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Istomina A, Arsalidou M. Add, subtract and multiply: Meta-analyses of brain correlates of arithmetic operations in children and adults. Dev Cogn Neurosci 2024; 69:101419. [PMID: 39098250 PMCID: PMC11342769 DOI: 10.1016/j.dcn.2024.101419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 05/24/2024] [Accepted: 07/21/2024] [Indexed: 08/06/2024] Open
Abstract
Mathematical operations are cognitive actions we take to calculate relations among numbers. Arithmetic operations, addition, subtraction, multiplication, and division are elemental in education. Addition is the first one taught in school and is most popular in functional magnetic resonance imaging (fMRI) studies. Division, typically taught last is least studied with fMRI. fMRI meta-analyses show that arithmetic operations activate brain areas in parietal, cingulate and insular cortices for children and adults. Critically, no meta-analysis examines concordance across brain correlates of separate arithmetic operations in children and adults. We review and examine using quantitative meta-analyses data from fMRI articles that report brain coordinates separately for addition, subtraction, multiplication, and division in children and adults. Results show that arithmetic operations elicit common areas of concordance in fronto-parietal and cingulo-opercular networks in adults and children. Between operations differences are observed primarily for adults. Interestingly, higher within-group concordance, expressed in activation likelihood estimates, is found in brain areas associated with the cingulo-opercular network rather than the fronto-parietal network in children, areas also common between adults and children. Findings are discussed in relation to constructivist cognitive theory and practical directions for future research.
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Li Z, Fang H, Fan W, Wu J, Cui J, Li BM, Wang C. Brain markers of subtraction and multiplication skills in childhood: task-based functional connectivity and individualized structural similarity. Cereb Cortex 2024; 34:bhae374. [PMID: 39329357 DOI: 10.1093/cercor/bhae374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2024] [Revised: 08/20/2024] [Accepted: 08/30/2024] [Indexed: 09/28/2024] Open
Abstract
Arithmetic, a high-order cognitive ability, show marked individual difference over development. Despite recent advancements in neuroimaging techniques have enabled the identification of brain markers for individual differences in high-order cognitive abilities, it remains largely unknown about the brain markers for arithmetic. This study used a data-driven connectome-based prediction model to identify brain markers of arithmetic skills from arithmetic-state functional connectivity and individualized structural similarity in 132 children aged 8 to 15 years. We found that both subtraction-state functional connectivity and individualized SS successfully predicted subtraction and multiplication skills but multiplication-state functional connectivity failed to predict either skill. Among the four successful prediction models, most predictive connections were located in frontal-parietal, default-mode, and secondary visual networks. Further computational lesion analyses revealed the essential structural role of frontal-parietal network in predicting subtraction and the essential functional roles of secondary visual, language, and ventral multimodal networks in predicting multiplication. Finally, a few shared nodes but largely nonoverlapping functional and structural connections were found to predict subtraction and multiplication skills. Altogether, our findings provide new insights into the brain markers of arithmetic skills in children and highlight the importance of studying different connectivity modalities and different arithmetic domains to advance our understanding of children's arithmetic skills.
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Affiliation(s)
- Zheng Li
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
| | - Haifeng Fang
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
| | - Weiguo Fan
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
| | - Jiaoyu Wu
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
| | - Jiaxin Cui
- College of Education, Hebei Normal University, South Second Ring Road 20, Shijiazhuang 050016, China
| | - Bao-Ming Li
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
| | - Chunjie Wang
- Institute of Brain Science, School of Basic Medical Sciences, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
- Department of Psychology, Jing Hengyi School of Education, Hangzhou Normal University, Yuhangtang Road 2318, Yuhang District, Hangzhou 311121, China
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3
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Evans TM, Lipscomb DW, Earle FS, Del Tufo SN, Lum JAG, Cutting LE, Ullman MT. Declarative memory supports children's math skills: A longitudinal study. PLoS One 2024; 19:e0304211. [PMID: 39052693 PMCID: PMC11271893 DOI: 10.1371/journal.pone.0304211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 04/20/2024] [Indexed: 07/27/2024] Open
Abstract
Substantial progress has been made in understanding the neurocognitive underpinnings of learning math. Building on this work, it has been hypothesized that declarative and procedural memory, two domain-general learning and memory systems, play important roles in acquiring math skills. In a longitudinal study, we tested whether in fact declarative and procedural memory predict children's math skills during elementary school years. A sample of 109 children was tested across grades 2, 3 and 4. Linear mixed-effects regression and structural equation modeling revealed the following. First, learning in declarative but not procedural memory was associated with math skills within each grade. Second, declarative but not procedural memory in each grade was related to math skills in all later grades (e.g., declarative memory in grade 2 was related to math skills in grade 4). Sensitivity analyses showed that the pattern of results was robust, except for the longitudinal prediction of later math skills when accounting for stable inter-individual differences via the inclusion of random intercepts. Our findings highlight the foundational role of early domain-general learning and memory in children's acquisition of math.
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Affiliation(s)
- Tanya M. Evans
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America
| | - Daniel W. Lipscomb
- School of Education and Human Development, University of Virginia, Charlottesville, VA, United States of America
| | - F. Sayako Earle
- Department of Communication Sciences & Disorders, University of Delaware, Newark, DE, United States of America
| | - Stephanie N. Del Tufo
- Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, United States of America
- Department of Education and Human Development, University of Delaware, Newark, DE, United States of America
| | - Jarrad A. G. Lum
- School of Psychology, Deakin University, Burwood, Victoria, Australia
| | - Laurie E. Cutting
- Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, United States of America
| | - Michael T. Ullman
- Department of Neuroscience, Georgetown University, Washington, DC, United States of America
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Xie Y, Chang H, Zhang Y, Wang C, Zhang Y, Chen L, Geng F, Ku Y, Menon V, Chen F. Long-term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry. Dev Sci 2024; 27:e13489. [PMID: 38421061 PMCID: PMC11161333 DOI: 10.1111/desc.13489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 01/23/2024] [Accepted: 01/25/2024] [Indexed: 03/02/2024]
Abstract
Abacus-based mental calculation (AMC) is a widely used educational tool for enhancing math learning, offering an accessible and cost-effective method for classroom implementation. Despite its universal appeal, the neurocognitive mechanisms that drive the efficacy of AMC training remain poorly understood. Notably, although abacus training relies heavily on the rapid recall of number positions and sequences, the role of memory systems in driving long-term AMC learning remains unknown. Here, we sought to address this gap by investigating the role of the medial temporal lobe (MTL) memory system in predicting long-term AMC training gains in second-grade children, who were longitudinally assessed up to fifth grade. Leveraging multimodal neuroimaging data, we tested the hypothesis that MTL systems, known for their involvement in associative memory, are instrumental in facilitating AMC-induced improvements in math skills. We found that gray matter volume in bilateral MTL, along with functional connectivity between the MTL and frontal and ventral temporal-occipital cortices, significantly predicted learning gains. Intriguingly, greater gray matter volume but weaker connectivity of the posterior parietal cortex predicted better learning outcomes, offering a more nuanced view of brain systems at play in AMC training. Our findings not only underscore the critical role of the MTL memory system in AMC training but also illuminate the neurobiological factors contributing to individual differences in cognitive skill acquisition. A video abstract of this article can be viewed at https://youtu.be/StVooNRc7T8. RESEARCH HIGHLIGHTS: We investigated the role of medial temporal lobe (MTL) memory system in driving children's math learning following abacus-based mental calculation (AMC) training. AMC training improved math skills in elementary school children across their second and fifth grade. MTL structural integrity and functional connectivity with prefrontal and ventral temporal-occipital cortices predicted long-term AMC training-related gains.
