Auditory cortex asymmetry associations with individual differences in language and cognition
MetadataShow full item record
A longstanding cerebral lateralization hypothesis predicts that disrupted development of typical leftward structural asymmetry of auditory cortex explains why children have problems learning to read. Small sample sizes and small effects, potential sex-specific effects, and associations that are limited to specific dimensions of language are thought to have contributed inconsistent results. The large ABCD study dataset (baseline visit: N = 11,859) was used to test the hypothesis of significant associations between surface area asymmetry of auditory cortex and receptive vocabulary performance across boys and girls, as well as an oral word reading effect that was specific to boys. The results provide modest support (Cohen’s d effect sizes ≤ 0.10) for the cerebral lateralization hypothesis.
Eckert , M A , Vaden Jr. , K I & Paracchini , S 2023 , ' Auditory cortex asymmetry associations with individual differences in language and cognition ' , Brain Sciences , vol. 14 , no. 1 , 14 . https://doi.org/10.3390/brainsci14010014
DescriptionThis work was also supported by the National Institutes of Health (NIH)/Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD 069374) (Author MAE) and was conducted in a facility constructed with support from Research Facilities Improvement Program (C06 RR 014516) from the NIH/National Center for Research Resources.
Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.