Distinct individual difference patterns in reading and non-verbal reasoning networks of children

Reading ability, a key aspect of verbal skills, is acquired primarily through educational and linguistic experience, whereas non-verbal reasoning is more relevant in problem-solving scenarios that do not depend on language. Both of these two abilities exhibit significant individual differences; however, it remains unclear whether the neural patterns underlying reading and non-verbal reasoning are common or distinct in terms of individual difference. This study utilized resting-state fMRI data from 66 children aged 8.7 to 12.5 years and applied inter-subject representational similarity analysis (IS-RSA) to evaluate three behavioral models-nearest neighbour, convergence, and divergence-in order to determine which model best characterizes the neural patterns underlying individual differences in reading and non-verbal reasoning. Results showed that children with higher reading abilities had greater neural similarity in the reading network (supporting the convergence model), while those with better non-verbal reasoning abilities displayed more neural variability in the non-verbal reasoning network (supporting the divergence model). These findings suggest that cognitive abilities with distinct characteristics (i.e., verbal and non-verbal) may influence their corresponding neural patterns in different ways, leading to distinct patterns of individual differences.