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Affiliation(s)
- Ye Xie
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, PR China
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
- Center for Brain and Mental Well-being, Department of Psychology, Sun Yat-sen University, Guangzhou, 510006, PR China
| | - Hyesang Chang
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
| | - Yi Zhang
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, PR China
- State Key Laboratory of Modern Optical Instrumentation, College of Optical Science and Engineering, Zhejiang University, Hangzhou, 310027, PR China
| | - Chunjie Wang
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, PR China
- Institute of Brain Science and Department of Physiology, School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, 311121, PR China
| | - Yuan Zhang
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
| | - Lang Chen
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
- Department of Psychology, Santa Clara University, Santa Clara, CA 95053, United States
| | - Fengji Geng
- Department of Curriculum and Learning Sciences, Zhejiang University, Hangzhou, 310058, PR China
- Children’s Hospital, Zhejiang University School of Medicine, National Clinical Research Center for Child Health, Hangzhou, 310003, PR China
| | - Yixuan Ku
- Center for Brain and Mental Well-being, Department of Psychology, Sun Yat-sen University, Guangzhou, 510006, PR China
- Peng Cheng Laboratory, Shenzhen, 518040, PR China
| | - Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
- Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305, United States
- Wu Tsai Neurosciences Institute, Stanford University, Stanford, CA 94305, United States
| | - Feiyan Chen
- Bio-X Laboratory, School of Physics, Zhejiang University, Hangzhou, 310027, PR China
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Nie H, Yu T, Zou Y, Li Y, Chen J, Xia J, Luo Q, Peng H. Effects of childhood maltreatment and major depressive disorder on functional connectivity in hippocampal subregions. Brain Imaging Behav 2024; 18:598-611. [PMID: 38324083 DOI: 10.1007/s11682-024-00859-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/17/2024] [Indexed: 02/08/2024]
Abstract
Major Depressive Disorder (MDD) with childhood maltreatment is a prevalent clinical phenotype. Prior studies have observed abnormal hippocampal activity in MDD patients, considering the hippocampus as a single nucleus. However, there is limited research investigating the static and dynamic changes in hippocampal subregion functional connectivity (FC) in MDD patients with childhood maltreatment. Therefore, we employed static and dynamic FC analyses using hippocampal subregions, including the anterior hippocampus and posterior hippocampus, as seed regions to investigate the neurobiological alterations associated with MDD resulting from childhood maltreatment. This study involved four groups: MDD with (n = 48) and without childhood maltreatment (n = 30), as well as healthy controls with (n = 57) and without (n = 46) childhood maltreatment. Compared to MDD patients without childhood maltreatment, those with childhood maltreatment exhibit altered FC between the hippocampal subregion and multiple brain regions, including the anterior cingulate gyrus, superior frontal gyrus, putamen, calcarine gyrus, superior temporal gyrus, angular gyrus, and supplementary motor area. Additionally, dynamic FC between the right medial-2 hippocampal head and the right calcarine gyrus shows a positive correlation with childhood maltreatment across all its subtypes. Moreover, dFC between the right hippocampal tail and the left angular gyrus moderates the relationship between childhood maltreatment and the depression severity. Our findings of distinct FC patterns within hippocampal subregions provide new clues for understanding the neurobiological basis of MDD with childhood maltreatment.
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Affiliation(s)
- Huiqin Nie
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China
| | - Tong Yu
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China
| | - Yurong Zou
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China
| | - Yuhong Li
- Department of Publicity and Health Education, Shenzhen Longhua District Central Hospital, Shenzhen, 518000, China
| | - Juran Chen
- The Zhongshan Torch Hi-tech Industrial Development Zone Community Health Service, Zhongshan, 528437, China
| | - Jinrou Xia
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China
| | - Qianyi Luo
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China.
- Guangdong Engineering Technology Research Center for Translational Medicine of Mental Disorders, Guangzhou, 510370, China.
| | - Hongjun Peng
- Department of Clinical Psychology, The Affiliated Brain Hospital of Guangzhou Medical University, Guangzhou, 510370, China.
- Guangdong Engineering Technology Research Center for Translational Medicine of Mental Disorders, Guangzhou, 510370, China.
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Fuchs LS, Fuchs D, Cho E, Barnes MA, Koponen T, Espinas DR. Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. JOURNAL OF LEARNING DISABILITIES 2024:222194241248188. [PMID: 38686606 DOI: 10.1177/00222194241248188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2024]
Abstract
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive behavior). Structural equation modeling was used to predict a latent Comorbidity factor, which modeled shared variance between WR and MC, and to identify processes associated with that Comorbidity factor. Results identified each of the core cognitive processes, especially VC, and each of the domain-general cognitive processes, especially working memory, as explaining shared variance between WR and MC. Implications for understanding comorbid difficulty at the start of first grade and designing coordinated first-grade interventions are discussed.
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Affiliation(s)
- Lynn S Fuchs
- Vanderbilt University, Nashville, TN, USA
- American Institutes for Research, Arlington, VA, USA
| | - Douglas Fuchs
- Vanderbilt University, Nashville, TN, USA
- American Institutes for Research, Arlington, VA, USA
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7
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Ashburn SM, Matejko AA, Eden GF. Activation and functional connectivity of cerebellum during reading and during arithmetic in children with combined reading and math disabilities. Front Neurosci 2024; 18:1135166. [PMID: 38741787 PMCID: PMC11090247 DOI: 10.3389/fnins.2024.1135166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 02/06/2024] [Indexed: 05/16/2024] Open
Abstract
Background Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children's educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing. Methods Here we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex. Results The two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity). Conclusion These results do not support theories that children's deficits in reading and math originate in the cerebellum.
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Affiliation(s)
| | | | - Guinevere F. Eden
- Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, DC, United States
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8
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Manrique HM, Read DW, Walker MJ. On some statistical and cerebral aspects of the limits of working memory capacity in anthropoid primates, with particular reference to Pan and Homo, and their significance for human evolution. Neurosci Biobehav Rev 2024; 158:105543. [PMID: 38220036 DOI: 10.1016/j.neubiorev.2024.105543] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Revised: 12/10/2023] [Accepted: 01/09/2024] [Indexed: 01/16/2024]
Abstract
Some comparative ontogenetic data imply that effective working-memory capacity develops in ways that are independent of brain size in humans. These are interpreted better from neuroscientific considerations about the continuing development of neuronal architecture in adolescents and young adults, than from one about gross brain mass which already is reached in childhood. By contrast, working-memory capacity in Pan never develops beyond that of three- or four-year-old children. The phylogenetic divergence begs the question of whether it is any longer plausible to infer from the fossil record, that over the past two million years, an ostensibly gradual increase in endocranial volumes, assigned to the genus Homo, can be correlated in a scientifically-meaningful manner with the gradual evolution of our effective executive working memory. It is argued that whereas Pan's effective working-memory capacity is relatively similar to that of its storage working-memory, our working memory is relatively larger with deeper executive control.
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Affiliation(s)
- Héctor M Manrique
- Department of Psychology and Sociology, Universidad de Zaragoza, Campus Universitario de Teruel, Ciudad Escolar, s/n. 44003 Teruel, Spain.
| | - Dwight W Read
- Department of Anthropology and Department of Statistics, University of California, Los Angeles, CA 90095, USA.
| | - Michael J Walker
- Department of Zoology and Physical Anthropology, Faculty of Biology, University of Murcia, Murcia, Spain.
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Pedemonte B, Pereira CW, Borghesani V, Ebbert M, Allen IE, Pinheiro-Chagas P, De Leon J, Miller Z, Tee BL, Gorno-Tempini ML. Profiles of mathematical deficits in children with dyslexia. NPJ SCIENCE OF LEARNING 2024; 9:7. [PMID: 38360731 PMCID: PMC10869821 DOI: 10.1038/s41539-024-00217-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 01/25/2024] [Indexed: 02/17/2024]
Abstract
Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.
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Affiliation(s)
- B Pedemonte
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
- Dyslexia Center, University of California, San Francisco, CA, USA.
| | - C W Pereira
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - V Borghesani
- Faculty of Psychology and Educational Sciences, Université de Genève, Genève, CH, Switzerland
| | - M Ebbert
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - I E Allen
- Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
| | - P Pinheiro-Chagas
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - J De Leon
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - Z Miller
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - B L Tee
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
| | - M L Gorno-Tempini
- Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA
- Dyslexia Center, University of California, San Francisco, CA, USA
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Díaz-Barriga Yáñez A, Longo L, Chesnokova H, Poletti C, Thevenot C, Prado J. Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age. Dev Cogn Neurosci 2023; 64:101310. [PMID: 37806070 PMCID: PMC10570710 DOI: 10.1016/j.dcn.2023.101310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 07/28/2023] [Accepted: 10/02/2023] [Indexed: 10/10/2023] Open
Abstract
Cognitive development is often thought to depend on qualitative changes in problem-solving strategies, with early developing algorithmic procedures (e.g., counting when adding numbers) considered being replaced by retrieval of associations (e.g., between operands and answers of addition problems) in adults. However, algorithmic procedures might also become automatized with practice. In a large cross-sectional fMRI study from age 8 to adulthood (n = 128), we evaluate this hypothesis by measuring neural changes associated with age-related reductions in a behavioral hallmark of mental addition, the problem-size effect (an increase in solving time as problem sum increases). We found that age-related decreases in problem-size effect were paralleled by age-related increases of activity in a region of the intraparietal sulcus that already supported the problem-size effect in 8- to 9-year-olds, at an age the effect is at least partly due to explicit counting. This developmental effect, which was also observed in the basal ganglia and prefrontal cortex, was restricted to problems with operands ≤ 4. These findings are consistent with a model positing that very-small arithmetic problems-and not larger problems-might rely on an automatization of counting procedures rather than a shift towards retrieval, and suggest a neural automatization of procedural knowledge during cognitive development.
