Updates and Announcements

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Updates and Announcements

• Graduate student symposium end of March, 2009

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COE Grant Activity in Dollars (Nearest Millions)

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Research Integrity

• HIPPA regulations see http//www.purdue.edu/polic
  ies/pages/human_resources/c_22.html
• Provide copies of Executive Memorandum C-22 see
  http//www.purdue.edu/policies/pages/records/vi_2_
  1.html (note that this policy has been updated
  and seriously revised!!)
• Publish the COE-specific procedures for the
  handling of research integrity inquiries and
  misconduct
• Carry message to student in the COE see
  http//www.gradschool.purdue.edu/RCR/

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Helpful Sites
http//foundationcenter.org/   http//www.theresea
rchassistant.com/index.asp   http//casemed.case.e
du/gradprog/postdocgrants.html   http//eduscapes.
com/tap/topic94.htm    
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Dyslexia (RD) is an unexplained inability to
learn to read (write, spell) in accordance with
age and/or IQ expectations
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Four Well Accepted Conclusions About the Nature
of RD
Primarily a language-based disorder
(phonological awareness/processing)
Neurological in origin (left inferior frontal,
inferior temporal-occipital, temporal-parietal) I
n part, neurodevelopmental in origin
(disorganized neural pathways, atypical cortical
cell connection, gross and fine structural
formations different from controls, etc.) In
part genetic, with specific risk genes (moderate
h2, replicated linkages to specific genes or
chromosomal sites)
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Genes Effect Brain Development and Function at
the Micro and Macro Levels
Is the Atypical Development or Function in RD
Individuals Due to Migration, Connection,
Neurotransmitters?
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Neurology
Dyslexia (RD) is an unexplained inability to
learn to read (write, spell) in accordance with
age and/or IQ expectations
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Structural Imaging vs. Functional
Imaging
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Summary of Some Common Functional Findings
Demonet, J. F., Taylor, M. J., Chaix, Y.
(2004). Developmental dyslexia. Lancet, 363,
1451-1460.
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From Rosen et al., 1986
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Normal Brain Development

• Fetal brain at 25 weeks Fetal brain
  at 28 weeks

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Courtesy of Bob Dougherty, Stanford
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Overarching Concept of ABD Pre and Post Natal
Etiological Factors Contribute to Brain
Morphology and Functional Variation in the
Population
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Normal Distribution of Learning Abilities
Expected Atypical Brain Development
?!
Medical Model
3-5
RD
Continuum of Measured Abilities
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Even Gifted People Have issues
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Neurology
Nonverbal (spatial) abilities are those skills
that involve mental manipulation of objects,
forms or shapes, spatial coordination,
nonverbally mediated Gestalt processing, visual
memory, other

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Right Left
Right Left
J-H Sohn, et al., jhsohn_at_cnu.ac.kr
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Verbal vs. Nonverbal Domains
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The Myth of the Gifted Youth
Some ones 2.5 year old child
Precocious Compared to Peers
Advanced Motor Skills
Advanced Cognitive Interests
Advanced Ability to Deal With Complex Information
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The Reality if the Average Gifted Youth
My 2.5 year old child
Precocious Bad Taste in Dressing Habits
Motor Skills Focused on Laying Around
Advanced Interest in Drinking Behaviors
Doesnt Care About Complex InformationPrefers
Barney
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Myths and Anecdotes Abound About Gifts and Twice
Exceptionality

• Misinterpretation of theory
• Misinterpretation of data
• Well intended bias
• Self serving drive
• Misrepresentation in literature
• Lack of Science!

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Are There Any Unexpected Gifted Dyslexics
Anyway?

• Multiplicative law of independent probabilities
• Base rate of RD 7
• Base rate of Gifted IQ 5
• Expected rates if the two conditions are
  independent .07 .05 .035

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In-utero Effects on the Developing Brain
Genetics
Environment
Neurology
RD
Risk
Interaction
Hi NVIQ
Nonverbal Abilities Over Verbal Abilities
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Results RD in 3 SonsNot surprising! But, the
father and four sons of this family demonstrated
an unusual pattern of giftedness in
spatial/nonverbal reasoning as measured by their
PIQ Average PIQ 130.8 Average split
VIQltPIQ 29.2 This
was surprising!
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Line Responsible
V Verbal IQ P Performance IQ
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Blacksmith
9 Great Aunts/Uncles
12 Cousins 5 Aunts/Uncles and 5 Spouses
39 1x Removed Cousins
Original Family
Plumbing
Artist
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Proband Dad
Proband Mom
V119
V119
V99
V97
V102
P124
P128
P124
P132
P119
Graphics
Engineer
Pharmacy
Contractor
Plumbing
Drafting
Electrician
Nonverbal Career
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STRUCTURAL MRI IMAGES Measures Gyral
typologies Planum Temporale
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Note Curved arrows indicate horizontal portion
of the planum temporale. Straight arrows indicate
the Post Central Sulcus (POCS) a. Steinmetz Type
I, b. Steinmetz Type II, c. Steinmetz Type III,
d. Steinmetz Type IV.
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Percent Gyral Typologies in 22 Family Members
Note Steinmetzs sample results are in
parentheses, nuclear family data in brackets.
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Male 14 Left Type I
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Male 14 Right Type IV
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Planum Temporale
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Planum Temporale Results
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Mathematical Spatial Processing
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Witelson, et al., Lancet, 1999
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Witelson, et al., Lancet, 1999
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Summary -30/35 family members tested had higher
PIQ than VIQ. -Notable tendency for careers to be
in traditionally nonverbal fields. -VIQ-PIQ
discrepancies and high PIQ are aggregating. -Morph
ology may reflect early developmental
events. -Empirical support that the
Neurodevelopmental Paradox may have a
genetic basis. -Next steps Ongoing fMRI, genetic
study including additional subjects
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Methods Original Family Subjects Subjects were
a nuclear family of 6, a father, mother, and 4
sons. Ascertained through an RD child.
Seen at the Center for Clinical and Developmental
Neuropsychology at the UGA. All family members
were administered a full neuropsychological
battery.
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Methods Extended Study (APA) Subjects Subjects
were a nuclear family of 6, a father, mother, and
4 sons. One niece at PU 5 NV gifted 5 RD and NV
gifted 5 RD only
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Methods Measures VIQ and PIQ via the Wechsler
Scales Measures of reading, orthographic
processing, phonological processing, rapid
naming, etc. Occupation/Pedigrees,
DNA Word-related MRI protocols courtesy of Ken
Pugh et al. Structural MRI scans of the family
members were obtained with 3.0 Tessla magnet
using a Horizon LX GE Scanner
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WORD TASK
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SPATIAL TASK
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Closing Comment

• What we do to the person effects the entire
• person
• Effect on one area may effect another
• Might do well to appreciate profiles and
  individual
• differences w/o need for negative dx
• Implications

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Left
Right
Modify the structure or function here
Modify the structure or function here
as well?
Disease Model
ABD Model