No Evidence for an Association Between Variability in Sulcal Pattern and Academic Achievement

Investigating how the brain may constrain academic achievement is not only relevant to understanding brain structure but also to providing insight into the origins of individual differences in these academic abilities. In this pre-registered study, we investigated whether the variability of sulcal patterns, a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning, accounted for individual differences in reading and mathematics. Participants were 97 typically developing 10-year-olds. We examined (a) the association between the sulcal pattern of the intraparietal sulcus (IPS) and mathematical ability; (b) the association between the sulcal pattern of the occipitotemporal sulcus (OTS) and reading ability; and (c) the overlap and specificity of sulcal morphology of IPS and OTS and their associations with mathematics and reading. Despite its large sample, the present study was unable to replicate a previously observed relationship between the IPS sulcal pattern and mathematical ability and a previously observed association between the Left posterior OTS sulcal pattern and reading. We found no evidence for a possible overlap or specificity in the effect of sulcal morphology on mathematics and reading. Possible explanations for this absence of an association between sulcal morphology and academic achievement and suggestions for future research are discussed.