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Affiliation(s)
- Andrea Díaz-Barriga Yáñez
- Centre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028 - CNRS UMR5292, Université de Lyon, France
| | - Léa Longo
- Centre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028 - CNRS UMR5292, Université de Lyon, France
| | - Hanna Chesnokova
- Centre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028 - CNRS UMR5292, Université de Lyon, France
| | - Céline Poletti
- Institut de Psychologie, Université de Lausanne, Switzerland
| | | | - Jérôme Prado
- Centre de Recherche en Neurosciences de Lyon (CRNL), INSERM U1028 - CNRS UMR5292, Université de Lyon, France.
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11
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Ünal ZE, Kartal G, Ulusoy S, Ala AM, Yilmaz MZ, Geary DC. Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics Competencies. INTELLIGENCE 2023; 101:101797. [PMID: 38053742 PMCID: PMC10695353 DOI: 10.1016/j.intell.2023.101797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/07/2023]
Abstract
Meta-analytic structural equation modeling was used to estimate the relative contributions of general cognitive ability or g (defined by executive functions, short-term memory, and intelligence) and basic domain-specific mathematical abilities to performance in more complex mathematics domains. The domain-specific abilities included mathematics fluency (e.g., speed of retrieving basic facts), computational skills (i.e., accuracy at solving multi-step arithmetic, algebra, or geometry problems), and word problems (i.e., mathematics problems presented in narrative form). The core analysis included 448 independent samples and 431,344 participants and revealed that g predicted performance in all three mathematics domains. Mathematics fluency contributed to the prediction of computational skills, and both mathematics fluency and computational skills predicted word problem performance, controlling g. The relative contribution of g was consistently larger than basic domain-specific abilities, although the latter may be underestimated. The patterns were similar across younger and older individuals, individuals with and without a disability (e.g., learning disability), concurrent and longitudinal assessments, and family socioeconomic status, and have implications for fostering mathematical development.
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Affiliation(s)
- Zehra E. Ünal
- Department of Psychological Sciences, University of Missouri
| | - Gamze Kartal
- Department of Educational Psychology, University of Illinois-Urbana Champaign
| | - Serra Ulusoy
- Department of Mathematics and Science Education, Bogazici University
| | - Asli M. Ala
- Department of Mathematics Education, Erzincan University
| | - Münibe Z. Yilmaz
- Department of Counseling, Leadership, Adult Education, and School Psychology, Texas State University
| | - David C. Geary
- Department of Psychological Sciences, University of Missouri
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12
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Salillas E, Benavides-Varela S, Semenza C. The brain lateralization and development of math functions: progress since Sperry, 1974. Front Hum Neurosci 2023; 17:1288154. [PMID: 37964804 PMCID: PMC10641455 DOI: 10.3389/fnhum.2023.1288154] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 10/10/2023] [Indexed: 11/16/2023] Open
Abstract
In 1974, Roger Sperry, based on his seminal studies on the split-brain condition, concluded that math was almost exclusively sustained by the language dominant left hemisphere. The right hemisphere could perform additions up to sums less than 20, the only exception to a complete left hemisphere dominance. Studies on lateralized focal lesions came to a similar conclusion, except for written complex calculation, where spatial abilities are needed to display digits in the right location according to the specific requirements of calculation procedures. Fifty years later, the contribution of new theoretical and instrumental tools lead to a much more complex picture, whereby, while left hemisphere dominance for math in the right-handed is confirmed for most functions, several math related tasks seem to be carried out in the right hemisphere. The developmental trajectory in the lateralization of math functions has also been clarified. This corpus of knowledge is reviewed here. The right hemisphere does not simply offer its support when calculation requires generic space processing, but its role can be very specific. For example, the right parietal lobe seems to store the operation-specific spatial layout required for complex arithmetical procedures and areas like the right insula are necessary in parsing complex numbers containing zero. Evidence is found for a complex orchestration between the two hemispheres even for simple tasks: each hemisphere has its specific role, concurring to the correct result. As for development, data point to right dominance for basic numerical processes. The picture that emerges at school age is a bilateral pattern with a significantly greater involvement of the right-hemisphere, particularly in non-symbolic tasks. The intraparietal sulcus shows a left hemisphere preponderance in response to symbolic stimuli at this age.
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Affiliation(s)
- Elena Salillas
- Department of Psychology and Sociology, University of Zaragoza, Zaragoza, Spain
| | - Silvia Benavides-Varela
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
| | - Carlo Semenza
- Padova Neuroscience Center, University of Padova, Padua, Italy
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13
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da Silva Soares R, Oku AYA, Barreto CDSF, Sato JR. Exploring the potential of eye tracking on personalized learning and real-time feedback in modern education. PROGRESS IN BRAIN RESEARCH 2023; 282:49-70. [PMID: 38035909 DOI: 10.1016/bs.pbr.2023.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/02/2023]
Abstract
Eye tracking is one of the techniques used to investigate cognitive mechanisms involved in the school context, such as joint attention and visual perception. Eye tracker has portability, straightforward application, cost-effectiveness, and infant-friendly neuroimaging measures of cognitive processes such as attention, engagement, and learning. Furthermore, the ongoing software enhancements coupled with the implementation of artificial intelligence algorithms have improved the precision of collecting eye movement data and simplified the calibration process. These characteristics make it plausible to consider eye-tracking technology a promising tool to assist the teaching-learning process in school routines. However, eye tracking needs to be explored more as an educational instrument for real-time classroom activities and teachers' feedback. This perspective article briefly presents the fundamentals of the eye-tracking technique and four illustrative examples of employing this method in everyday school life. The first application shows how eye tracker information may contribute to teacher assessment of students' computational thinking in coding classes. In the second and third illustrations, we discuss the additional information provided by the eye-tracker to the teacher assessing the student's strategies to solve fraction problems and chart interpretation. The last illustration demonstrates the potential of eye tracking to provide Real-time feedback on learning difficulties/disabilities. Thus, we highlight the potential of the eye tracker as a complementary tool to promote personalized education and discuss future perspectives. In conclusion, we suggest that an eye-tracking system could be helpful by providing real-time student gaze leading to immediate teacher interventions and metacognition strategies.
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Affiliation(s)
- Raimundo da Silva Soares
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil
| | - Amanda Yumi Ambriola Oku
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil
| | - Cândida da Silva Ferreira Barreto
- Faculty of Education, South Africa National Research Foundation Research Chair at the University of Johannesburg, Johannesburg, South Africa
| | - João Ricardo Sato
- Center of Mathematics, Computing and Cognition, Federal University of ABC, São Bernardo do Campo, Brazil; Graduate Program in Neuroscience and Cognition, Federal University of ABC, Santo André, Brazil.
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14
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Liu J, Chang H, Abrams DA, Kang JB, Chen L, Rosenberg-Lee M, Menon V. Atypical cognitive training-induced learning and brain plasticity and their relation to insistence on sameness in children with autism. eLife 2023; 12:e86035. [PMID: 37534879 PMCID: PMC10550286 DOI: 10.7554/elife.86035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Accepted: 08/02/2023] [Indexed: 08/04/2023] Open
Abstract
Children with autism spectrum disorders (ASDs) often display atypical learning styles; however, little is known regarding learning-related brain plasticity and its relation to clinical phenotypic features. Here, we investigate cognitive learning and neural plasticity using functional brain imaging and a novel numerical problem-solving training protocol. Children with ASD showed comparable learning relative to typically developing children but were less likely to shift from rule-based to memory-based strategy. While learning gains in typically developing children were associated with greater plasticity of neural representations in the medial temporal lobe and intraparietal sulcus, learning in children with ASD was associated with more stable neural representations. Crucially, the relation between learning and plasticity of neural representations was moderated by insistence on sameness, a core phenotypic feature of ASD. Our study uncovers atypical cognitive and neural mechanisms underlying learning in children with ASD, and informs pedagogical strategies for nurturing cognitive abilities in childhood autism.
