When little brain goes to school: Impact of pedagogy on cerebellar peduncles’ development
Gabriel Girard, Mathilde Gaujard, Camille Grosjean, Elda Fischi-Gomez, Solange Denervaud · 2026
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Description
Gabriel Girard and colleagues asked in 2026 whether the kind of schooling a child receives relates to development of the cerebellum. The cerebellum, at the back of the brain, supports movement, learning, and thinking. Brain scans measured the fine structure of three white matter bundles connecting the cerebellum in eighty-eight students aged four to sixteen. Part of the group returned for a second scan about three years later.
Healthier-looking microstructure in these bundles tracked with better reasoning, attention, and working memory scores. Age strongly predicted maturation measures across all three bundles, as expected. Interactions showed that maturation pace differed by schooling context for two of the bundles. Follow-up scans gave trend-level support, with traditionally schooled students changing slightly more on some measures. The authors caution that brain structure alone separated the school groups only modestly.
Catalog record
| CREATOR | Gabriel Girard, Mathilde Gaujard, Camille Grosjean, Elda Fischi-Gomez, Solange Denervaud |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 70 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |