Brain Sciences

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5 pages, 219 KiB

Open AccessEditorial

Challenges in Understanding Numerical Learning: Editorial for Brain Sciences Special Issue “Neurocognitive Signatures of Math (Learning) across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion”

by Elise Klein, Laura Zamarian and Liane Kaufmann

Brain Sci. 2023, 13(3), 420; https://doi.org/10.3390/brainsci13030420 - 28 Feb 2023

Viewed by 1544

Abstract

Living in our information- and technology-driven society at the beginning of the 21st century requires the ability to understand and handle numbers not only for a successful career but also for coping with everyday life tasks [...] Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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19 pages, 1216 KiB

Open AccessArticle

Numerical Cognition after Brain Injury: Is There a Relationship between Subitizing and Arithmetical Abilities?

by Esther Gosling, Nele Demeyere and Ann Dowker

Brain Sci. 2023, 13(3), 381; https://doi.org/10.3390/brainsci13030381 - 22 Feb 2023

Cited by 3 | Viewed by 2433

Abstract

Subitizing is the ability to enumerate small quantities efficiently and automatically. Counting is a strategy adopted for larger numerosities resulting in a near linear increase in response time with each increase in quantity. Some developmental studies suggest that being able to subitize efficiently [...] Read more.

Subitizing is the ability to enumerate small quantities efficiently and automatically. Counting is a strategy adopted for larger numerosities resulting in a near linear increase in response time with each increase in quantity. Some developmental studies suggest that being able to subitize efficiently may be a predictor of later arithmetical ability. Being able to enumerate small quantities efficiently may be necessary for at least some aspects of arithmetical skill and understanding to develop. According to this view, arithmetic ability ultimately depends upon subitizing. If this were the case, when acquired brain injury results in impaired performance on subitizing tasks, mathematical performance may also be impaired. The following study tested eleven healthy control participants and nine chronic patients with acquired brain injury on tasks focused on visual enumeration, addition and multiplication to explore a potential relationship between subitizing ability and calculation performance. No overall correlations were found between subitizing and addition or multiplication speed. However, a very clear subitizing impairment was found in two patients who then demonstrated very different levels of preserved addition skills. The dissociations found and the large inter-individual variability supports a more componential view of arithmetical ability. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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12 pages, 768 KiB

Open AccessArticle

Electrophysiological Evidence for A Number–Action Mapping in Infancy

by Gisella Decarli, Pia Rämä, Lionel Granjon, Ludovica Veggiotti and Maria Dolores de Hevia

Brain Sci. 2022, 12(11), 1480; https://doi.org/10.3390/brainsci12111480 - 31 Oct 2022

Cited by 5 | Viewed by 1576

Abstract

In the last decades, a growing body of literature has focused on the link between number and action. Many studies conducted on adult participants have provided evidence for a bidirectional influence between numerosity processing and grasping or reaching actions. However, it is not [...] Read more.

In the last decades, a growing body of literature has focused on the link between number and action. Many studies conducted on adult participants have provided evidence for a bidirectional influence between numerosity processing and grasping or reaching actions. However, it is not yet clear whether this link is functional in early infancy. Here, we used the event-related potential (ERP) technique to record electrical activity of the brain in response to number–hand pairings. We implemented a cueing paradigm where 3- to 4-month-old infants observed images showing either congruency (e.g., a large numerosity primed by a large hand opening) or incongruency (e.g., a large numerosity primed by a small hand opening). Infants’ brain activity was modulated by the congruency of the pairings: amplitudes recorded over frontal and parietal-occipital scalp positions differed for congruent versus incongruent pairings. These findings suggest that the association between number and hand action processing is already functional early in life. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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29 pages, 3224 KiB

Open AccessArticle

Impaired Arithmetic Fact Retrieval in an Adult with Developmental Dyscalculia: Evidence from Behavioral and Functional Brain Imaging Data

by Silke M. Göbel, Rebecca Terry, Elise Klein, Mark Hymers and Liane Kaufmann

Brain Sci. 2022, 12(6), 735; https://doi.org/10.3390/brainsci12060735 - 3 Jun 2022

Cited by 4 | Viewed by 3168

Abstract

Developmental dyscalculia (DD) is a developmental disorder characterized by arithmetic difficulties. Recently, it has been suggested that the neural networks supporting procedure-based calculation (e.g., in subtraction) and left-hemispheric verbal arithmetic fact retrieval (e.g., in multiplication) are partially distinct. Here we compared the neurofunctional [...] Read more.