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Affiliation(s)
- Jin Liu
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
| | - Hyesang Chang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
| | - Daniel A Abrams
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
| | - Julia Boram Kang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
| | - Lang Chen
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
- Department of Psychology, Santa Clara UniversitySanta ClaraUnited States
| | - Miriam Rosenberg-Lee
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
- Department of Psychology, Rutgers UniversityNewarkUnited States
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of MedicineStanfordUnited States
- Department of Neurology & Neurological Sciences, Stanford Neurosciences InstituteStanfordUnited States
- Stanford Neurosciences Institute, Stanford University School of MedicineStanfordUnited States
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15
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Ren X, Libertus ME. Identifying the Neural Bases of Math Competence Based on Structural and Functional Properties of the Human Brain. J Cogn Neurosci 2023; 35:1212-1228. [PMID: 37172121 DOI: 10.1162/jocn_a_02008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
Human populations show large individual differences in math performance and math learning abilities. Early math skill acquisition is critical for providing the foundation for higher quantitative skill acquisition and succeeding in modern society. However, the neural bases underlying individual differences in math competence remain unclear. Modern neuroimaging techniques allow us to not only identify distinct local cortical regions but also investigate large-scale neural networks underlying math competence both structurally and functionally. To gain insights into the neural bases of math competence, this review provides an overview of the structural and functional neural markers for math competence in both typical and atypical populations of children and adults. Although including discussion of arithmetic skills in children, this review primarily focuses on the neural markers associated with complex math skills. Basic number comprehension and number comparison skills are outside the scope of this review. By synthesizing current research findings, we conclude that neural markers related to math competence are not confined to one particular region; rather, they are characterized by a distributed and interconnected network of regions across the brain, primarily focused on frontal and parietal cortices. Given that human brain is a complex network organized to minimize the cost of information processing, an efficient brain is capable of integrating information from different regions and coordinating the activity of various brain regions in a manner that maximizes the overall efficiency of the network to achieve the goal. We end by proposing that frontoparietal network efficiency is critical for math competence, which enables the recruitment of task-relevant neural resources and the engagement of distributed neural circuits in a goal-oriented manner. Thus, it will be important for future studies to not only examine brain activation patterns of discrete regions but also examine distributed network patterns across the brain, both structurally and functionally.
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16
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Tablante J, Krossa L, Azimi T, Chen L. Dysfunctions associated with the intraparietal sulcus and a distributed network in individuals with math learning difficulties: An ALE meta-analysis. Hum Brain Mapp 2023; 44:2726-2740. [PMID: 36807960 PMCID: PMC10089103 DOI: 10.1002/hbm.26240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 01/26/2023] [Accepted: 02/09/2023] [Indexed: 02/23/2023] Open
Abstract
Math learning difficulty (MLD) is a learning disorder characterized by persistent impairments in the understanding and application of numbers independent of intelligence or schooling. The current study aims to review existing neuroimaging studies to characterize the neurobiological basis in MLD for their quantity and arithmetic dysfunctions. We identified a total of 24 studies with 728 participants through the literature. Using the activation likelihood estimate (ALE) method, we found that the most consistent neurobiological dysfunction in MLD was observed in the right intraparietal sulcus (IPS) with distinct patterns of the anterior and posterior aspects. Meanwhile, neurobiological dysfunctions were also observed in a distributed network including the fusiform gyrus, inferior temporal gyrus, insula, prefrontal cortex, anterior cingulate cortex, and claustrum. Our results suggest a core dysfunction in the right anterior IPS and left fusiform gyrus with atypically upregulated functions in brain regions for attention, working memory, visual processing, and motivation, serving as the neurobiological basis of MLD.
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Affiliation(s)
| | - Lani Krossa
- Neuroscience ProgramSanta Clara UniversitySanta ClaraCaliforniaUSA
| | - Tannaz Azimi
- Neuroscience ProgramSanta Clara UniversitySanta ClaraCaliforniaUSA
| | - Lang Chen
- Neuroscience ProgramSanta Clara UniversitySanta ClaraCaliforniaUSA
- Department of PsychologySanta Clara UniversitySanta ClaraCaliforniaUSA
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17
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Das A, Menon V. Concurrent- and After-Effects of Medial Temporal Lobe Stimulation on Directed Information Flow to and from Prefrontal and Parietal Cortices during Memory Formation. J Neurosci 2023; 43:3159-3175. [PMID: 36963847 PMCID: PMC10146497 DOI: 10.1523/jneurosci.1728-22.2023] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Revised: 03/06/2023] [Accepted: 03/13/2023] [Indexed: 03/26/2023] Open
Abstract
Electrical stimulation of the medial temporal lobe (MTL) has the potential to uncover causal circuit mechanisms underlying memory function. However, little is known about how MTL stimulation alters information flow with frontoparietal cortical regions implicated in episodic memory. We used intracranial EEG recordings from humans (14 participants, 10 females) to investigate how MTL stimulation alters directed information flow between MTL and PFC and between MTL and posterior parietal cortex (PPC). Participants performed a verbal episodic memory task during which they were presented with words and asked to recall them after a delay of ∼20 s; 50 Hz stimulation was applied to MTL electrodes on selected trials during memory encoding. Directed information flow was examined using phase transfer entropy. Behaviorally, we observed that MTL stimulation reduced memory recall. MTL stimulation decreased top-down PFC→MTL directed information flow during both memory encoding and subsequent memory recall, revealing aftereffects more than 20 s after end of stimulation. Stimulation suppressed top-down PFC→MTL influences to a greater extent than PPC→MTL. Finally, MTL→PFC information flow on stimulation trials was significantly lower for successful, compared with unsuccessful, memory recall; in contrast, MTL→ventral PPC information flow was higher for successful, compared with unsuccessful, memory recall. Together, these results demonstrate that the effects of MTL stimulation are behaviorally, regionally, and directionally specific, that MTL stimulation selectively impairs directional signaling with PFC, and that causal MTL-ventral PPC circuits support successful memory recall. Findings provide new insights into dynamic casual circuits underling episodic memory and their modulation by MTL stimulation.SIGNIFICANCE STATEMENT The medial temporal lobe (MTL) and its interactions with prefrontal and parietal cortices (PFC and PPC) play a critical role in human memory. Dysfunctional MTL-PFC and MTL-PPC circuits are prominent in psychiatric and neurologic disorders, including Alzheimer's disease and schizophrenia. Brain stimulation has emerged as a potential mechanism for enhancing memory and cognitive functions, but the underlying neurophysiological mechanisms and dynamic causal circuitry underlying bottom-up and top-down signaling involving the MTL are unknown. Here, we use intracranial EEG recordings to investigate the effects of MTL stimulation on causal signaling in key episodic memory circuits linking the MTL with PFC and PPC. Our findings have implications for translational applications aimed at realizing the promise of brain stimulation-based treatment of memory disorders.
