Open AccessMathematical learning deficits originate in early childhood from atypical development of a frontoparietal brain network
Author(s) -
Ulrike Kuhl,
Sarah Sobotta,
Michael Skeide
Publication year - 2021
Publication title -
plos biology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 4.127
H-Index - 271
eISSN - 1545-7885
pISSN - 1544-9173
DOI - 10.1371/journal.pbio.3001407
Subject(s) - dyscalculia , neuroscience , dorsolateral prefrontal cortex , functional magnetic resonance imaging , biology , posterior parietal cortex , parietal lobe , functional connectivity , neuroimaging , cortex (anatomy) , prefrontal cortex , psychology , cognitive psychology , developmental psychology , cognition , dyslexia , reading (process) , political science , law
Mathematical learning deficits are defined as a neurodevelopmental disorder (dyscalculia) in the International Classification of Diseases. It is not known, however, how such deficits emerge in the course of early brain development. Here, we conducted functional and structural magnetic resonance imaging (MRI) experiments in 3- to 6-year-old children without formal mathematical learning experience. We followed this sample until the age of 7 to 9 years, identified individuals who developed deficits, and matched them to a typically developing control group using comprehensive behavioral assessments. Multivariate pattern classification distinguished future cases from controls with up to 87% accuracy based on the regional functional activity of the right posterior parietal cortex (PPC), the network-level functional activity of the right dorsolateral prefrontal cortex (DLPFC), and the effective functional and structural connectivity of these regions. Our results indicate that mathematical learning deficits originate from atypical development of a frontoparietal network that is already detectable in early childhood.