Developmental dyscalculia (DD) is a developmental disorder characterized by arithmetic difficulties. Recently, it has been suggested that the neural networks supporting procedure-based calculation (e.g., in subtraction) and left-hemispheric verbal arithmetic fact retrieval (e.g., in multiplication) are partially distinct. Here we compared the neurofunctional correlates of subtraction and multiplication in a 19-year-old student (RM) with DD to 18 age-matched controls. Behaviorally, RM performed significantly worse than controls in multiplication, while subtraction was unaffected. Neurofunctional differences were most pronounced regarding multiplication: RM showed significantly stronger activation than controls not only in left angular gyrus but also in a fronto-parietal network (including left intraparietal sulcus and inferior frontal gyrus) typically activated during procedure-based calculation. Region-of-interest analyses indicated group differences in multiplication only, which, however, did not survive correction for multiple comparisons. Our results are consistent with dissociable and processing-specific, but not operation-specific neurofunctional networks. Procedure-based calculation is not only associated with subtraction but also with (untrained) multiplication facts. Only after rote learning, facts can be retrieved quasi automatically from memory. We suggest that this learning process and the associated shift in activation patterns has not fully occurred in RM, as reflected in her need to resort to procedure-based strategies to solve multiplication facts. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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23 pages, 3097 KiB

Open AccessArticle

Discerning Developmental Dyscalculia and Neurodevelopmental Models of Numerical Cognition in a Disadvantaged Educational Context

by Flavia H. Santos, Fabiana S. Ribeiro, Ana Luiza Dias-Piovezana, Caterina Primi, Ann Dowker and Michael von Aster

Brain Sci. 2022, 12(5), 653; https://doi.org/10.3390/brainsci12050653 - 16 May 2022

Cited by 8 | Viewed by 4574

Abstract

Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during childhood. The lack of specificity in assessment measures and respective cut-offs are the most challenging factors to identify children with DD, particularly [...] Read more.

Developmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during childhood. The lack of specificity in assessment measures and respective cut-offs are the most challenging factors to identify children with DD, particularly in disadvantaged educational contexts. This research is focused on a numerical cognition battery for children, designed to diagnose DD through 12 subtests. The aims of the present study were twofold: to examine the prevalence of DD in a country with generally low educational attainment, by comparing z-scores and percentiles, and to test three neurodevelopmental models of numerical cognition based on performance in this battery. Participants were 304 Brazilian school children aged 7–12 years of both sexes (143 girls), assessed by the Zareki-R. Performances on subtests and the total score increase with age without gender differences. The prevalence of DD was 4.6% using the fifth percentile and increased to 7.4% via z-score (in total 22 out of 304 children were diagnosed with DD). We suggest that a minus 1.5 standard deviation in the total score of the Zareki-R is a useful criterion in the clinical or educational context. Nevertheless, a percentile ≤ 5 seems more suitable for research purposes, especially in developing countries because the socioeconomic environment or/and educational background are strong confounder factors to diagnosis. The four-factor structure, based on von Aster and Shalev’s model of numerical cognition (Number Sense, Number Comprehension, Number Production and Calculation), was the best model, with significant correlations ranging from 0.89 to 0.97 at the 0.001 level. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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13 pages, 847 KiB

Open AccessArticle

Finger-Based Numerical Training Increases Sensorimotor Activation for Arithmetic in Children—An fNIRS Study

by Christina Artemenko, Silke Maria Wortha, Thomas Dresler, Mirjam Frey, Roberta Barrocas, Hans-Christoph Nuerk and Korbinian Moeller

Brain Sci. 2022, 12(5), 637; https://doi.org/10.3390/brainsci12050637 - 12 May 2022

Cited by 5 | Viewed by 2907

Abstract

Most children use their fingers when learning to count and calculate. These sensorimotor experiences were argued to underlie reported behavioral associations of finger gnosis and counting with mathematical skills. On the neural level, associations were assumed to originate from overlapping neural representations of [...] Read more.