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Affiliation(s)
- Anup Das
- Department of Psychiatry & Behavioral Sciences
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences
- Department of Neurology & Neurological Sciences
- Stanford Neurosciences Institute, Stanford University School of Medicine, Stanford, California 94305
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18
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Chen M, He Y, Hao L, Xu J, Tian T, Peng S, Zhao G, Lu J, Zhao Y, Zhao H, Jiang M, Gao JH, Tan S, He Y, Liu C, Tao S, Uddin LQ, Dong Q, Qin S. Default mode network scaffolds immature frontoparietal network in cognitive development. Cereb Cortex 2023; 33:5251-5263. [PMID: 36320154 PMCID: PMC10152054 DOI: 10.1093/cercor/bhac414] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 09/15/2022] [Accepted: 09/16/2022] [Indexed: 05/03/2023] Open
Abstract
The default mode network (DMN) is a workspace for convergence of internal and external information. The frontal parietal network (FPN) is indispensable to executive functioning. Yet, how they interplay to support cognitive development remains elusive. Using longitudinal developmental fMRI with an n-back paradigm, we show a heterogeneity of maturational changes in multivoxel activity and network connectivity among DMN and FPN nodes in 528 children and 103 young adults. Compared with adults, children exhibited prominent longitudinal improvement but still inferior behavioral performance, which paired with less pronounced DMN deactivation and weaker FPN activation in children, but stronger DMN coupling with FPN regions. Children's DMN reached an adult-like level earlier than FPN at both multivoxel activity pattern and intranetwork connectivity levels. Intrinsic DMN-FPN internetwork coupling in children mediated the relationship between age and working memory-related functional coupling of these networks, with posterior cingulate cortex (PCC)-dorsolateral prefrontal cortex (DLPFC) coupling emerging as most prominent pathway. Coupling of PCC-DLPFC may further work together with task-invoked activity in PCC to account for longitudinal improvement in behavioral performance in children. Our findings suggest that the DMN provides a scaffolding effect in support of an immature FPN that is critical for the development of executive functions in children.
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Affiliation(s)
- Menglu Chen
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Ying He
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Lei Hao
- College of Teacher Education, Southwest University, Chongqing 400715, China
- Qiongtai Normal University Key Laboratory of Child Cognition & Behavior Development of Hainan Province, Haikou 571127, China
| | - Jiahua Xu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Ting Tian
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Siya Peng
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Gai Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Jing Lu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Yuyao Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Hui Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Min Jiang
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Jia-Hong Gao
- Center for MRI Research, Academy for Advanced Interdisciplinary Studies, Peking University, Beijing 100871, China
- McGovern Institute for Brain Research, Peking University, Beijing 100871, China
| | - Shuping Tan
- Beijing HuiLongGuan Hospital, Peking University, Beijing 100036, China
| | - Yong He
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Chao Liu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Sha Tao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Lucina Q Uddin
- Department of Psychiatry and Biobehavioral Sciences, University of California at Los Angeles, Los Angeles, CA 90095, USA
| | - Qi Dong
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Shaozheng Qin
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
- Chinese Institute for Brain Research, Beijing 100069, China
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19
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Hoff D, Amland T, Melby-Lervåg M, Lervåg A, Protopapas A. Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. J Exp Child Psychol 2023; 231:105656. [PMID: 36917915 DOI: 10.1016/j.jecp.2023.105656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 02/06/2023] [Accepted: 02/11/2023] [Indexed: 03/13/2023]
Abstract
A number of cognitive factors have been suggested to underlie development in reading and arithmetic skills. Although the two domains are strongly linked, only a few studies have investigated the processes that are shared between them during the early school years. Rapid automatized naming (RAN) has been identified as a strong predictor of a common fluency factor in reading and arithmetic. In the current study with 232 Norwegian children, we examined how RAN in preschool and Grade 1 relates to the shared and nonshared variance in arithmetic fluency and reading fluency in Grade 3. Furthermore, we examined whether related processing skills (phoneme awareness, working memory, speed of processing, and symbol knowledge) can account for the relationship between RAN and shared fluency-or if they predict variance that is unique to each domain. Our results show that RAN in both preschool and Grade 1 is a strong predictor of shared variance between reading fluency and arithmetic fluency measured several years later, whereas other predictors mainly relate to the nonshared parts of variance in the fluency outcomes. That is, control variables with the theoretical potential to explain some of RAN's relation to the overlap between reading and arithmetic fluency do not in fact account for this relationship. Our findings provide a starting point for future investigations of the mechanisms of rapid naming.
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Affiliation(s)
- David Hoff
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Tonje Amland
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway.
| | - Monica Melby-Lervåg
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Arne Lervåg
- Department of Education, University of Oslo, Blindern, 0317 Oslo, Norway
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20
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Nakai T, Nishimoto S. Quantitative modelling demonstrates format-invariant representations of mathematical problems in the brain. Eur J Neurosci 2023; 57:1003-1017. [PMID: 36710081 DOI: 10.1111/ejn.15925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 01/19/2023] [Accepted: 01/23/2023] [Indexed: 01/31/2023]
Abstract
Mathematical problems can be described in either symbolic form or natural language. Previous studies have reported that activation overlaps exist for these two types of mathematical problems, but it is unclear whether they are based on similar brain representations. Furthermore, quantitative modelling of mathematical problem solving has yet to be attempted. In the present study, subjects underwent 3 h of functional magnetic resonance experiments involving math word and math expression problems, and a read word condition without any calculations was used as a control. To evaluate the brain representations of mathematical problems quantitatively, we constructed voxel-wise encoding models. Both intra- and cross-format encoding modelling significantly predicted brain activity predominantly in the left intraparietal sulcus (IPS), even after subtraction of the control condition. Representational similarity analysis and principal component analysis revealed that mathematical problems with different formats had similar cortical organization in the IPS. These findings support the idea that mathematical problems are represented in the brain in a format-invariant manner.
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Affiliation(s)
- Tomoya Nakai
- Lyon Neuroscience Research Center (CRNL), INSERM U1028-CNRS UMR5292, University of Lyon, Bron, France.,Center for Information and Neural Networks, National Institute of Information and Communications Technology, Suita, Japan
| | - Shinji Nishimoto
- Center for Information and Neural Networks, National Institute of Information and Communications Technology, Suita, Japan.,Graduate School of Frontier Biosciences, Osaka University, Suita, Japan.,Graduate School of Medicine, Osaka University, Suita, Japan
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21
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Klein E, Knops A. The two-network framework of number processing: a step towards a better understanding of the neural origins of developmental dyscalculia. J Neural Transm (Vienna) 2023; 130:253-268. [PMID: 36662281 PMCID: PMC10033479 DOI: 10.1007/s00702-022-02580-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Accepted: 12/23/2022] [Indexed: 01/21/2023]
Abstract
Developmental dyscalculia is a specific learning disorder that persists over lifetime and can have an enormous impact on personal, health-related, and professional aspects of life. Despite its central importance, the origin both at the cognitive and neural level is not yet well understood. Several classification schemas of dyscalculia have been proposed, sometimes together with an associated deficit at the neural level. However, these explanations are (a) not providing an exhaustive framework that is at levels with the observed complexity of developmental dyscalculia at the behavioral level and (b) are largely mono-causal approaches focusing on gray matter deficits. We suggest that number processing is instead the result of context-dependent interaction of two anatomically largely separate, distributed but overlapping networks that function/cooperate in a closely integrated fashion. The proposed two-network framework (TNF) is the result of a series of studies in adults on the neural correlates underlying magnitude processing and arithmetic fact retrieval, which comprised neurofunctional imaging of various numerical tasks, the application of probabilistic fiber tracking to obtain well-defined connections, and the validation and modification of these results using disconnectome mapping in acute stroke patients. Emerged from data in adults, it represents the endpoint of the acquisition and use of mathematical competencies in adults. Yet, we argue that its main characteristics should already emerge earlier during development. Based on this TNF, we develop a classification schema of phenomenological subtypes and their underlying neural origin that we evaluate against existing propositions and the available empirical data.
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Affiliation(s)
- Elise Klein
- LaPsyDÉ, UMR CNRS 8240, Université Paris Cité, La Sorbonne, 46 Rue Saint-Jacques, 75005, Paris, France.
- Leibniz-Institut Fuer Wissensmedien Tuebingen, Tuebingen, Germany.
| | - André Knops
- LaPsyDÉ, UMR CNRS 8240, Université Paris Cité, La Sorbonne, 46 Rue Saint-Jacques, 75005, Paris, France
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22
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What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09717-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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23
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Liu J, Chang H, Abrams DA, Kang JB, Chen L, Rosenberg-Lee M, Menon V. Atypical cognitive training-induced learning and brain plasticity and their relation to insistence on sameness in children with autism. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.01.25.525594. [PMID: 36747659 PMCID: PMC9900852 DOI: 10.1101/2023.01.25.525594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Children with autism spectrum disorders (ASD) often display atypical learning styles, however little is known regarding learning-related brain plasticity and its relation to clinical phenotypic features. Here, we investigate cognitive learning and neural plasticity using functional brain imaging and a novel numerical problem-solving training protocol. Children with ASD showed comparable learning relative to typically developing children but were less likely to shift from rule-based to memory-based strategy. Critically, while learning gains in typically developing children were associated with greater plasticity of neural representations in the medial temporal lobe and intraparietal sulcus, learning in children with ASD was associated with more stable neural representations. Crucially, the relation between learning and plasticity of neural representations was moderated by insistence on sameness, a core phenotypic feature of ASD. Our study uncovers atypical cognitive and neural mechanisms underlying learning in children with ASD, and informs pedagogical strategies for nurturing cognitive abilities in childhood autism.
