Altered structure and functional connectivity of the hippocampus are associated with social and mathematical difficulties in nonverbal learning disability. Issue 1 (19th September 2020)

• Record Type: Journal Article
• Authors: Banker, Sarah M.; Pagliaccio, David; Ramphal, Bruce; Thomas, Lauren; Dranovsky, Alex; Margolis, Amy E.
• Is Part Of: Hippocampus. Volume 31:Issue 1(2021)
• Page Start: 79
• Page End: 88
• Publication Date: 2020-09-19
• Subjects: hippocampus -- nonverbal learning disability -- resting‐state fMRI -- social behavior -- structural MRI; Hippocampus (Brain) -- Periodicals; 612.825
• DOI: 10.1002/hipo.23264
• Languages: English
• ISSNs: 1050-9631

Abstract

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.