Most children use their fingers when learning to count and calculate. These sensorimotor experiences were argued to underlie reported behavioral associations of finger gnosis and counting with mathematical skills. On the neural level, associations were assumed to originate from overlapping neural representations of fingers and numbers. This study explored whether finger-based training in children would lead to specific neural activation in the sensorimotor cortex, associated with finger movements, as well as the parietal cortex, associated with number processing, during mental arithmetic. Following finger-based training during the first year of school, trained children showed finger-related arithmetic effects accompanied by activation in the sensorimotor cortex potentially associated with implicit finger movements. This indicates embodied finger-based numerical representations after training. Results for differences in neural activation between trained children and a control group in the IPS were less conclusive. This study provides the first evidence for training-induced sensorimotor plasticity in brain development potentially driven by the explicit use of fingers for initial arithmetic, supporting an embodied perspective on the representation of numbers. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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21 pages, 6302 KiB

Open AccessArticle

Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults

by Nienke E. R. van Bueren, Sanne H. G. van der Ven, Karin Roelofs, Roi Cohen Kadosh and Evelyn H. Kroesbergen

Brain Sci. 2022, 12(5), 550; https://doi.org/10.3390/brainsci12050550 - 26 Apr 2022

Cited by 6 | Viewed by 3698

Abstract

Previous work has shown relations between domain-general processes, domain-specific processes, and mathematical ability. However, the underlying neurophysiological effects of mathematical ability are less clear. Recent evidence highlighted the potential role of beta oscillations in mathematical ability. Here we investigate whether domain-general (working memory) [...] Read more.

Previous work has shown relations between domain-general processes, domain-specific processes, and mathematical ability. However, the underlying neurophysiological effects of mathematical ability are less clear. Recent evidence highlighted the potential role of beta oscillations in mathematical ability. Here we investigate whether domain-general (working memory) and domain-specific (number sense) processes mediate the relation between resting-state beta oscillations and mathematical ability, and how this may differ as a function of development (children vs. adults). We compared a traditional analysis method normally used in EEG studies with a more recently developed parameterization method that separates periodic from aperiodic activity. Regardless of methods chosen, we found no support for mediation of working memory and number sense, neither for children nor for adults. However, we found subtle differences between the methods. Additionally, we showed that the traditional EEG analysis method conflates periodic activity with aperiodic activity; in addition, the latter is strongly related to mathematical ability and this relation differs between children and adults. At the cognitive level, our findings do not support previous suggestions of a mediation of working memory and number sense. At the neurophysiological level our findings suggest that aperiodic, rather than periodic, activity is linked to mathematical ability as a function of development. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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11 pages, 749 KiB

Open AccessArticle

Financial Decision-Making in Neurological Patients

by Laura Danesin, Andreina Giustiniani, Giorgio Arcara and Francesca Burgio

Brain Sci. 2022, 12(5), 529; https://doi.org/10.3390/brainsci12050529 - 21 Apr 2022

Cited by 11 | Viewed by 2292

Abstract

Financial abilities (FA) are a multi-dimensional domain comprising a wide range of conceptual, pragmatical, and judgmental skills ranging from basic abilities, such as bill payment, to high level abilities, such as financial decision-making (FDM). Preserved FDM abilities include the capacity to recognize fraud [...] Read more.

Financial abilities (FA) are a multi-dimensional domain comprising a wide range of conceptual, pragmatical, and judgmental skills ranging from basic abilities, such as bill payment, to high level abilities, such as financial decision-making (FDM). Preserved FDM abilities include the capacity to recognize fraud attempts, and they are fundamental for a person’s independence. Previous studies have reported decreased FDM in older adults and in patients with mild cognitive impairment (MCI), who consequently become more susceptible to fraud attempts. However, FDM has scarcely been investigated in other neurological populations, and it is unclear whether FDM may be predicted by more basic FA. The aim of the present study was to investigate FDM across patients with MCI, Parkinson’s disease (PD), or stroke, as well as healthy controls (HC), and to explore to what extent FDM could be inferred by other FA. We collected FDM and FA performances using the NADL-F short battery. Performances in the NADL-F short subtests were compared among groups. Additionally, the relationship between the scores at the FDM subtest and the performance obtained in other financial subtests of the NADL-F short were investigated for each group of participants. MCI patients performed worse than HC in FDM and in several FA domains. Conversely, FDM was relatively preserved in our sample of PD and stroke patients. In HC, FDM was associated with numeracy and financial knowledge applied to everyday situations, whereas this was true with some basic FA in both MCI and PD patients. No significant association was observed in stroke patients. Our results suggest that FDM is a complex ability, only partially inferable from other FA. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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15 pages, 1218 KiB