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Affiliation(s)
- Jin Liu
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Hyesang Chang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Daniel A. Abrams
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Julia Boram Kang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
| | - Lang Chen
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Department of Psychology, Santa Clara University, Santa Clara, CA 95053
| | - Miriam Rosenberg-Lee
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Department of Psychology, Rutgers University, Newark, NJ 07102
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305
- Stanford Neurosciences Institute, Stanford University School of Medicine, Stanford, CA 94305
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24
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de Morais VAC, de Oliveira-Pinto AV, Mello Neto AF, Freitas JS, da Silva MM, Suemoto CK, Leite RP, Grinberg LT, Jacob-Filho W, Pasqualucci C, Nitrini R, Caramelli P, Lent R. Resilience of Neural Cellularity to the Influence of Low Educational Level. Brain Sci 2023; 13:brainsci13010104. [PMID: 36672086 PMCID: PMC9857353 DOI: 10.3390/brainsci13010104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 12/28/2022] [Accepted: 12/30/2022] [Indexed: 01/06/2023] Open
Abstract
BACKGROUND Education is believed to contribute positively to brain structure and function, as well as to cognitive reserve. One of the brain regions most impacted by education is the medial temporal lobe (MTL), a region that houses the hippocampus, which has an important role in learning processes and in consolidation of memories, and is also known to undergo neurogenesis in adulthood. We aimed to investigate the influence of education on the absolute cell numbers of the MTL (comprised by the hippocampal formation, amygdala, and parahippocampal gyrus) of men without cognitive impairment. METHODS The Isotropic Fractionator technique was used to allow the anisotropic brain tissue to be transformed into an isotropic suspension of nuclei, and therefore assess the absolute cell composition of the MTL. We dissected twenty-six brains from men aged 47 to 64 years, with either low or high education. RESULTS A significant difference between groups was observed in brain mass, but not in MTL mass. No significant difference was found between groups in the number of total cells, number of neurons, and number of non-neuronal cells. Regression analysis showed that the total number of cells, number of neurons, and number of non-neuronal cells in MTL were not affected by education. CONCLUSIONS The results indicate a resilience of the absolute cellular composition of the MTL of typical men to low schooling, suggesting that the cellularity of brain regions is not affected by formal education.
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Affiliation(s)
- Viviane A. Carvalho de Morais
- Neuroplasticity Laboratory, Instituto de Ciências Biomédicas, Universidade Federal do Rio de Janeiro, Rio de Janeiro 21941-902, RJ, Brazil
| | - Ana V. de Oliveira-Pinto
- Neuroplasticity Laboratory, Instituto de Ciências Biomédicas, Universidade Federal do Rio de Janeiro, Rio de Janeiro 21941-902, RJ, Brazil
| | - Arthur F. Mello Neto
- Neuroplasticity Laboratory, Instituto de Ciências Biomédicas, Universidade Federal do Rio de Janeiro, Rio de Janeiro 21941-902, RJ, Brazil
| | - Jaqueline S. Freitas
- Neuroplasticity Laboratory, Instituto de Ciências Biomédicas, Universidade Federal do Rio de Janeiro, Rio de Janeiro 21941-902, RJ, Brazil
| | - Magnólia M. da Silva
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Claudia Kimie Suemoto
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Renata P. Leite
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Lea T. Grinberg
- Memory and Aging Center, University of California San Francisco, San Francisco, CA 94158, USA
| | - Wilson Jacob-Filho
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
- Laboratory of Medical Research in Aging (LIM-66), Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Carlos Pasqualucci
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Ricardo Nitrini
- Biobank for Aging Studies, Faculdade de Medicina, Universidade de São Paulo, São Paulo 01246-903, SP, Brazil
| | - Paulo Caramelli
- Behavioral and Cognitive Neurology Research Group, Faculdade de Medicina, Universidade Federal de Minas Gerais, Belo Horizonte 30130-100, MG, Brazil
| | - Roberto Lent
- Neuroplasticity Laboratory, Instituto de Ciências Biomédicas, Universidade Federal do Rio de Janeiro, Rio de Janeiro 21941-902, RJ, Brazil
- D’Or Institute of Research and Education, Rio de Janeiro 22281-100, RJ, Brazil
- Correspondence:
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25
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Nakai T, Girard C, Longo L, Chesnokova H, Prado J. Cortical representations of numbers and nonsymbolic quantities expand and segregate in children from 5 to 8 years of age. PLoS Biol 2023; 21:e3001935. [PMID: 36603025 PMCID: PMC9815645 DOI: 10.1371/journal.pbio.3001935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2022] [Accepted: 11/30/2022] [Indexed: 01/06/2023] Open
Abstract
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 the neural representations of numerals emerge during that period. It is also unclear whether these relate to an ontogenetically earlier sense of approximate quantity. Here, we used multivariate fMRI adaptation coupled with within- and between-format machine learning to probe the cortical representations of Arabic numerals and approximate nonsymbolic quantity in 89 children either at the beginning (age 5) or four years into formal education (age 8). Although the cortical representations of both numerals and nonsymbolic quantities expanded from age 5 to age 8, these representations also segregated with learning and development. Specifically, a format-independent neural representation of quantity was found in the right parietal cortex, but only for 5-year-olds. These results are consistent with the so-called symbolic estrangement hypothesis, which argues that the relation between symbolic and nonsymbolic quantity weakens with exposure to formal mathematics in children.
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Affiliation(s)
- Tomoya Nakai
- Lyon Neuroscience Research Center (CRNL), INSERM U1028—CNRS UMR5292, University of Lyon, Bron, France
- * E-mail: (TN); (JP)
| | - Cléa Girard
- Lyon Neuroscience Research Center (CRNL), INSERM U1028—CNRS UMR5292, University of Lyon, Bron, France
| | - Léa Longo
- Lyon Neuroscience Research Center (CRNL), INSERM U1028—CNRS UMR5292, University of Lyon, Bron, France
| | - Hanna Chesnokova
- Lyon Neuroscience Research Center (CRNL), INSERM U1028—CNRS UMR5292, University of Lyon, Bron, France
| | - Jérôme Prado
- Lyon Neuroscience Research Center (CRNL), INSERM U1028—CNRS UMR5292, University of Lyon, Bron, France
- * E-mail: (TN); (JP)
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26
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Sokolowski HM, Matejko AA, Ansari D. The role of the angular gyrus in arithmetic processing: a literature review. Brain Struct Funct 2023; 228:293-304. [PMID: 36376522 DOI: 10.1007/s00429-022-02594-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 10/30/2022] [Indexed: 11/16/2022]
Abstract
Since the pioneering work of the early 20th century neuropsychologists, the angular gyrus (AG), particularly in the left hemisphere, has been associated with numerical and mathematical processing. The association between the AG and numerical and mathematical processing has been substantiated by neuroimaging research. In the present review article, we will examine what is currently known about the role of the AG in numerical and mathematical processing with a particular focus on arithmetic. Specifically, we will examine the role of the AG in the retrieval of arithmetic facts in both typically developing children and adults. The review article will consider alternative accounts that posit that the involvement of the AG is not specific to arithmetic processing and will consider how numerical and mathematical processing and their association with the AG overlap with other neurocognitive processes. The review closes with a discussion of future directions to further characterize the relationship between the angular gyrus and arithmetic processing.
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Affiliation(s)
- H Moriah Sokolowski
- Rotman Research Institute, Baycrest Hospital, North York, ON, M6A 2E1, Canada.,Numerical Cognition Laboratory, Department of Psychology & Brain and Mind Institute, University of Western Ontario, London, ON, N6A 3K, Canada
| | - Anna A Matejko
- Department of Psychology, Durham University, Durham, DH1 3LE, UK
| | - Daniel Ansari
- Numerical Cognition Laboratory, Department of Psychology & Brain and Mind Institute, University of Western Ontario, London, ON, N6A 3K, Canada.
