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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Autores principales:	Taylor Kuhn, Robin Blades, Lev Gottlieb, Kendra Knudsen, Christopher Ashdown, Laurel Martin‐Harris, Dara Ghahremani, Bianca H. Dang, Robert M. Bilder, Susan Y. Bookheimer
Formato:	article
Lenguaje:	EN
Publicado:	Wiley 2021
Materias:	connectivity intellectual giftedness learning strategies memory systems neuroanatomy Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/5bd41934a8e34cdba7f7475dee2e27d8
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spelling	oai:doaj.org-article:5bd41934a8e34cdba7f7475dee2e27d82021-11-25T06:06:36ZNeuroanatomical differences in the memory systems of intellectual giftedness and typical development2162-327910.1002/brb3.2348https://doaj.org/article/5bd41934a8e34cdba7f7475dee2e27d82021-11-01T00:00:00Zhttps://doi.org/10.1002/brb3.2348https://doaj.org/toc/2162-3279Abstract 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.Taylor KuhnRobin BladesLev GottliebKendra KnudsenChristopher AshdownLaurel Martin‐HarrisDara GhahremaniBianca H. DangRobert M. BilderSusan Y. BookheimerWileyarticleconnectivityintellectual giftednesslearning strategiesmemory systemsneuroanatomyNeurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENBrain and Behavior, Vol 11, Iss 11, Pp n/a-n/a (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	connectivity intellectual giftedness learning strategies memory systems neuroanatomy Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	connectivity intellectual giftedness learning strategies memory systems neuroanatomy Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 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
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.
format	article
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
title	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_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_sort	neuroanatomical differences in the memory systems of intellectual giftedness and typical development
publisher	Wiley
publishDate	2021
url	https://doaj.org/article/5bd41934a8e34cdba7f7475dee2e27d8
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Neuroanatomical differences in the memory systems of intellectual giftedness and typical development

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