developmental trajectories

Examining the foundations of reading comprehension: a longitudinal study of brain and behavior starting in infancy

SUMMARY Reading comprehension (RC) is one of the most complex skills that we utilize daily and is crucial for functioning in modern society, but despite its significance for academic achievement, employment prospects, and mental health, many children and adults do not exhibit proficient RC abilities. New theoretical models aiming to explain variability in RC suggest a dynamic interplay and co-development among ‘precursor’ foundational and cognitive- linguistic skills, interacting with environmental and socio-ecological factors across the developmental timeline of learning to read. Behavioral and neuroimaging studies in school-age children have demonstrated critical mechanistic support for these multifactorial RC models by identifying the developmental trajectories of precursor skills and further showing that brain areas, tracts, and networks typically underlying language and cognitive skills are also involved in RC. Nevertheless, the precursor skills that support RC start developing in infancy and the brain correlates underlying these precursors begin to develop in utero, which suggests that typical and atypical RC developmental trajectories could diverge long before school age. As such, examining RC development using a multifactorial, longitudinal approach that includes brain and behavior starting in infancy is critical for developing theoretical frameworks that can inform early preventative and intervention strategies. Here, we propose a comprehensive longitudinal study of RC development in which we examine direct and indirect effects on RC from brain, behavioral, familial risk, and environmental data from infancy to adolescence. To achieve this goal, we will combine two existing longitudinal cohorts, one ranging from infancy to late childhood (n = 174) and the other from preschool to early adolescence (n = 137). By applying state-of-the-art pediatric neuroimaging analyses, multiple indicator growth model structural equation models, and an innovative behavior- brain co-development measurement index to this unique, combined dataset, we will be able to identify brain and behavioral measures in infancy that directly and indirectly support subsequent RC development (Aim1). We will further characterize how longitudinal trajectories of behavioral measures as well as brain structure, function, and white matter organization contribute to RC development and how familial risk and environmental factors shape these trajectories (Aim 2). Finally, we will examine how the co-development of brain and behavior, as measured with an innovative co-development index, relates to subsequent RC (Aim 3). If successful, we will contribute the first multifactorial longitudinal model of RC development comprising direct and indirect effects from brain, behavior, brain-behavior co-development, familial risk, and environmental measures beginning in infancy. Understanding RC development using a multifactorial longitudinal lens will be crucial for building theoretical models and developing experimental designs focused on early preventative and intervention approaches long before the start of formal schooling.

Transdiagnostic approaches to understanding neurodevelopment

Macroscopic brain organisation emerges early in life, even prenatally, and continues to develop through adolescence and into early adulthood. The emergence and continual refinement of large-scale brain networks, connecting neuronal populations across anatomical distance, allows for increasing functional integration and specialisation. This process is thought crucial for the emergence of complex cognitive processes. But how and why is this process so diverse? We used structural neuroimaging collected from a large diverse cohort, to explore how different features of macroscopic brain organisation are associated with diverse cognitive trajectories. We used diffusion-weighted imaging (DWI) to construct whole-brain white-matter connectomes. A simulated attack on each child's connectome revealed that some brain networks were strongly organized around highly connected 'hubs'. The more children's brains were critically dependent on hubs, the better their cognitive skills. Conversely, having poorly integrated hubs was a very strong risk factor for cognitive and learning difficulties across the sample. We subsequently developed a computational framework, using generative network modelling (GNM), to model the emergence of this kind of connectome organisation. Relatively subtle changes within the wiring rules of this computational framework give rise to differential developmental trajectories, because of small biases in the preferential wiring properties of different nodes within the network. Finally, we were able to use this GNM to implicate the molecular and cellular processes that govern these different growth patterns.

Assembly of the neocortex

The symposium will start with Prof Song-Hai Shi who will present “Assembly of the neocortex”. Then, Dr Lynette Lim will talk about “Shared and Unique Developmental Trajectories of Cortical Inhibitory Neurons”. Dr Alfredo Molina will deal with the “Tuneable progenitor cells to build the cerebral cortex”, and Prof Tomasz Nowakowski will present “Charting the molecular 'protomap' of the human cerebral cortex using single cell genomic”.

Developmental trajectories of autism-spectrum disorder associated genes

Using Developmental Trajectories to Understand Change in Children’s Analogical Reasoning

Analogical reasoning is a complex ‘high-level’ cognitive process characterised by making inferences based on analogical comparisons. As with other high-level processes, development takes place over a protracted time period and believed to result from changes in multiple ‘lower-level’ systems. In the case of analogical reasoning, changes in systems responsible for conceptual knowledge, task knowledge, inhibition, and working memory have all been causally implicated in development. Whilst there is evidence that each of these systems contributes to development, what the relative contribution of each across development is, and how they interact with each, remain largely unanswered questions. In this presentation, I will describe how cross-sectional trajectory analysis can be used as a complementary method to shed light on these questions.

Molecular developmental trajectories underlying cortical neurogliaform cell diversity

Critical fear: Developmental trajectories of traumatic life experiences during specific sensitive periods

FENS Forum 2024

Developmental trajectories of sleep EEG in neurodevelopmental disorders: Does sex matter?

FENS Forum 2024