Electrophysiological correlates of symbolic numerical order processing.

Determining if a sequence of numbers is ordered or not is one of the fundamental aspects of numerical processing linked to concurrent and future arithmetic skills. While some studies have explored the neural underpinnings of order processing using functional magnetic resonance imaging, our understanding of electrophysiological correlates is comparatively limited. To address this gap, we used a three-item symbolic numerical order verification task (with Arabic numerals from 1 to 9) to study event-related potentials (ERPs) in 73 adult participants in an exploratory approach.

Mathematical expertise: the role of domain-specific knowledge for memory and creativity.

In contrast to traditional expertise domains like chess and music, very little is known about the cognitive mechanisms in broader, more education-oriented domains like mathematics. This is particularly true for the role of mathematical experts' knowledge for domain-specific information processing in memory as well as for domain-specific and domain-general creativity. In the present work, we compared 115 experts in mathematics with 109 gender, age, and educational level matched novices in their performance in (a) a newly developed mathematical memory task requiring encoding and recall of structured and unstructured information and (b) tasks drawing either on mathematical or on domain-general creativity.

Modulation of resting-state networks following repetitive transcranial alternating current stimulation of the dorsolateral prefrontal cortex.

Transcranial alternating current stimulation (tACS) offers a unique method to temporarily manipulate the activity of the stimulated brain region in a frequency-dependent manner. However, it is not clear if repetitive modulation of ongoing oscillatory activity with tACS over multiple days can induce changes in grey matter resting-state functional connectivity and white matter structural integrity. The current study addresses this question by applying multiple-session theta band stimulation on the left dorsolateral prefrontal cortex (L-DLPFC) during arithmetic training.

Interference between naïve and scientific theories in mathematics and science: An fMRI study comparing mathematicians and non-mathematicians.

Background: One frequent learning obstacle in mathematics is conceptual interference. However, the majority of research on conceptual interference has focused on science. In this functional magnetic resonance imaging (fMRI) study, we examined the conceptual interference effects in both mathematics and science and the moderating influence of mathematical expertise.

Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance.

The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students' tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance.

Oscillatory electroencephalographic patterns of arithmetic problem solving in fourth graders.

Numerous studies have identified neurophysiological correlates of performing arithmetic in adults. For example, oscillatory electroencephalographic (EEG) patterns associated with retrieval and procedural strategies are well established. Whereas fact retrieval has been linked to enhanced left-hemispheric theta ERS (event-related synchronization), procedural strategies are accompanied by increased bilateral alpha ERD (event-related desynchronization).

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling.

Theta Band Transcranial Alternating Current Stimulation Enhances Arithmetic Learning: A Systematic Comparison of Different Direct and Alternating Current Stimulations.

Over the last decades, interest in transcranial electrical stimulation (tES) has grown, as it might allow for causal investigations of the associations between cortical activity and cognition as well as to directly influence cognitive performance. The main objectives of the present work were to assess whether tES can enhance the acquisition and application of arithmetic abilities, and whether it enables a better assessment of underlying neurophysiological processes. To this end, the present, double-blind, sham-controlled study assessed the effects of six active stimulations (three tES protocols: anodal transcranial direct current stimulation (tDCS), alpha band transcranial alternating current stimulation (tACS), and theta band tACS; targeting the left dorsolateral prefrontal cortex or the left posterior parietal cortex) on the acquisition of an arithmetic procedure, arithmetic facts, and event-related synchronization/desynchronization (ERS/ERD) patterns.

Developmental brain dynamics of numerical and arithmetic abilities.

The development of numerical and arithmetic abilities constitutes a crucial cornerstone in our modern and educated societies. Difficulties to acquire these central skills can lead to severe consequences for an individual's well-being and nation's economy. In the present review, we describe our current broad understanding of the functional and structural brain organization that supports the development of numbers and arithmetic.

Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement.

When students learn a scientific theory that conflicts with their earlier naïve theories, the newer and more correct knowledge does not always replace the older and more incorrect knowledge. Both may coexist in a learner's long-term memory. Using a new speeded reasoning task, Shtulman and Valcarcel (2012) showed that naïve theories interfere with retrieving scientific theories.