Open AccessArticle

Mathematics and Numerosity but Not Visuo-Spatial Working Memory Correlate with Mathematical Anxiety in Adults

by Paula A. Maldonado Moscoso, Elisa Castaldi, Roberto Arrighi, Caterina Primi, Camilla Caponi, Salvatore Buonincontro, Francesca Bolognini and Giovanni Anobile

Brain Sci. 2022, 12(4), 422; https://doi.org/10.3390/brainsci12040422 - 22 Mar 2022

Cited by 5 | Viewed by 3566

Abstract

Many individuals, when faced with mathematical tasks or situations requiring arithmetic skills, experience exaggerated levels of anxiety. Mathematical anxiety (MA), in addition to causing discomfort, can lead to avoidance behaviors and then to underachievement. However, the factors inducing MA and how MA deploys [...] Read more.

Many individuals, when faced with mathematical tasks or situations requiring arithmetic skills, experience exaggerated levels of anxiety. Mathematical anxiety (MA), in addition to causing discomfort, can lead to avoidance behaviors and then to underachievement. However, the factors inducing MA and how MA deploys its detrimental effects are still largely debated. There is evidence suggesting that MA affects working memory capacity by further diminishing its limited processing resources. An alternative account postulates that MA originates from a coarse early numerical cognition capacity, the perception of numerosity. In the current study, we measured MA, math abilities, numerosity perception and visuo-spatial working memory (VSWM) in a sample of neurotypical adults. Correlational analyses confirmed previous studies showing that high MA was associated with lower math scores and worse numerosity estimation precision. Conversely, MA turned out to be unrelated to VSWM capacities. Finally, partial correlations revealed that MA fully accounted for the relationship between numerosity estimation precision and math abilities, suggesting a key role for MA as a mediating factor between these two domains. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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17 pages, 4569 KiB

Open AccessArticle

Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children

by Lars Orbach and Annemarie Fritz

Brain Sci. 2022, 12(3), 376; https://doi.org/10.3390/brainsci12030376 - 11 Mar 2022

Cited by 6 | Viewed by 3130

Abstract

Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional [...] Read more.

Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children’s ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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11 pages, 276 KiB

Open AccessArticle

Dyscalculia in Early Adulthood: Implications for Numerical Activities of Daily Living

by Giulia Vigna, Enrico Ghidoni, Francesca Burgio, Laura Danesin, Damiano Angelini, Silvia Benavides-Varela and Carlo Semenza

Brain Sci. 2022, 12(3), 373; https://doi.org/10.3390/brainsci12030373 - 11 Mar 2022

Cited by 7 | Viewed by 7078

Abstract

Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to which the numerical deficit observed in young adults with Developmental Dyscalculia (DD) impacts their activities of [...] Read more.

Numerical abilities are fundamental in our society. As a consequence, poor numerical skills might have a great impact on daily living. This study analyzes the extent to which the numerical deficit observed in young adults with Developmental Dyscalculia (DD) impacts their activities of everyday life. For this purpose, 26 adults with DD and 26 healthy controls completed the NADL, a standardized battery that assesses numerical skills in both formal and informal contexts. The results showed that adults with DD had poorer arithmetical skills in both formal and informal settings. In particular, adults with DD presented difficulties in time and measure estimation as well as money usage in real-world numerical tasks. In contrast, everyday tasks regarding distance estimation were preserved. In addition, the assessment revealed that adults with DD were aware of their numerical difficulties, which were often related to emotional problems and negatively impacted their academic and occupational decisions. Our study highlights the need to design innovative interventions and age-appropriate training for adults with DD to support their numerical skills as well as their social and emotional well-being. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

16 pages, 2738 KiB

Open AccessArticle

Math Fluency during Primary School

by Yarden Gliksman, Shir Berebbi and Avishai Henik

Brain Sci. 2022, 12(3), 371; https://doi.org/10.3390/brainsci12030371 - 11 Mar 2022

Cited by 7 | Viewed by 5750

Abstract

Math fluency is the ability to solve arithmetic facts quickly and accurately (i.e., addition and subtraction problems up to 20, and multiplication and division problems from the multiplication table). Curricula in primary school devote a significant period of time for learning and retrieval [...] Read more.

