Posez n’importe quelle question sur les cours, conférences, exercices, recherches, actualités, etc. de l’EPFL ou essayez les exemples de questions ci-dessous.
AVERTISSEMENT : Le chatbot Graph n'est pas programmé pour fournir des réponses explicites ou catégoriques à vos questions. Il transforme plutôt vos questions en demandes API qui sont distribuées aux différents services informatiques officiellement administrés par l'EPFL. Son but est uniquement de collecter et de recommander des références pertinentes à des contenus que vous pouvez explorer pour vous aider à répondre à vos questions.
Motivation: BOLD-variability predicts cognitive performance (Protzner et al. 2013, Garret et al. 2011), thus may be relevant for studying high-risk populations like preterm infants. Goal(s): This study assesses how RS-fMRI regional BOLD-variability changes from newborn to school-age both longitudinally and cross-sectionally in preterm children compared with full-term controls. Approach: MRI was acquired in 55 very preterm and 27 full-term infants at term-equivalent age, and 14 very preterm and 20 full-term school-age children, of which 11 very preterm and 9 full-term children had longitudinal MRI. Results: Significant increases in BOLD-variability were observed in attention and default mode networks in preterm children, linked to cognitive performance. Impact: Compared to full-term (FT) infants, BOLD-variability is decreased in very preterm (VPT) infants at term-equivalent-age (TEA). It increases from TEA until school-age in VPT children, but not in FT peers. Overall BOLD-variability at school age links to cognitive performance.