Auditory cortex asymmetry associations with individual differences in language and cognition

Mark A. Eckert; Kenneth I. Vaden Jr.; Silvia Paracchini

doi:10.3390/brainsci14010014

Auditory cortex asymmetry associations with individual differences in language and cognition

Mark A. Eckert^*, Kenneth I. Vaden Jr., Silvia Paracchini

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

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.

Original language	English
Article number	14
Journal	Brain Sciences
Volume	14
Issue number	1
DOIs	https://doi.org/10.3390/brainsci14010014
Publication status	Published - 23 Dec 2023

Keywords

Cerebral lateralization
Planum temporal asymmetry
Reading disability
Language impairment

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Eckert-2023-BrainSci-Auditory-cortex-asymmetry_CC
Copyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/4.0/).
Final published version, 1.39 MBLicence: CC BY

Auditory Cortex Asymmetry Associations with Individual Differences in Language and Cognition (dataset)
Eckert, M. A. (Creator), Vaden Jr., K. I. (Creator) & Paracchini, S. (Creator), National Institute of Mental Health Data Archive (NDA), 2024
DOI: 10.15154/1528299
Dataset

Cite this

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title = "Auditory cortex asymmetry associations with individual differences in language and cognition",

abstract = "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{\textquoteright}s d effect sizes ≤ 0.10) for the cerebral lateralization hypothesis.",

keywords = "Cerebral lateralization, Planum temporal asymmetry, Reading disability, Language impairment",

author = "Eckert, {Mark A.} and {Vaden Jr.}, {Kenneth I.} and Silvia Paracchini",

note = "This 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.",

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AU - Paracchini, Silvia

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N2 - 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.

AB - 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.

KW - Cerebral lateralization

KW - Planum temporal asymmetry

KW - Reading disability

KW - Language impairment

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ER -

Auditory cortex asymmetry associations with individual differences in language and cognition

Abstract

Keywords

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Datasets

Auditory Cortex Asymmetry Associations with Individual Differences in Language and Cognition (dataset)

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