Neuroplasticity, bilingualism, and mental mathematics: A behavior-MEG study

Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults

In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English-speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language learning. For instance, both bilingual children and adults typically prefer, and exhibit higher performance on arithmetic in the language in which they learned math (LA+) compared with their other language (LA-). The typical interpretation is that arithmetic facts are accessed from memory more efficiently or solely in LA+. However, recent research suggests that bilingual arithmetic is not restricted to one language in memory, and that language experience plays an important role in performance. Moreover, evidence suggests children and adults process arithmetic fundamentally differently. Thus, bilingual arithmetic memory may manifest differently across the life span. This review outlines evidence to date at the intersection between the brain basis of bilingualism, arithmetic processing, and development.

Arithmetic in two languages: Localizing simple multiplication processing in the adult bilingual brain

Verbally memorized multiplication tables are thought to create language-specific memories. Supporting this idea, bilinguals are typically faster and more accurate in the language in which they learned math (LA+) than in their other language (LA- ) . No study has yet revealed the underlying neurocognitive mechanisms explaining this effect, or the role of problem size in explaining the recruitment of different brain regions in LA+ and LA- . To fill this gap in the literature, 29 Spanish-English early bilingual adults, proficient in both languages, verified simple multiplication problems in each language while functional magnetic resonance imaging (fMRI) was acquired. More specifically, this study aimed to answer two questions: 1) Does LA+ recruit left superior and middle temporal gyri (STG/MTG) to a greater extent than LA- , reflecting more robust verbal representations of multiplication facts in LA+? In contrast, does LA- recruit the inferior frontal gyrus (IFG), reflecting more effortful retrieval, or the intraparietal sulcus (IPS), reflecting reliance on quantity processes? 2) Is there an interaction between language and problem size, where language differences are more pronounced for less practiced, large multiplication problems (e.g., 8 × 9) in comparison to more familiar, small problems (e.g., 2 × 3). Functional localizer tasks were used to identify hypothesis-driven regions of interest in verbal areas associated with verbal representations of arithmetic facts (left STG/MTG) and with the effortful retrieval of these facts (left IFG) and quantity areas engaged when calculation-based strategies are used (bilateral IPS). In planned analyses, no cluster reached significance for the direct comparison of languages (question 1) or for the interaction between language and problem size (question 2). An exploratory analysis found a main effect of problem size, where small problems recruited left STG/MTG and left IFG to a greater extent than large problems, suggesting greater verbal involvement for these problems in both languages. Additionally, large problems recruited right IPS to a greater extent than small problems, suggesting reliance on quantity processes. Our results suggest that proficient early bilingual adults engage similar brain regions in both languages, even for more difficult, large problems.

Detecting Smartwatch-based Behavior Change in Response to a Multi-domain Brain Health Intervention

In this study, we introduce and validate a computational method to detect lifestyle change that occurs in response to a multi-domain healthy brain aging intervention. To detect behavior change, digital behavior markers (DM) are extracted from smartwatch sensor data and a Permutation-based Change Detection (PCD) algorithm quantifies the change in marker-based behavior from a pre-intervention, one-week baseline. To validate the method, we verify that changes are successfully detected from synthetic data with known pattern differences. Next, we employ this method to detect overall behavior change for n=28 BHI subjects and n=17 age-matched control subjects. For these individuals, we observe a monotonic increase in behavior change from the baseline week with a slope of 0.7460 for the intervention group and a slope of 0.0230 for the control group. Finally, we utilize a random forest algorithm to perform leave-one-subject-out prediction of intervention versus control subjects based on digital marker delta values. The random forest predicts whether the subject is in the intervention or control group with an accuracy of 0.87. This work has implications for capturing objective, continuous data to inform our understanding of intervention adoption and impact.

Reevaluating the Language of Learning Advantage in Bilingual Arithmetic: An ERP Study on Spoken Multiplication Verification

Many studies of bilingual arithmetic report better performance when verifying arithmetic facts in the language of learning (LA+) over the other language (LA−). This could be due to language-specific memory representations, processes established during learning, or to language and task factors not related to math. The current study builds on a small number of event-related potential (ERP) studies to test this question while controlling language proficiency and eliminating potential task confounds. Adults proficient in two languages verified single-digit multiplications presented as spoken number words in LA+ and LA−, separately. ERPs and correctness judgments were measured from solution onset. Equivalent P300 effects, with larger positive amplitude for correct than incorrect solutions, were observed in both languages (Experiment 1A), even when stimuli presentation rate was shortened to increase difficulty (Experiment 1B). This effect paralleled the arithmetic correctness effect for trials presented as all digits (e.g., 2 4 8 versus 2 4 10), reflecting efficient categorization of the solutions, and was distinct from an N400 generated in a word–picture matching task, reflecting meaning processing (Experiment 2). The findings reveal that the language effects on arithmetic are likely driven by language and task factors rather than differences in memory representation in each language.