Can the interference effect in multiplication fact retrieval be modulated by an arithmetic training? An fMRI study.

Single-digit multiplications are thought to be associated with different levels of interference because they show different degrees of feature overlap (i.e., digits) with previously learnt problems.

Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity.

Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults.

Fact retrieval or compacted counting in arithmetic-A neurophysiological investigation of two hypotheses.

There is broad consensus on the assumption that adults solve single-digit multiplication problems almost exclusively by fact retrieval from memory. In contrast, there has been a long-standing debate on the cognitive processes involved in solving single-digit addition problems. This debate has evolved around two theoretical accounts.

Associations Between Individual Differences in Mathematical Competencies and Surface Anatomy of the Adult Brain.

Previously conducted structural magnetic resonance imaging (MRI) studies on the neuroanatomical correlates of mathematical abilities and competencies have several methodological limitations. Besides small sample sizes, the majority of these studies have employed voxel-based morphometry (VBM)-a method that, although it is easy to implement, has some major drawbacks. Taking this into account, the current study is the first to investigate in a large sample of typically developed adults the associations between mathematical abilities and variations in brain surface structure by using surface-based morphometry (SBM).

The semantic control network mediates the relationship between symbolic numerical order processing and arithmetic performance in children.

Behavioural and neuroimaging studies have recently demonstrated that symbolic numerical order processing (i.e., deciding whether numbers are in an increasing/decreasing sequence or not) and symbolic numerical magnitude processing (e.

A comes before B, like 1 comes before 2. Is the parietal cortex sensitive to ordinal relationships in both numbers and letters? An fMRI-adaptation study.

How are number symbols (e.g., Arabic digits) represented in the brain? Functional resonance imaging adaptation (fMRI-A) research has indicated that the intraparietal sulcus (IPS) exhibits a decrease in activation with the repeated presentation of the same number, that is followed by a rebound effect with the presentation of a new number.

Interference during the retrieval of arithmetic and lexico-semantic knowledge modulates similar brain regions: Evidence from functional magnetic resonance imaging (fMRI).

Single-digit multiplications are mainly solved by memory retrieval. However, these problems are also prone to errors due to systematic interference (i.e.

The neural substrates of the problem size and interference effect in children's multiplication: An fMRI study.

Within children's multiplication fact retrieval, performance can be influenced by various effects, such as the well-known problem size effect (i.e., smaller problems are solved faster and more accurately) and the more recent interference effect (i.

Automatic and intentional processing of numerical order and its relationship to arithmetic performance.

Recent findings have demonstrated that numerical order processing (i.e., the application of knowledge that numbers are organized in a sequence) constitutes a unique and reliable predictor of arithmetic performance.

Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance.

In the development of math ability, a large variability of performance in solving simple arithmetic problems is observed and has not found a compelling explanation yet. One robust effect in simple multiplication facts is the problem size effect, indicating better performance for small problems compared to large ones. Recently, behavioral studies brought to light another effect in multiplication facts, the interference effect.

The effect of visual parameters on neural activation during nonsymbolic number comparison and its relation to math competency.

Nonsymbolic numerical comparison task performance (whereby a participant judges which of two groups of objects is numerically larger) is thought to index the efficiency of neural systems supporting numerical magnitude perception, and performance on such tasks has been related to individual differences in math competency. However, a growing body of research suggests task performance is heavily influenced by visual parameters of the stimuli (e.g.

The left intraparietal sulcus adapts to symbolic number in both the visual and auditory modalities: Evidence from fMRI.

A growing body of evidence from functional Magnetic Resonance Imaging adaptation (fMRIa) has implicated the left intraparietal sulcus (IPS) as a crucial brain region representing the semantic of number symbols. However, it is currently unknown to what extent the left IPS brain activity can be generalized across modalities (e.g.

Asymmetric Processing of Numerical and Nonnumerical Magnitudes in the Brain: An fMRI Study.

It is well established that, when comparing nonsymbolic magnitudes (e.g., dot arrays), adults can use both numerical (i.