Math fluency is the ability to solve arithmetic facts quickly and accurately (i.e., addition and subtraction problems up to 20, and multiplication and division problems from the multiplication table). Curricula in primary school devote a significant period of time for learning and retrieval of arithmetic facts. Recently, a new computerized tool to assess math fluency—the BGU-MF (Ben-Gurion University Math Fluency) test—was developed and found to be a reliable and valid tool for adults. In the current study, we examine the performance of first to sixth-grade children in math fluency using the BGU-MF. The results present the performance of MF during childhood and emphasize that it continues to develop during primary school. Importantly, proficiency of MF differed by operations, and the automaticity of math facts was acquired in different grades. Moreover, we found that the BGU-MF is a reliable and valid tool not only for adults but also for children during primary school. Our study has educational implications for the teaching, practice, and retrieval of arithmetic facts. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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15 pages, 15143 KiB

Open AccessArticle

Neural Correlates of Numerical Estimation: The Role of Strategy Use

by Sarit Ashkenazi, Refael Tikochinski and Dana Ganor-Stern

Brain Sci. 2022, 12(3), 357; https://doi.org/10.3390/brainsci12030357 - 7 Mar 2022

Cited by 2 | Viewed by 2386

Abstract

Introduction: Computation estimation is the ability to provide an approximate answer to a complex arithmetic problem without calculating it exactly. Despite its importance in daily life, the neuronal network underlying computation estimation is largely unknown. Methods: We looked at the neuronal correlates of [...] Read more.

Introduction: Computation estimation is the ability to provide an approximate answer to a complex arithmetic problem without calculating it exactly. Despite its importance in daily life, the neuronal network underlying computation estimation is largely unknown. Methods: We looked at the neuronal correlates of two computational estimation strategies: approximated calculation and sense of magnitude (SOM)–intuitive representation of magnitude, without calculation. During an fMRI scan, thirty-one college students judged whether the result of a two-digit multiplication problem was larger or smaller than a given reference number. In two different blocks, they were asked to use a specific strategy (AC or SOM). Results: The two strategies activated brain regions related to calculation, numerical cognition, decision-making, and working memory. AC more than SOM elicited activations in multiple, domain-specific brain regions in the parietal lobule, including the left SMG (BA 40), the bilateral superior parietal lobule (BA 7), and the right inferior parietal lobule (BA 7). The activation level of the IFG was positively correlated to individual accuracy, indicating that the IFG has an essential role in both strategies. Conclusions: These finding suggest that the analogic code of magnitude is more involved in the AC than the SOM strategy. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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22 pages, 3983 KiB

Open AccessArticle

Development of the Mental Number Line Representation of Numbers 0–10 and Its Relationship to Mental Arithmetic

by Anat Feldman and Andrea Berger

Brain Sci. 2022, 12(3), 335; https://doi.org/10.3390/brainsci12030335 - 1 Mar 2022

Cited by 6 | Viewed by 3113

Abstract

The internal representation of numbers on the mental number line (MNL) was demonstrated by performing the computerized version of the number-to-position (CNP) task on a touchscreen while restricting response time. We found that the estimation pattern is best fit by a sigmoid function, [...] Read more.

The internal representation of numbers on the mental number line (MNL) was demonstrated by performing the computerized version of the number-to-position (CNP) task on a touchscreen while restricting response time. We found that the estimation pattern is best fit by a sigmoid function, further denoted as the “sigmoidal model”. Two developmental leaps occurring during elementary school were recognized: (1) the division of the number line into two segments and (2) consistent use of different anchor points on the number line—the left endpoint in first grade, the right endpoint in second grade, and finally the midpoint in third grade. Additionally, when examining the differences between the breakpoints, we found that first graders demonstrated a breakpoint close to 6, which linearly decreased over the years until stabilizing close to 5. The relation between the ability to place individual numbers on a number line and performance of mental arithmetic showed that the consistent use of anchor points correlated significantly with faster responses in mental arithmetic. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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18 pages, 962 KiB

