prokofieva, Kostromina, Polevaia, & Fenouillet, 2019;Ribeiro, Cavaglia, & Rato, 2021).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Aspectos neurobiológicos das diferenças individuais na educação infantil: uma Investigação das funções executivas e resposta ao estresse

Ramacciotti¹

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“…Absent from the extant literature base is research addressing the effects of ELS, mediated by the CAN, on children’s learning ability. This is unfortunate in view of: (1) basic research demonstrating the formative role of stress in modulating the underlying cellular and molecular neurophysiology of learning (e.g., Arango-Lievano et al 2019 ); (2) large-sample demographic evidence showing a dose–response relationship in early school grades between the incidence of ELS and academic performance (Turney 2020 ); and (3) theoretical arguments proposing that exposure to ELS may be a causal factor in children’s learning disabilities and dyslexia (e.g., Burenkova et al, 2021 ; Theodoridou et al 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Early life stress, literacy and dyslexia: an evolutionary perspective

Kershner

2024

Brain Struct Funct

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Stress and learning co-evolved in parallel, with their interdependence critical to the survival of the species. Even today, the regulation of moderate levels of stress by the central autonomic network (CAN), especially during pre- and post-natal periods, facilitates biological adaptability and is an essential precursor for the cognitive requisites of learning to read. Reading is a remarkable evolutionary achievement of the human brain, mysteriously unusual, because it is not pre-wired with a genetic address to facilitate its acquisition. There is no gene for reading. The review suggests that reading co-opts a brain circuit centered in the left hemisphere ventral occipital cortex that evolved as a domain-general visual processor. Its adoption by reading depends on the CAN’s coordination of the learning and emotional requirements of learning to read at the metabolic, cellular, synaptic, and network levels. By stabilizing a child’s self-control and modulating the attention network’s inhibitory controls over the reading circuit, the CAN plays a key role in school readiness and learning to read. In addition, the review revealed two beneficial CAN evolutionary adjustments to early-life stress “overloads” that come with incidental costs of school under-performance and dyslexia. A short-term adaptation involving methylation of the FKBP5 and NR3C1 genes is a liability for academic achievement in primary school. The adaptation leading to dyslexia induces alterations in BDNF trafficking, promoting long-term adaptive fitness by protecting against excessive glucocorticoid toxicity but risks reading difficulties by disruptive signaling from the CAN to the attention networks and the reading circuit.

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Dyslexia and mental health problems

Georgiou

Parrila

2023

Encyclopedia of Mental Health

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Stress in the onset and aggravation of learning disabilities

Cited by 9 publications

References 103 publications

Aspectos neurobiológicos das diferenças individuais na educação infantil: uma Investigação das funções executivas e resposta ao estresse

Aspectos neurobiológicos das diferenças individuais na educação infantil: uma Investigação das funções executivas e resposta ao estresse

Early life stress, literacy and dyslexia: an evolutionary perspective

Dyslexia and mental health problems

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