The sulcal patterns of the occipito-temporal and anterior cingulate cortices influence reading and writing in children and adults
Bibliographic record
Abstract
This study explores how the morphology of the left occipito-temporal sulcus and anterior cingulate cortex relates to reading and writing abilities. The occipito-temporal sulcus, which houses the visual word form area (VWFA), and the anterior cingulate cortex, involved in cognitive control, are key regions for literacy. Structural MRI scans from 38 children (aged 8 to 11) and 23 adults (aged 20 to 40) were analyzed to identify their sulcal patterns. Reading and writing (spelling and graphomotor) performance was assessed using standardized tests indexing both accuracy and speed. Structural equation modeling (SEM) revealed that the left posterior occipito-temporal sulcus was associated with reading scores in both children and adults, and with graphomotor scores in children only. The anterior occipito-temporal sulcus and right hemisphere occipito-temporal sulcus also contributed to reading and writing outcomes. Anterior cingulate cortex asymmetry was linked to graphomotor performance in both age groups, highlighting its role in writing development. Since sulcal patterns are established prenatally and remain stable over time, the findings suggest that differences in literacy may partly originate from early brain development, alongside the neuroplastic effects of education and socioeconomic factors. This research underscores the interplay between early brain development, literacy, and the neuroplasticity shaped by learning experiences throughout life.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".