Neuroanatomical differences in learning systems

Kuhn, T., Knudsen, K., Blades, R., Ashdown, C., Martin-Harris, L., Ghahremani, D., Dang, B.H., Bilder, R.M., and Bookheimer, S.Y. (TBD). Neuroanatomical differences of learning systems in intellectual giftedness & typical development. Brain and Behavior, doi:10.1002/brb3.2348

Abstract: Studying neuro-structural markers of intellectual giftedness (IG) will inform scientific understanding of the processes helping children excel academically. We used structural and diffusion-weighted MRI 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. 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. Thus, we envisioned a spectrum of intelligence types, facilitated by different ratios of implicit and explicit system, which we validated using a large external dataset. Overall, IG and TD children have different neurodevelopmental trajectories mediated by different learning strategies.