Articlegreen2020

Altered structure and functional connectivity of the hippocampus are associated with social and mathematical difficulties in nonverbal learning disability

Sarah M. Banker · David Pagliaccio · Bruce Ramphal · Lauren V. Thomas · Alex Dranovsky · Amy E. Margolis

17 citations0/0 files storedHippocampus

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Developmental and Educational Neuropsychology Autism Spectrum Disorder Research Genetics and Neurodevelopmental Disorders

Abstract

The hippocampus is known to play a critical role in a variety of complex abilities, including visual-spatial reasoning, social functioning, and math. Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by deficits in visual-spatial reasoning that are accompanied by impairment in social function or mathematics, as well as motor or executive function skills. Despite the overlap between behaviors supported by the hippocampus and impairments in NVLD, the structure and function of the hippocampus in NVLD has not been studied. To address this gap in the literature, we first compared hippocampal volume and resting-state functional connectivity in children with NVLD (n = 24) and typically developing (TD) children (n = 20). We then explored associations between hippocampal structure, connectivity, and performance on measures of spatial, social, and mathematical ability. Relative to TD children, those with NVLD showed significant reductions in left hippocampal volume and greater hippocampal-cerebellar connectivity. In children with NVLD, reduced hippocampal volume associated with worse mathematical problem solving. Although children with NVLD exhibited more social problems (social responsiveness scale [SRS]) and higher hippocampal-cerebellar connectivity relative to TD children, greater connectivity was associated with fewer social problems among children with NVLD but not TD children. Such an effect may suggest a compensatory mechanism. These structural and functional alterations of the hippocampus may disrupt its putative role in organizing conceptual frameworks through cognitive mapping, thus contributing to the cross-domain difficulties that characterize NVLD.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 17 citations exist upstream.

References

1997Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL): Initial Reliability and Validity Data 1975Four Factor Index of Social Status 1975Four Factor Index of Social Status [1975]2007Effect size, confidence interval and statistical significance: a practical guide for biologists 2015Family income, parental education and brain structure in children and adolescents 1979Intelligent testing with the WISC-R 2000Manual for the Aseba Preschool Forms & Profiles : An Integrated System of Multi-Informant Assessment 2014Socioeconomic status and structural brain development

Cited by

2024Nonverbal Learning Disorders 2025Profiles in Nonverbal Learning Disability, Academic Skills, and Psychiatric Diagnoses in Children

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.