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Mathematical learning deficits originate in early childhood from atypical development of a frontoparietal brain network

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Kuhl,  Ulrike
Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;
Machine Learning Group, Faculty of Technology, University of Bielefeld, Germany;

Sobotta,  Sarah
Max Planck Research Group Learning in Early Childhood, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

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Skeide,  Michael A.
Max Planck Research Group Learning in Early Childhood, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

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Citation

Kuhl, U., Sobotta, S., Legascreen Consortium, & Skeide, M. A. (2021). Mathematical learning deficits originate in early childhood from atypical development of a frontoparietal brain network. PLoS Biology, 19(9): e3001407. doi:10.1371/journal.pbio.3001407.


Cite as: https://hdl.handle.net/21.11116/0000-0009-8666-D
Abstract
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.