Open AccessArticle

Does It Count? Pre-School Children’s Spontaneous Focusing on Numerosity and Their Development of Arithmetical Skills at School

by Nadine Poltz, Sabine Quandte, Juliane Kohn, Karin Kucian, Anne Wyschkon, Michael von Aster and Günter Esser

Brain Sci. 2022, 12(3), 313; https://doi.org/10.3390/brainsci12030313 - 25 Feb 2022

Cited by 7 | Viewed by 2417

Abstract

Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills [...] Read more.

Background: Children’s spontaneous focusing on numerosity (SFON) is related to numerical skills. This study aimed to examine (1) the developmental trajectory of SFON and (2) the interrelations between SFON and early numerical skills at pre-school as well as their influence on arithmetical skills at school. Method: Overall, 1868 German pre-school children were repeatedly assessed until second grade. Nonverbal intelligence, visual attention, visuospatial working memory, SFON and numerical skills were assessed at age five (M = 63 months, Time 1) and age six (M = 72 months, Time 2), and arithmetic was assessed at second grade (M = 95 months, Time 3). Results: SFON increased significantly during pre-school. Path analyses revealed interrelations between SFON and several numerical skills, except number knowledge. Magnitude estimation and basic calculation skills (Time 1 and Time 2), and to a small degree number knowledge (Time 2), contributed directly to arithmetic in second grade. The connection between SFON and arithmetic was fully mediated by magnitude estimation and calculation skills at pre-school. Conclusion: Our results indicate that SFON first and foremost influences deeper understanding of numerical concepts at pre-school and—in contrast to previous findings –affects only indirectly children’s arithmetical development at school. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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18 pages, 1824 KiB

Open AccessArticle

Different Language Modalities Yet Similar Cognitive Processes in Arithmetic Fact Retrieval

by Ilaria Berteletti, Sarah E. Kimbley, SaraBeth J. Sullivan, Lorna C. Quandt and Makoto Miyakoshi

Brain Sci. 2022, 12(2), 145; https://doi.org/10.3390/brainsci12020145 - 22 Jan 2022

Cited by 7 | Viewed by 2929

Abstract

Does experience with signed language impact the neurocognitive processes recruited by adults solving arithmetic problems? We used event-related potentials (ERPs) to identify the components that are modulated by operation type and problem size in Deaf American Sign Language (ASL) native signers and in [...] Read more.

Does experience with signed language impact the neurocognitive processes recruited by adults solving arithmetic problems? We used event-related potentials (ERPs) to identify the components that are modulated by operation type and problem size in Deaf American Sign Language (ASL) native signers and in hearing English-speaking participants. Participants were presented with single-digit subtraction and multiplication problems in a delayed verification task. Problem size was manipulated in small and large problems with an additional extra-large subtraction condition to equate the overall magnitude of large multiplication problems. Results show comparable behavioral results and similar ERP dissociations across groups. First, an early operation type effect is observed around 200 ms post-problem onset, suggesting that both groups have a similar attentional differentiation for processing subtraction and multiplication problems. Second, for the posterior-occipital component between 240 ms and 300 ms, subtraction problems show a similar modulation with problem size in both groups, suggesting that only subtraction problems recruit quantity-related processes. Control analyses exclude possible perceptual and cross-operation magnitude-related effects. These results are the first evidence that the two operation types rely on distinct cognitive processes within the ASL native signing population and that they are equivalent to those observed in the English-speaking population. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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18 pages, 3944 KiB

Open AccessArticle

Understanding Estimations of Magnitudes: An fMRI Investigation

by Sarit Ashkenazi, Yarden Gliksman and Avishai Henik

Brain Sci. 2022, 12(1), 104; https://doi.org/10.3390/brainsci12010104 - 12 Jan 2022

Cited by 3 | Viewed by 2149

Abstract

The current study examined whether discrete numerical estimation is based on the same cognitive process as estimation of continuous magnitudes such as weight and time. While the verbal estimation of numerical quantities has a contingent unit of measurement (e.g., how many cookies fit [...] Read more.

