Visual-motor functional connectivity in preschool children emerges after handwriting experience

Abstract

Abstract Handwriting letters has been shown to increase Blood Oxygen Level Dependent (BOLD) signal during letter perception in visual and motor brain regions relative to other types of training in preschool children. However, co-activation in these regions speaks neither to the presence of functional connections between them nor to the experiences by which such connections might be established. We investigated functional connectivity by applying generalized psychophysiological interactions analysis to BOLD data obtained from 4 to 6 year-old children after learning symbols through handwriting, tracing, or typing. Functional connections between (1) visual and parietal regions increased after all training conditions, (2) visual and ventral frontal regions increased after handwriting training with letters more than shapes, and (3) visual and dorsal frontal motor regions increased more after handwriting than typing letters. We conclude that visual-motor training creates functional connections among visual and motor brain regions that reflect different aspects of the handwriting experience.