The capacity to read develops throughout intensive academic learning and training. Several studies have investigated the impact of reading on the brain, and particularly how the anatomy of the brain changes with reading acquisition. In the present study, we investigated the converse issue, namely whether and how reading acquisition is constrained by the anatomy of the brain. Using multimodal MRI, we found that (a) the pattern (continuous or interrupted sulcus) of the posterior part of the left lateral occipito-temporal sulcus (OTS) hosting the visual word form area (VWFA) predicts reading skills in adults; that (b) this effect is modulated by the age of reading acquisition; and that (c) the length of the OTS sulcal interruption is associated with reading skills. Because the sulcal pattern is determined in utero, our findings suggest that individual difference in reading skills can be traced back to early stages of brain development in addition to the well-established socioeconomic and educational factors.

Developmental Coordination Disorder (DCD) is a disorder of motor coordination which interferes with academic achievement. Difficulties in mathematics have been reported. Performance in the number line task is very sensitive to atypical development of numerical cognition. We used a position-to-number task in which twenty 7-to-10years old children with DCD and 20 age-matched typically developing (TD) children had to estimate the number that corresponded to a hatch mark placed on a 0-100 number line. Eye movements were recorded. Children with DCD were less accurate and slower to respond than their peers. However, they were able to map numbers onto space linearly and used anchoring strategies as control. We suggest that the shift to a linear trend reflects the ability of DCD children to use efficient strategies to solve the task despite a possibly more imprecise underlying numerical acuity.

At school, children with Developmental Coordination Disorder (DCD) struggle with mathematics. However, little attention has been paid to their numerical cognition abilities. The goal of this study was to better understand the cognitive basis for mathematical difficulties in children with DCD. Twenty 7-to-10 years-old children with DCD were compared to twenty age-matched typically developing children using dot and digit comparison tasks to assess symbolic and nonsymbolic number processing and in a task of single digits additions. Results showed that children with DCD had lower performance in nonsymbolic and symbolic number comparison tasks than typically developing children. They were also slower to solve simple addition problems. Moreover, correlational analyses showed that children with DCD who experienced greater impairments in the nonsymbolic task also performed more poorly in the symbolic tasks. These findings suggest that DCD impairs both nonsymbolic and symbolic number processing. A systematic assessment of numerical cognition in children with DCD could provide a more comprehensive picture of their deficits and help in proposing specific remediation.

By adulthood, literate humans have been exposed to millions of visual scenes and pages of text. Does the human visual system become attuned to the statistics of its inputs? Using functional magnetic resonance imaging, we examined whether the brain responses to line configurations are proportional to their natural-scene frequency. To further distinguish prior cortical competence from adaptation induced by learning to read, we manipulated whether the selected configurations formed letters and whether they were presented on the horizontal meridian, the familiar location where words usually appear, or on the vertical meridian. While no natural-scene frequency effect was observed, we observed letter-status and letter frequency effects on bilateral occipital activation, mainly for horizontal stimuli. The findings suggest a reorganization of the visual pathway resulting from reading acquisition under genetic and connectional constraints. Even early retinotopic areas showed a stronger response to letters than to rotated versions of the same shapes, suggesting an early visual tuning to large visual features such as letters.

Significance How does learning to read affect visual processing? We addressed this issue by scanning adults who could not attend school during childhood and either remained illiterate or acquired partial literacy during adulthood (ex-illiterates). By recording event-related brain responses, we obtained a high-temporal resolution description of how illiterate and literate adults differ in terms of early visual responses. The results show that learning to read dramatically enhances the magnitude, precision, and invariance of early visual coding, within 200 ms of stimulus onset, and also enhances later neural activity. Literacy effects were found not only for the expected category of expertise (letter strings), but also extended to other visual stimuli, confirming the benefits of literacy on early visual processing.

How does reading expertise change the visual system? Here, we explored whether the visual system could develop dedicated perceptual mechanisms in early and intermediate visual cortex under the pressure for fast processing that is particularly strong in reading. We compared fMRI activations in Chinese participants with limited knowledge of French and in French participants with no knowledge of Chinese, exploiting these doubly dissociated reading skills as a tool to study the neural correlates of visual expertise. All participants viewed the same stimuli: words in both languages and matched visual controls, presented at a fast rate comparable with fluent reading. In the Visual Word Form Area, all participants showed enhanced responses to their known scripts. However, group differences were found in occipital cortex. In French readers reading French, activations were enhanced in left-hemisphere visual area V1, with the strongest differences between French words and their controls found at the central and horizontal meridian representations. Chinese participants, who were not expert French readers, did not show these early visual activations. In contrast, Chinese readers reading Chinese showed enhanced activations in intermediate visual areas V3v/hV4, absent in French participants. Together with our previous findings [Szwed, M., Dehaene, S., Kleinschmidt, A., Eger, E., Valabregue, R., Amadon, A., et al. Specialization for written words over objects in the visual cortex. Neuroimage, 56, 330-344, 2011], our results suggest that the effects of extensive practice can be found at the lowest levels of the visual system. They also reveal their cross-script variability: Alphabetic reading involves enhanced engagement of central and right meridian V1 representations that are particularly used in left-to-right reading, whereas Chinese characters put greater emphasis on intermediate visual areas.