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27
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Zhu Y, Zeng Y, Ren J, Zhang L, Chen C, Fernandez G, Qin S. Emotional learning retroactively promotes memory integration through rapid neural reactivation and reorganization. eLife 2022; 11:e60190. [PMID: 36476501 PMCID: PMC9815824 DOI: 10.7554/elife.60190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 12/06/2022] [Indexed: 12/13/2022] Open
Abstract
Neutral events preceding emotional experiences can be better remembered, likely by assigning them as significant to guide possible use in future. Yet, the neurobiological mechanisms of how emotional learning enhances memory for past mundane events remain unclear. By two behavioral studies and one functional magnetic resonance imaging study with an adapted sensory preconditioning paradigm, we show rapid neural reactivation and connectivity changes underlying emotion-charged retroactive memory enhancement. Behaviorally, emotional learning retroactively enhanced initial memory for neutral associations across the three studies. Neurally, emotional learning potentiated trial-specific reactivation of overlapping neural traces in the hippocampus and stimulus-relevant neocortex. It further induced rapid hippocampal-neocortical functional reorganization supporting such retroactive memory benefit, as characterized by enhanced hippocampal-neocortical coupling modulated by the amygdala during emotional learning, and a shift of hippocampal connectivity from stimulus-relevant neocortex to distributed transmodal prefrontal-parietal areas at post-learning rests. Together, emotional learning retroactively promotes memory integration for past neutral events through stimulating trial-specific reactivation of overlapping representations and reorganization of associated memories into an integrated network to foster its priority for future use.
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Affiliation(s)
- Yannan Zhu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijingChina
- Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal UniversityBeijingChina
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical CenterNijmegenNetherlands
| | - Yimeng Zeng
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijingChina
- Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal UniversityBeijingChina
| | - Jingyuan Ren
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical CenterNijmegenNetherlands
| | - Lingke Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijingChina
- Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal UniversityBeijingChina
| | - Changming Chen
- School of Education, Chongqing Normal UniversityChongqingChina
| | - Guillen Fernandez
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical CenterNijmegenNetherlands
| | - Shaozheng Qin
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal UniversityBeijingChina
- Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal UniversityBeijingChina
- Chinese Institute for Brain ResearchBeijingChina
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28
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Suárez-Pellicioni M, Prado J, Booth JR. Neurocognitive mechanisms underlying multiplication and subtraction performance in adults and skill development in children: a scoping review. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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29
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Skagenholt M, Skagerlund K, Träff U. Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number discrimination in children and adults. Dev Cogn Neurosci 2022; 58:101159. [PMID: 36209551 PMCID: PMC9550600 DOI: 10.1016/j.dcn.2022.101159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 08/05/2022] [Accepted: 10/03/2022] [Indexed: 01/13/2023] Open
Abstract
Numerical cognition can take place in multiple representational formats, such as Arabic digits (e.g., 1), verbal number words (e.g., "two"), and nonsymbolic (e.g., •••) numerical magnitude. Basic numerical discrimination abilities are key factors underlying the development of arithmetic abilities, acting as an important developmental precursor of adult-level numeracy. While prior research has begun to detail the neural correlates associated with basic numerical discrimination skills in different representational formats, the interactions between functional neural circuits are less understood. A growing body of evidence suggests that the functional networks recruited by number discrimination tasks differ between children and adults, which may provide valuable insights into the development of numerical cognition. To this end, we posed two questions: how do the interactions between functional circuits associated with number processing differ in children and adults? Are differences in functional network connectivity modulated by numerical representational codes? A theoretically motivated 22 ROI analysis indicated significant functional connectivity differences between children and adults across all three codes. Adults demonstrated sparser and more consistent connectivity patterns across codes, indicative of developmental domain-specialization for number processing. Although neural activity in children and adults is similar, the functional connectivity supporting number processing appears subject to substantial developmental maturation effects.
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Affiliation(s)
- Mikael Skagenholt
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden,Department of Management and Engineering, JEDI-Lab, Linköping University, Linköping, Sweden,Correspondence to: Department of Behavioral Sciences and Learning, Linköping University, SE-58183 Linköping, Sweden.
| | - Kenny Skagerlund
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden,Department of Management and Engineering, JEDI-Lab, Linköping University, Linköping, Sweden,Center for Social and Affective Neuroscience (CSAN), Linköping University, Linköping, Sweden
| | - Ulf Träff
- Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
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30
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Wang F, Chen D, Sui J. Trait dialectical thinking is associated with the strength of functional coupling between the dACC and the default mode network. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2022; 22:1021-1029. [PMID: 35257305 DOI: 10.3758/s13415-022-00990-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/13/2022] [Indexed: 06/14/2023]
Abstract
Dialectical thinking is an overarching and sophisticated thinking style that involves accepting and resolving contradictions. The current study examined whether the dispositional tendency of dialectical thinking is mediated by organizational patterns of intrinsic brain networks. Based on previous theoretical and empirical works, we hypothesized that the dorsal anterior cingulate cortex (dACC), the hub for conflict processing, shows increased couplings with nodes in the default mode network (DMN). A sample of 380 young and healthy participants completed a self-reported measure of dialectical thinking and underwent resting-state functional magnetic resonance imaging scanning. Results of seed-based correlational ROI and whole-brain analyses supported our hypothesis that trait dialectical thinking was positively correlated with the strength of the dACC-DMN couplings. These findings demonstrate the possibility of identifying network-level neural representations of sociocultural orientations.
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Affiliation(s)
- Fei Wang
- Department of Psychology, School of Social Sciences, Tsinghua University, Beijing, China.
- Laboratory of Brain and Intelligence, Tsinghua University, Beijing, China.
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, School of Psychology and Cognitive Science, East China Normal University, Shanghai, 200062, China.
| | - Dian Chen
- Department of Psychology, School of Social Sciences, Tsinghua University, Beijing, China
| | - Jie Sui
- The School of Psychology, University of Aberdeen, Aberdeen, UK.
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31
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Sokolowski HM, Hawes Z, Ansari D. The neural correlates of retrieval and procedural strategies in mental arithmetic: A functional neuroimaging meta-analysis. Hum Brain Mapp 2022; 44:229-244. [PMID: 36121072 PMCID: PMC9783428 DOI: 10.1002/hbm.26082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 08/12/2022] [Accepted: 08/30/2022] [Indexed: 02/05/2023] Open
Abstract
Mental arithmetic is a complex skill of great importance for later academic and life success. Many neuroimaging studies and several meta-analyses have aimed to identify the neural correlates of mental arithmetic. Previous meta-analyses of arithmetic grouped all problem types into a single meta-analytic map, despite evidence suggesting that different types of arithmetic problems are solved using different strategies. We used activation likelihood estimation (ALE) to conduct quantitative meta-analyses of mental arithmetic neuroimaging (n = 31) studies, and subsequently grouped contrasts from the 31 studies into problems that are typically solved using retrieval strategies (retrieval problems) (n = 18) and problems that are typically solved using procedural strategies (procedural problems) (n = 19). Foci were compiled to generate probabilistic maps of activation for mental arithmetic (i.e., all problem types), retrieval problems, and procedural problems. Conjunction and contrast analyses were conducted to examine overlapping and distinct activation for retrieval and procedural problems. The conjunction analysis revealed overlapping activation for retrieval and procedural problems in the bilateral inferior parietal lobules, regions typically associated with magnitude processing. Contrast analyses revealed specific activation in the left angular gyrus for retrieval problems and specific activation in the inferior frontal gyrus and cingulate gyrus for procedural problems. These findings indicate that the neural bases of arithmetic systematically differs according to problem type, providing new insights into the dynamic and task-dependent neural underpinnings of the calculating brain.
