Dr. Silvia Brem
Department of Child and Adolescent Psychiatry, University of Zürich
Our current research interests include the examination of brain networks and their development in healthy children and adolescents as well as patients suffering child-psychiatric disorders using non-invasive, child-friendly neuroimaging techniques such as electroencephalography (EEG), functional (fMRI) and structural (sMRI) magnetic resonance imaging or combined EEG-fMRI (sequential or simultaneous). The core patient groups include children suffering from developmental dyslexia and/or children at (familial) risk for developmental dyslexia, as well as children and adolescents suffering from attention deficit hyperactivity disorder (ADHD) or obsessive-compulsive disorder (OCD). We are particularly interested in comparing typically developing children with child-psychiatric populations, aiming to i) clarify and delineate dysfunction of specific cognitive brain networks in different child psychiatric disorders; ii) characterize trajectories for typical and atypical functional and structural brain development; iii) identify neuroimaging measures suited to advance prediction or diagnosis; iv) evaluate and track learning-related changes in the brain during specific interventions; and v) advance the combination of child-friendly neuroimaging techniques and analyses.
reading, development, dyslexia, visual word form system, audio-visual integration of speech and print, obsessive-compulsive disorder, error monitoring, inhibitory control, cognitive flexibility
Hauser, T.U., Iannaccone, R., Dolan, J.R., Ball, J., Hättenschwiler, J., Drechlser, R., Rufer, M., Brandeis, D., Walitza, S.$, & Brem, S.$ Increased fronto-striatal reward prediction errors moderate learning in obsessive-compulsive disorder. Psychological Medicine (in press).
Karipidis, I.I., Pleisch, G., Röthlisberger, M., Hofstetter, C.,Dornbierer D., Stämpfli, P., Brem, S. Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia. Human Brain Mapping (in press).
Boedhoe, P. S. W., Schmaal, L., Abe, Y., Ameis, S., Arnold, P., Batistuzzo, M. C., Benedetti, F., Beucke, J., Bollettini, I., Bose, A., Brem, S., Calvo A., et al. Distinct subcortical volume alterations in pediatric and adult OCD: A worldwide meta- and mega-analysis. American Journal of Psychiatry (in press).
Hauser T.U., $1Hunt L., Iannaccone R., Walitza S., Brandeis D., $Brem S, and $Dolan R. (2015). Temporally dissociable contributions of human medial prefrontal subregions to reward-guided learning. J Neurosci. 35(32):11209-20.
Iannaccone, R., Hauser, T.U., Ball, J., Brandeis, D., Walitza, S. & Brem, S. (2015). Classifying adolescent attention-deficit/hyperactivity disorder (ADHD) based on functional and structural imaging. Eur Child Adolesc Psychiatry.
Hauser, T.U., Iannaccone, R., Ball, J., Mathys, C., Brandeis, D., $Walitza, S. & $Brem, S. (2014). Role of the Medial Prefrontal Cortex in Impaired Decision Making in Juvenile Attention-Deficit/Hyperactivity Disorder. JAMA Psychiatry (formerly Arch Gen Psychiatry) 71(10):1165-1173.
Hauser, T.U., Iannaccone, R., Stämpfli, P., Drechsler, R., Brandeis, D., Walitza, S., Brem, S. (2014). The feedback-related negativity (FRN) revisited: New insights into the localization, meaning and network organization. Neuroimage 84, 159–168.
Brem, S. Bach, S. Kujala, J. V., Maurer, U., Lyytinen, H., Richardson, U., Brandeis, D., (2013). An Electrophysiological Study of Print Processing in Kindergarten: The Contribution of the Visual N1 as a Predictor of Reading Outcome. Developmental Neuropsychology 38 (8), 567-594. IF (2012)= 2.241
Bach, S., Richardson, U., Brandeis, D., Martin, E., & Brem, S. (2013). Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade. Neuroimage 82: 605-615. IF (2013)= 6.132
Brem, S., Hauser, T., Iannaccone R., Brandeis, D., Drechsler R., Walitza, S. (2012). Neuroimaging of cognitive brain function in paediatric obsessive compulsive disorder: a review of literature and preliminary meta-analysis. Journal of Neural Transmission, 2012. IF (2012) =3.052.
Brem S., Bach S., Kucian K., Kujala J., Guttorm TK., Martin E., Lyytinen H., Brandeis D., Richardson U. (2010). Brain sensitivity to print emerges when children learn letter-speech sound correspondences. Proc Natl Acad Sci U S A 107(17): 7939-44. IF (2010)= 9.771
$ authors with equal contributions