The ability to recognize 2 mirror images as the same picture across left-right inversions exists early on in humans and other primates. In order to learn to read, however, one must discriminate the left-right orientation of letters and distinguish, for instance, b from d. We therefore reasoned that literacy may entail a loss of mirror invariance. To evaluate this hypothesis, we asked adult literates, illiterates, and ex-illiterates to perform a speeded same-different task with letter strings, false fonts, and pictures regardless of their orientation (i.e., they had to respond "same" to mirror pairs such as "iblo oldi"). Literates presented clear difficulties with mirror invariance. This "mirror cost" effect was strongest with letter strings, but crucially, it was also observed with false fonts and even with pictures. In contrast, illiterates did not present any cost for mirror pairs. Interestingly, subjects who learned to read as adults also exhibited a mirror cost, suggesting that modest reading practice, late in life, can suffice to break mirror invariance.

Written mathematical notation conveys, in a compact visual form, the nested functional relations among abstract concepts such as operators, numbers or sets. Is the comprehension of mathematical expressions derived from the human capacity for processing the recursive structure of language? Or does algebraic processing rely only on a language-independent network, jointly involving the visual system for parsing the string of mathematical symbols and the intraparietal system for representing numbers and operators? We tested these competing hypotheses by scanning mathematically trained adults while they viewed simple strings ranging from randomly arranged characters to mathematical expressions with up to three levels of nested parentheses. Syntactic effects were observed in behavior and in brain activation measured with functional magnetic resonance imaging (fMRI) and magneto-encephalography (MEG). Bilateral occipito-temporal cortices and right parietal and precentral cortices appeared as the primary nodes for mathematical syntax. MEG estimated that a mathematical expression could be parsed by posterior visual regions in less than 180 ms. Nevertheless, a small increase in activation with increasing expression complexity was observed in linguistic regions of interest, including the left inferior frontal gyrus and the posterior superior temporal sulcus. We suggest that mathematical syntax, although arising historically from language competence, becomes "compiled" into visuo-spatial areas in well-trained mathematics students.

In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: a b s t r a c t a r t i c l e i n f o Written mathematical notation conveys, in a compact visual form, the nested functional relations among abstract concepts such as operators, numbers or sets. Is the comprehension of mathematical expressions derived from the human capacity for processing the recursive structure of language? Or does algebraic processing rely only on a language-independent network, jointly involving the visual system for parsing the string of mathematical symbols and the intraparietal system for representing numbers and operators? We tested these competing hypotheses by scanning mathematically trained adults while they viewed simple strings ranging from randomly arranged characters to mathematical expressions with up to three levels of nested parentheses. Syntactic effects were observed in behavior and in brain activation measured with functional magnetic resonance imaging (fMRI) and magneto-encephalography (MEG). Bilateral occipito-temporal cortices and right parietal and precentral cortices appeared as the primary nodes for mathematical syntax. MEG estimated that a mathematical expression could be parsed by posterior visual regions in less than 180 ms. Nevertheless, a small increase in activation with increasing expression complexity was observed in linguistic regions of interest , including the left inferior frontal gyrus and the posterior superior temporal sulcus. We suggest that mathematical syntax, although arising historically from language competence, becomes " compiled " into visuo-spatial areas in well-trained mathematics students. " Words and language, whether written or spoken, do not seem to play any part in my thought processes. The psychological entities that serve as building blocks for my thought are certain signs or images, more or less clear, that I can reproduce and recombine at will. " Albert Einstein Introduction The origin of the uniquely human ability for mathematics is a classical philosophical debate which, in recent years, has progressively been turned into an experimental question in cognitive neuroscience There is a growing consensus that the most basic of human intuitions, in domains such as number, space and time originate from brain mechanisms inherited from our evolution and present in uneducated humans as well as many only humans, with education, seem to turn these primitive approximate concepts into a formal mathematical …

m/s n° 3, vol. 27, mars 2011 > Par le biais de quels mecanismes cerebraux parvenons-nous a apprendre a lire ? L’acquisition de la lecture souleve plusieurs questions importantes pour la psychologie et les neurosciences cognitives. L’ecriture est une invention trop recente (environ 5 400 ans) pour avoir influence l’evolution genetique humaine. Son apprentissage ne peut donc reposer que sur un recyclage de regions cerebrales preexistantes et dediees a d’autres fonctions, mais suffisamment plastiques pour se reorienter vers l’identification des signes ecrits et leur mise en liaison avec le langage parle [1, 2]. Il se pourrait alors que le gain de fonction lie a l’apprentissage de la lecture s’accompagne d’une competition corticale qui conduise a la perte partielle ou totale d’autres fonctions plus anciennes dans l’evolution. C’est a travers ce cadre theorique du « recyclage neuronal » que nous avons essaye de clarifier l’impact de l’apprentissage de la lecture sur le cerveau, en soulevant deux questions symetriques : au niveau cortical, que gagnons-nous et que perdons-nous lorsque nous apprenons a lire ? Pour repondre a ces questions, nous avons compare, par imagerie par resonance magnetique (IRM fonctionnelle), l’activite cerebrale d’adultes alphabetises ou non, ainsi que de sujets non scolarises mais ayant ete alphabetises a l’âge adulte (ex-illettres). Nous avons examine l’activite cerebrale en reponse a toute une batterie de stimulus : phrases parlees et ecrites, mots et pseudomots parles, images de visages, maisons, objets, damiers. Un total de 63 adultes ont participe a l’etude : 10 analphabetes, 22 ex-illettres et 31 scolarises depuis l’enfance. Notre recherche a ete menee en parallele au Portugal et au Bresil. Voici quelques dizaines d’annees, il etait encore relativement frequent que des enfants dans ces deux pays ne puissent pas aller a l’ecole uniquement en raison de leur environnement social (isolement relatif, milieu rural). Nos etudes ont ete realisees avec des imageurs IRM a 3 Tesla au centre NeuroSpin (Saclay) pour les volontaires portugais et au centre de recherches en NOUVELLE

, 1359 (2010); 330 Science et al. Stanislas Dehaene Language How Learning to Read Changes the Cortical Networks for Vision and This copy is for your personal, non-commercial use only. clicking here. colleagues, clients, or customers by , you can order high-quality copies for your If you wish to distribute this article to others here. following the guidelines can be obtained by Permission to republish or repurpose articles or portions of articles ): June 13, 2014 www.sciencemag.org (this information is current as of The following resources related to this article are available online at http://www.sciencemag.org/content/330/6009/1359.full.html version of this article at: including high-resolution figures, can be found in the online Updated information and services, http://www.sciencemag.org/content/suppl/2010/11/11/science.1194140.DC2.html http://www.sciencemag.org/content/suppl/2010/11/08/science.1194140.DC1.html can be found at: Supporting Online Material http://www.sciencemag.org/content/330/6009/1359.full.html#ref-list-1 , 11 of which can be accessed free: cites 43 articles This article http://www.sciencemag.org/content/330/6009/1359.full.html#related-urls 33 articles hosted by HighWire Press; see: cited by This article has been http://www.sciencemag.org/cgi/collection/neuroscience Neuroscience subject collections: This article appears in the following

Does literacy improve brain function? Does it also entail losses? Using functional magnetic resonance imaging, we measured brain responses to spoken and written language, visual faces, houses, tools, and checkers in adults of variable literacy (10 were illiterate, 22 became literate as adults, and 31 were literate in childhood). As literacy enhanced the left fusiform activation evoked by writing, it induced a small competition with faces at this location, but also broadly enhanced visual responses in fusiform and occipital cortex, extending to area V1. Literacy also enhanced phonological activation to speech in the planum temporale and afforded a top-down activation of orthography from spoken inputs. Most changes occurred even when literacy was acquired in adulthood, emphasizing that both childhood and adult education can profoundly refine cortical organization.

