Neuroanatomical differences in the memory systems of intellectual giftedness and typical development
Abstract Introduction Studying neuro‐structural markers of intellectual giftedness (IG) will inform scientific understanding of the processes helping children excel academically. Methods Structural and diffusion‐weighted MRI was used to compare regional brain shape and connectivity of 12 children wi...
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| Format: | Article |
| Language: | English |
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Wiley
2021-11-01
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| Series: | Brain and Behavior |
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| Online Access: | https://doi.org/10.1002/brb3.2348 |
| _version_ | 1818993202744524800 |
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| author | Taylor Kuhn Robin Blades Lev Gottlieb Kendra Knudsen Christopher Ashdown Laurel Martin‐Harris Dara Ghahremani Bianca H. Dang Robert M. Bilder Susan Y. Bookheimer |
| author_facet | Taylor Kuhn Robin Blades Lev Gottlieb Kendra Knudsen Christopher Ashdown Laurel Martin‐Harris Dara Ghahremani Bianca H. Dang Robert M. Bilder Susan Y. Bookheimer |
| author_sort | Taylor Kuhn |
| collection | DOAJ |
| description | Abstract Introduction Studying neuro‐structural markers of intellectual giftedness (IG) will inform scientific understanding of the processes helping children excel academically. Methods Structural and diffusion‐weighted MRI was used to compare regional brain shape and connectivity of 12 children with average to high average IQ and 18 IG children, defined as having IQ greater than 145. Results IG had larger subcortical structures and more robust white matter microstructural organization between those structures in regions associated with explicit memory. TD had more connected, larger subcortical structures in regions associated with implicit memory. Conclusions It was found that the memory systems within brains of children with exceptional intellectual abilities are differently sized and connected compared to the brains of typically developing children. These different neurodevelopmental trajectories suggest different learning strategies. A spectrum of intelligence types is envisioned, facilitated by different ratios of implicit and explicit system, which was validated using a large external dataset. |
| first_indexed | 2024-12-20T20:38:19Z |
| format | Article |
| id | doaj.art-5bd41934a8e34cdba7f7475dee2e27d8 |
| institution | Directory Open Access Journal |
| issn | 2162-3279 |
| language | English |
| last_indexed | 2024-12-20T20:38:19Z |
| publishDate | 2021-11-01 |
| publisher | Wiley |
| record_format | Article |
| series | Brain and Behavior |
| spelling | doaj.art-5bd41934a8e34cdba7f7475dee2e27d82022-12-21T19:27:10ZengWileyBrain and Behavior2162-32792021-11-011111n/an/a10.1002/brb3.2348Neuroanatomical differences in the memory systems of intellectual giftedness and typical developmentTaylor Kuhn0Robin Blades1Lev Gottlieb2Kendra Knudsen3Christopher Ashdown4Laurel Martin‐Harris5Dara Ghahremani6Bianca H. Dang7Robert M. Bilder8Susan Y. Bookheimer9Department ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USADepartment ofPsychiatry and Biobehavioral Sciences UCLA 635 Charles E Young Dr, South Los Angeles CA 90025 USAAbstract Introduction Studying neuro‐structural markers of intellectual giftedness (IG) will inform scientific understanding of the processes helping children excel academically. Methods Structural and diffusion‐weighted MRI was used to compare regional brain shape and connectivity of 12 children with average to high average IQ and 18 IG children, defined as having IQ greater than 145. Results IG had larger subcortical structures and more robust white matter microstructural organization between those structures in regions associated with explicit memory. TD had more connected, larger subcortical structures in regions associated with implicit memory. Conclusions It was found that the memory systems within brains of children with exceptional intellectual abilities are differently sized and connected compared to the brains of typically developing children. These different neurodevelopmental trajectories suggest different learning strategies. A spectrum of intelligence types is envisioned, facilitated by different ratios of implicit and explicit system, which was validated using a large external dataset.https://doi.org/10.1002/brb3.2348connectivityintellectual giftednesslearning strategiesmemory systemsneuroanatomy |
| spellingShingle | Taylor Kuhn Robin Blades Lev Gottlieb Kendra Knudsen Christopher Ashdown Laurel Martin‐Harris Dara Ghahremani Bianca H. Dang Robert M. Bilder Susan Y. Bookheimer Neuroanatomical differences in the memory systems of intellectual giftedness and typical development Brain and Behavior connectivity intellectual giftedness learning strategies memory systems neuroanatomy |
| title | Neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| title_full | Neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| title_fullStr | Neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| title_full_unstemmed | Neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| title_short | Neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| title_sort | neuroanatomical differences in the memory systems of intellectual giftedness and typical development |
| topic | connectivity intellectual giftedness learning strategies memory systems neuroanatomy |
| url | https://doi.org/10.1002/brb3.2348 |
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