Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Alzheimer Disease ll: Pathophysiology01:23

Alzheimer Disease ll: Pathophysiology

Alzheimer disease involves structural changes in the brain that begin long before symptoms appear. The most distinctive features are extracellular neuritic plaques and intracellular neurofibrillary tangles.Neuritic plaques form in the cerebral cortex and around blood vessels. These plaques contain a dense core of beta-amyloid (Aβ)—a toxic protein fragment that clumps outside neurons. The core is surrounded by damaged neuronal extensions, as well as reactive astrocytes and microglia. Abnormal...
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Biological Causes of Schizophrenia01:29

Biological Causes of Schizophrenia

Schizophrenia, a severe psychiatric disorder, arises from a complex interplay of biological factors, including genetic predisposition, structural brain abnormalities, neurotransmitter dysregulation, and developmental irregularities. These factors collectively contribute to the onset and progression of the disorder, which typically manifests in late adolescence or early adulthood.
Genetic Factors in Schizophrenia
The genetic basis of schizophrenia is strongly supported by family and twin studies.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Multimodal correlates of socioemotional movie-watching and their associations with internalizing symptoms in childhood and adulthood.

Social cognitive and affective neuroscience·2026
Same author

Parenting behaviors over time and their effects on cortical and limbic brain structure in children and young adults.

Developmental cognitive neuroscience·2026
Same author

Streamlining care coordination for students with specific learning disabilities: Identifying barriers and effective solutions.

International journal of speech-language pathology·2026
Same author

Pupil-based arousal self-regulation: impact on physiological and affective responses to emotional stimuli.

Translational psychiatry·2026
Same author

Crossroads in the Learning Brain: The Neural Overlap Between Arithmetic and Phonological Processing.

Human brain mapping·2026
Same author

Brain morphometry and chronic inflammation in Bangladeshi children growing up in extreme poverty.

Imaging neuroscience (Cambridge, Mass.)·2025

Related Experiment Video

Updated: Jun 8, 2026

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function
07:31

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function

Published on: March 10, 2026

Structural brain alterations associated with dyslexia predate reading onset.

Nora Maria Raschle1, Maria Chang, Nadine Gaab

  • 1Children's Hospital Boston, Department of Medicine, Division of Developmental Medicine, Laboratories of Cognitive Neuroscience, 1 Autumn Street, Mailbox # 713, Boston, MA 02115, USA.

Neuroimage
|October 2, 2010
PubMed
Summary

Pre-reading children with a family history of developmental dyslexia show reduced gray matter in specific brain regions. These early structural differences suggest dyslexia may not stem solely from reading experience.

More Related Videos

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Related Experiment Videos

Last Updated: Jun 8, 2026

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function
07:31

Scanning Dos and Don'ts: Using Magnetic Resonance Imaging in Awake Children Aged 3 to 5 Years to Assess Brain Structure and Function

Published on: March 10, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Area of Science:

  • Neuroscience
  • Developmental Neuroscience
  • Cognitive Neuroscience

Background:

  • Functional MRI studies show reduced activation in parietotemporal and occipitotemporal areas in individuals with developmental dyslexia.
  • These functional differences correlate with impaired phonological skills and rapid automatized naming.
  • Reduced gray matter has also been reported in specific brain regions in individuals with developmental dyslexia.

Purpose of the Study:

  • To investigate if gray matter alterations associated with developmental dyslexia are present before formal reading instruction.
  • To compare brain structure in pre-reading children with and without a family history of developmental dyslexia.

Main Methods:

  • Voxel-based morphometry was used to analyze brain structure.
  • Pre-reading children (N=20, mean age 5:9) with and without a family history of developmental dyslexia were compared.
  • Participants were matched for age and IQ.

Main Results:

  • Pre-reading children with a family history of developmental dyslexia exhibited reduced gray matter volume in left occipitotemporal, bilateral parietotemporal, left fusiform, and right lingual gyri.
  • Gray matter volume in left occipitotemporal and parietotemporal regions correlated positively with rapid automatized naming.
  • No significant differences were found in frontal or cerebellar regions between groups.

Conclusions:

  • Structural brain alterations observed in developmental dyslexia may be present at birth or develop early, prior to reading acquisition.
  • These findings suggest that neural differences in dyslexia may not be solely experience-dependent.
  • Further longitudinal studies are needed to validate these structural alterations as early markers for identifying at-risk children.