Duncan Astle|Joe Bathelt|Joni Holmes
Remapping the cognitive and neural profiles of children who struggle at school
MRC Cognition and Brain Sciences Unit|University of Cambridge|MRC Cognition and Brain Sciences Unit|University of Cambridge|MRC Cognition and Brain Sciences Unit|University of Cambridge
abstract understanding learning difficulties largely comes children specific diagnoses individuals selected communityclinical samples according strict inclusion criteria applying strict exclusionary criteria overemphasizes within group homogeneity group differences fails capture comorbidity identify cognitive profiles large heterogeneous sample struggling learners using unsupervised machine learning form artificial neural network children referred centre attention learning memory calm health education professionals irrespective diagnosis comorbidity problems attention memory language poor school progress n 530 children completed battery cognitive learning assessments underwent structural mri scan parents completed behavior questionnaires within network could identify four groups children children broad cognitive difficulties severe reading spelling maths problems b children agetypical cognitive abilities learning profiles c children working memory problems children phonological difficulties despite contrasting cognitive profiles learning profiles latter two groups differ around 1 sd ageexpected levels learning measures importantly childs cognitive profile predicted diagnosis referral reason also constructed wholebrain structural connectomes children four groupings n 184 alongside additional group typically developing children n 36 identified distinct patterns brain organization group study represents novel move toward identifying datadriven neurocognitive dimensions underlying learningrelated difficulties representative sample poor learners