Abstract It has been proposed that recent cultural inventions such as symbolic arithmetic recycle evolutionary older neural mechanisms. A central assumption of this hypothesis is the degree to which a preexisting mechanism recycled depends on similarity between its initial function and novel task. To test assumption, we investigated whether brain region involved in magnitude comparison intraparietal sulcus (IPS), localized by numerosity task, recruited greater problems involve number...

Abstract Mastering single‐digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in might also be achieved via the use of efficient calculation procedures. To test between these hypotheses, we used a cross‐sectional design measure neural activity associated with subtraction and multiplication 34 children from 2nd 7th grade. The correlates language numerical processing were...

Participants experience difficulty detecting that an item depicting H-in-a-square confirms the logical rule, "If there is not a T then circle." Indeed, perceptual conflict between items mentioned in rule (T and circle) test (H square). Much evidence supports claim correct responding depends on resolving such conflicts. One aim of this study to find more precise neurological support by using parametric event-related functional magnetic resonance imaging (fMRI) paradigm. We scanned 20...

Do mathematical symbols evoke spatial representations? Although behavioral studies have long demonstrated interactions between space and the processing of Arabic digits, how to interpret these results remains controversial. Here, we tested whether activity in regions supporting contributes conveying fundamental arithmetic concepts-such as operation signs-even absence associated digits. Using functional magnetic resonance imaging, show that merely perceiving a "+" sign triggers brain support...

Abstract We examined the relation of parental socioeconomic status ( SES ) to neural bases subtraction in school‐age children (9‐ 12‐year‐olds). independently localized brain regions subserving verbal versus visuo‐spatial representations determine whether ‐related differences children's reliance on these vary as a function math skill. At higher levels, skill was associated with greater recruitment left temporal cortex, identified by localizer. lower right parietal This suggests that...

We used functional magnetic resonance imaging (fMRI) to examine the neural predictors of math development, and asked whether these vary as a function parental socioeconomic status (SES) in children ranging age from 8 13 years. independently localized brain regions subserving verbal versus spatial processing order characterize relations between activation during an arithmetic task long-term change skill (up 3 years). Neural gains encompassed both processing, but relation relative reliance on...

Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned either conventional or classrooms, with the latter being adapted education. Adaptations included fewer materials, shorter work periods, relatively limited teacher training. Cross‐sectional analyses kindergarten ( N = 176; M age 5–6) longitudinal over 3 years of 70; 3–6) showed that...

Matching bias refers to the non-normative performance that occurs when elements mentioned in a rule do not correspond with those test item (e.g., consider double mismatch between If there is T on card then 4 and showing H6). One aim of present work capture matching via reaction times as participants carry out truth-table evaluation tasks. Experiment 1 requires verify conditional rules, 2 falsify them paradigm (a) employs four types sentences systematically rotate negatives antecedent...

Number symbols, such as Arabic numerals, are cultural inventions that have transformed human mathematical skills. Although their acquisition is at the core of early elementary education in children, it remains unknown how neural representations numerals emerge during period. It also unclear whether these relate to an ontogenetically earlier sense approximate quantity. Here, we used multivariate fMRI adaptation coupled with within- and between-format machine learning probe cortical...

The ability to learn simple arithmetic is often thought rely on the associative nature of human memory, where repeated exposure problems strengthens relations between operands and outcomes. This view reminiscent learning in large language artificial neural networks (ANNs), training involves statistical associations symbolic inputs outputs. Based this parallel, we hypothesized that brain activity during problem-solving should be increasingly similar ANN-derived representations with...

We examine the relations of verbal and spatial working memory (WM) ability to neural bases arithmetic in school-age children. independently localize brain regions subserving versus representations. For multiplication, higher WM is associated with greater recruitment left temporal cortex, identified by localizer. multiplication subtraction, right parietal Depending on their ability, children engage different systems that manipulate representations solve problems.

Understanding the meaning of abstract mathematical symbols is a cornerstone arithmetic learning in children. Studies have long focused on role spatial intuitions processing numerals. However, it has been argued that such may also underlie convey fundamental concepts, as operators. In present cross-sectional study, we used fMRI to investigate how and when associations between operators brain regions information emerge children from 3rd 10th grade. We found mere perception '+' sign elicited...

Math learning difficulty (i.e., MLD) is common in children and can have far-reaching consequences personal professional life. Converging evidence suggests that MLD associated with impairments the intraparietal sulcus (IPS). However, role these play remains unclear. Although it often assumed IPS deficits affect core numerical abilities, also involved several non-numerical processes may contribute to math skills. For instance, supports transitive reasoning ability integrate relations such as A...