The current study examined whether discrete numerical estimation is based on the same cognitive process as estimation of continuous magnitudes such as weight and time. While the verbal estimation of numerical quantities has a contingent unit of measurement (e.g., how many cookies fit in a cookie jar? _X_ cookies), estimation of time and weight does not (e.g., how much time does it take to fill a bath with water? _X_ minutes/hours/seconds). Therefore, estimation of the latter categories has another level of difficulty, requiring extensive involvement of cognitive control. During a functional magnetic resonance imaging (fMRI) scan, 18 students performed estimations with three estimation categories: number, time, and weight. Estimations elicited activity in multiple brain regions, mainly: (1) visual regions including bilateral lingual gyrus), (2) parietal regions including the left angular gyrus and right supramarginal gyrus, and (3) the frontal regions (cingulate gyrus and the inferior frontal cortex). Continuous magnitude estimations (mostly time) produced different frontal activity than discrete numerical estimations did, demonstrating different profiles of brain activations between discrete numerical estimations and estimations of continuous magnitudes. The activity level in the right middle and inferior frontal gyrus correlated with the tendency to give extreme responses, signifying the importance of the right prefrontal lobe in estimations. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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13 pages, 313 KiB

Open AccessArticle

Numerical Training Videos and Early Numerical Achievement: A Study on 3-Year-Old Preschoolers

by Alessandro Cuder, Marta Vidoz, Chiara De Vita, Sandra Pellizzoni and Maria Chiara Passolunghi

Brain Sci. 2022, 12(1), 88; https://doi.org/10.3390/brainsci12010088 - 11 Jan 2022

Cited by 5 | Viewed by 2662

Abstract

Early numerical abilities predict later math achievement and could be improved in children by using various training methods. As the literature on the use of training videos to develop numerical abilities is still surprisingly scant, the aim of the present study was to [...] Read more.

Early numerical abilities predict later math achievement and could be improved in children by using various training methods. As the literature on the use of training videos to develop numerical abilities is still surprisingly scant, the aim of the present study was to test the efficacy of a numerical training video on the development of counting and number line knowledge in 3-year-old preschoolers. Far transfer effects to cardinality and working memory were also examined. The study involved 86 children randomly assigned to two intervention groups: a numerical training group exposed to videos on counting and number lines; and a control group exposed to videos on colors and animal names in a foreign language. After the video training, there was an improvement in the numerical training group’s counting skills, but not in their number line knowledge, and this improvement persisted six months later. The numerical training group also showed a far-transfer enhancement of cardinality six months after the intervention. Based on our results, numerical training videos could be effective in helping to enhance early numeracy skills in very young preschoolers. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

14 pages, 655 KiB

Open AccessArticle

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study

by Lital Daches Cohen, Nachshon Korem and Orly Rubinsten

Brain Sci. 2021, 11(12), 1609; https://doi.org/10.3390/brainsci11121609 - 5 Dec 2021

Cited by 12 | Viewed by 6238

Abstract

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive [...] Read more.

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field. Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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34 pages, 1425 KiB

Open AccessReview

Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature

by Francesca Agostini, Pierluigi Zoccolotti and Maria Casagrande

Brain Sci. 2022, 12(2), 239; https://doi.org/10.3390/brainsci12020239 - 10 Feb 2022

Cited by 15 | Viewed by 6674

Abstract

Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the [...] Read more.

Mathematical performance implies a series of numerical and mathematical skills (both innate and derived from formal training) as well as certain general cognitive abilities that, if inadequate, can have a cascading effect on mathematics learning. These latter skills were the focus of the present systematic review. Method: The reviewing process was conducted according to the PRISMA statement. We included 46 studies comparing school-aged children’s performance with and without math difficulties in the following cognitive domains: processing speed, phonological awareness, short- and long-term memory, executive functions, and attention. Results: The results showed that some general cognitive domains were compromised in children with mathematical difficulties (i.e., executive functions, attention, and processing speed). Conclusions: These cognitive functions should be evaluated during the diagnostic process in order to better understand the child’s profile and propose individually tailored interventions. However, further studies should investigate the role of skills that have been poorly investigated to date (e.g., long-term memory and phonological awareness). Full article

(This article belongs to the Special Issue Neurocognitive Signatures of Math (Learning) Across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion)

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