Understanding how language emerged in our species calls for a detailed investigation of the initial specialization of the human brain for speech processing. Our earlier research demonstrated that an adult-like left-lateralized network of perisylvian areas is already active when infants listen to sentences in their native language, but did not address the issue of the specialization of this network for speech processing. Here we used fMRI to study the organization of brain activity in two-month-old infants when listening to speech or to music. We also explored how infants react to their mother's voice relative to an unknown voice. The results indicate that the well-known structural asymmetry already present in the infants' posterior temporal areas has a functional counterpart: there is a left-hemisphere advantage for speech relative to music at the level of the planum temporale. The posterior temporal regions are thus differently sensitive to the auditory environment very early on, channelling speech inputs preferentially to the left side. Furthermore, when listening to the mother's voice, activation was modulated in several areas, including areas involved in emotional processing (amygdala, orbito-frontal cortex), but also, crucially, a large extent of the left posterior temporal lobe, suggesting that the mother's voice plays a special role in the early shaping of posterior language areas. Both results underscore the joint contributions of genetic constraints and environmental inputs in the fast emergence of an efficient cortical network for language processing in humans.

Young children often make mirror errors when learning to read and write, for instance writing their first name from right to left in English. This competence vanishes in most adult readers, who typically cannot read mirror words but retain a strong competence for mirror recognition of images. We used fast behavioral and fMRI repetition priming to probe the brain mechanisms underlying mirror generalization and its absence for words in adult readers. In two groups of French and Japanese readers, we show that the left fusiform visual word form area, a major site of learning during reading acquisition, simultaneously shows a maximal effect of mirror priming for pictures and an absence of mirror priming for words. Thus, learning to read recruits an area which possesses a property of mirror invariance, seemingly present in all primates, which is deleterious for letter recognition and may explain children's transient mirror errors.

We explored the impact of task context on subliminal neural priming using functional magnetic resonance imaging. The repetition of words during semantic categorization produced activation reduction in the left middle temporal gyrus previously associated with semantic-level representation and dorsal premotor cortex. By contrast, reading aloud produced repetition enhancement in the left inferior parietal lobe associated with print-to-sound conversion and ventral premotor cortex. Analyses of effective connectivity revealed that the task set for reading generated reciprocal excitatory connections between the left inferior parietal and superior temporal regions, reflecting the audiovisual integration required for vocalization, whereas categorization did not produce such backward projection to posterior regions. Thus, masked repetition priming involves two distinct components in the task-specific neural streams, one in the parietotemporal cortex for task-specific word processing and the other in the premotor cortex for behavioral response preparation. The top-down influence of task sets further changes the directions of the unconscious priming in the entire cerebral circuitry for reading.

Background: Although cognitive processes such as reading and calculation are associated with reproducible cerebral networks, inter-individual variability is considerable. Understanding the origins of this variability will require the elaboration of large multimodal databases compiling behavioral, anatomical, genetic and functional neuroimaging data over hundreds of subjects. With this goal in mind, we designed a simple and fast acquisition procedure based on a 5-minute functional magnetic resonance imaging (fMRI) sequence that can be run as easily and as systematically as an anatomical scan, and is therefore used in every subject undergoing fMRI in our laboratory. This protocol captures the cerebral bases of auditory and visual perception, motor actions, reading, language comprehension and mental calculation at an individual level.Results: 81 subjects were successfully scanned. Before describing inter-individual variability, we demonstrated in the present study the reliability of individual functional data obtained with this short protocol. Considering the anatomical variability, we then needed to correctly describe individual functional networks in a voxel-free space. We applied then non-voxel based methods that automatically extract main features of individual patterns of activation: group analyses performed on these individual data not only converge to those reported with a more conventional voxel-based random effect analysis, but also keep information concerning variance in location and degrees of activation across subjects.Conclusion: This collection of individual fMRI data will help to describe the cerebral inter-subject variability of the correlates of some language, calculation and sensorimotor tasks. In association with demographic, anatomical, behavioral and genetic data, this protocol will serve as the cornerstone to establish a hybrid database of hundreds of subjects suitable to study the range and causes of variation in the cerebral bases of numerous mental processes.

Visual word recognition has been proposed to rely on a hierarchy of increasingly complex neuronal detectors, from individual letters to bigrams and morphemes. We used fMRI to test whether such a hierarchy is present in the left occipitotemporal cortex, at the site of the visual word-form area, and with an anterior-to-posterior progression. We exposed adult readers to (1) false-font strings; (2) strings of infrequent letters; (3) strings of frequent letters but rare bigrams; (4) strings with frequent bigrams but rare quadrigrams; (5) strings with frequent quadrigrams; (6) real words. A gradient of selectivity was observed through the entire span of the occipitotemporal cortex, with activation becoming more selective for higher-level stimuli toward the anterior fusiform region. A similar gradient was also seen in left inferior frontoinsular cortex. Those gradients were asymmetrical in favor of the left hemisphere. We conclude that the left occipitotemporal visual word-form area, far from being a homogeneous structure, presents a high degree of functional and spatial hierarchical organization which must result from a tuning process during reading acquisition.