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Affiliation(s)
- H. Moriah Sokolowski
- Rotman Research InstituteBaycrest HospitalNorth YorkOntarioCanada,Numerical Cognition Laboratory, Department of Psychology and Brain and Mind InstituteUniversity of Western OntarioLondonOntarioCanada
| | - Zachary Hawes
- Numerical Cognition Laboratory, Department of Psychology and Brain and Mind InstituteUniversity of Western OntarioLondonOntarioCanada,Ontario Institute for Studies in EducationUniversity of TorontoTorontoOntarioCanada
| | - Daniel Ansari
- Numerical Cognition Laboratory, Department of Psychology and Brain and Mind InstituteUniversity of Western OntarioLondonOntarioCanada
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32
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Sullivan AW, Bowren MD, Bruss J, Tranel D, Demir-Lira ÖE. Academic skills after brain injury: A lifespan perspective. Neuropsychology 2022; 36:419-432. [PMID: 35420857 PMCID: PMC9631230 DOI: 10.1037/neu0000806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
OBJECTIVES This study investigated academic skills outcomes after brain injury and identified the influence of age and injury factors across the lifespan. METHOD Our sample included 651 participants with focal brain lesions. Math, reading, and spelling data from the Wide Range Achievement Test (WRAT) were used as the academic skills outcomes. Age of lesion onset ranged from 0 to 85 years old. Linear regressions were conducted to identify the relation between age and injury factors and academic skills outcomes. Lesion-symptom mapping was conducted to identify the brain areas that, when lesioned, were associated with deficits in academic skills. RESULTS A quadratic model of age of lesion onset significantly predicted math (R² = .28, p < .001), reading (R² = .29, p < .001), and spelling outcomes (R² = .32, p < .001), while accounting for various covariates. Education, sex, lesion size and laterality, etiology, and seizure history were additional reliable predictors of academic skills outcomes across the lifespan. Academic skill deficits were associated with damage to various brain areas across the left-hemisphere frontal, temporal, and parietal lobes, the insular area, and left- and right-hemisphere white matter. CONCLUSIONS This study supports age of lesion onset as a relevant predictor of academic skills after brain injury in a lifespan sample. Several other variables (e.g., education, sex, lesion characteristics, and seizure history) are notable in the prediction of outcomes across the lifespan. Future work could investigate more diverse samples and emphasize recruitment of early onset injuries to examine generalizability and potential critical periods for academic skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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33
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Collins SE, Thompson DK, Kelly CE, Gilchrist CP, Matthews LG, Pascoe L, Lee KJ, Inder TE, Doyle LW, Cheong JL, Burnett AC, Anderson PJ. Development of regional brain gray matter volume across the first 13 years of life is associated with childhood math computation ability for children born very preterm and full term. Brain Cogn 2022; 160:105875. [DOI: 10.1016/j.bandc.2022.105875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Revised: 03/02/2022] [Accepted: 04/11/2022] [Indexed: 11/02/2022]
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34
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Suárez-Pellicioni M, Booth JR. Temporal cortex activation explains children's improvement in math attitudes. Child Dev 2022; 93:1012-1029. [PMID: 35244210 PMCID: PMC10038318 DOI: 10.1111/cdev.13749] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Math attitudes are related to achievement, yet we do not know how the brain supports changes in math attitudes. 51 children (54.9% female, 45.1% male; 37.3% White, 33.3% Black, 11.8% Latino, 5.9% Asian, 11.8% Other) solved a multiplication task inside the scanner when they were approximately 11 (time 1; T1) and 13 (time 2; T2) years old (i.e., mean age). Results revealed clusters in the left middle to superior temporal gyri at T1 associated with math attitudes at T1 and with their longitudinal improvement. However, changes in attitudes were not associated with brain changes over time. These findings suggest that relying on the storage of arithmetic facts, involved in memory retrieval, explains the development of positive math attitudes.
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Affiliation(s)
- Macarena Suárez-Pellicioni
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, Alabama, USA
| | - James R Booth
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
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35
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Chang H, Chen L, Zhang Y, Xie Y, de Los Angeles C, Adair E, Zanitti G, Wassermann D, Rosenberg-Lee M, Menon V. Foundational Number Sense Training Gains Are Predicted by Hippocampal-Parietal Circuits. J Neurosci 2022; 42:4000-4015. [PMID: 35410879 PMCID: PMC9097592 DOI: 10.1523/jneurosci.1005-21.2022] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 02/01/2022] [Accepted: 02/05/2022] [Indexed: 11/21/2022] Open
Abstract
The development of mathematical skills in early childhood relies on number sense, the foundational ability to discriminate among quantities. Number sense in early childhood is predictive of academic and professional success, and deficits in number sense are thought to underlie lifelong impairments in mathematical abilities. Despite its importance, the brain circuit mechanisms that support number sense learning remain poorly understood. Here, we designed a theoretically motivated training program to determine brain circuit mechanisms underlying foundational number sense learning in female and male elementary school-age children (7-10 years). Our 4 week integrative number sense training program gradually strengthened the understanding of the relations between symbolic (Arabic numerals) and nonsymbolic (sets of items) representations of quantity. We found that our number sense training program improved symbolic quantity discrimination ability in children across a wide range of math abilities including children with learning difficulties. Crucially, the strength of pretraining functional connectivity between the hippocampus and intraparietal sulcus, brain regions implicated in associative learning and quantity discrimination, respectively, predicted individual differences in number sense learning across typically developing children and children with learning difficulties. Reverse meta-analysis of interregional coactivations across 14,371 fMRI studies and 89 cognitive functions confirmed a reliable role for hippocampal-intraparietal sulcus circuits in learning. Our study identifies a canonical hippocampal-parietal circuit for learning that plays a foundational role in children's cognitive skill acquisition. Findings provide important insights into neurobiological circuit markers of individual differences in children's learning and delineate a robust target for effective cognitive interventions.SIGNIFICANCE STATEMENT Mathematical skill development relies on number sense, the ability to discriminate among quantities. Here, we develop a theoretically motivated training program and investigate brain circuits that predict number sense learning in children during a period important for acquisition of foundational cognitive skills. Our integrated number sense training program was effective in children across a wide a range of math abilities, including children with learning difficulties. We identify hippocampal-parietal circuits that predict individual differences in learning gains. Our study identifies a brain circuit critical for the acquisition of foundational cognitive skills, which will be useful for developing effective interventions to remediate learning disabilities.
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Affiliation(s)
- Hyesang Chang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
| | - Lang Chen
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
- Department of Psychology, Santa Clara University, Santa Clara, California 95053
| | - Yuan Zhang
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
| | - Ye Xie
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
- Department of Physics, Zhejiang University, Hangzhou 310027, China
- Department of Psychology, Sun Yat-Sen University, Guangzhou 510006, China
| | - Carlo de Los Angeles
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
| | - Emma Adair
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
| | - Gaston Zanitti
- Parietal, Inria Saclay Île-de-France, Campus de l'École Polytechnique, Université Paris-Sud, Palaiseau 91120, France
| | - Demian Wassermann
- Parietal, Inria Saclay Île-de-France, Campus de l'École Polytechnique, Université Paris-Sud, Palaiseau 91120, France
| | - Miriam Rosenberg-Lee
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
- Department of Psychology, Rutgers University, Newark, New Jersey 07102
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, California 94305
- Department of Neurology & Neurological Sciences, Stanford University, Stanford, California 94305
- Stanford Neurosciences Institute, Stanford University, Stanford, California 94305
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36
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Ren J, Huang F, Gao C, Gott J, Schoch SF, Qin S, Dresler M, Luo J. Functional lateralization of the medial temporal lobe in novel associative processing during creativity evaluation. Cereb Cortex 2022; 33:1186-1206. [PMID: 35353185 PMCID: PMC9930633 DOI: 10.1093/cercor/bhac129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Revised: 03/05/2022] [Accepted: 03/06/2022] [Indexed: 11/12/2022] Open
Abstract
Although hemispheric lateralization of creativity has been a longstanding topic of debate, the underlying neurocognitive mechanism remains poorly understood. Here we designed 2 types of novel stimuli-"novel useful and novel useless," adapted from "familiar useful" designs taken from daily life-to demonstrate how the left and right medial temporal lobe (MTL) respond to novel designs of different usefulness. Taking the "familiar useful" design as a baseline, we found that the right MTL showed increased activation in response to "novel useful" designs, followed by "novel useless" ones, while the left MTL only showed increased activation in response to "novel useful" designs. Calculating an asymmetry index suggests that usefulness processing is predominant in the left MTL, whereas the right MTL is predominantly involved in novelty processing. Moreover, the left parahippocampal gyrus (PHG) showed stronger functional connectivity with the anterior cingulate cortex when responding to "novel useless" designs. In contrast, the right PHG showed stronger connectivity with the amygdala, midbrain, and hippocampus. Critically, multivoxel representational similarity analyses revealed that the left MTL was more effective than the right MTL at distinguishing the usefulness differences in novel stimuli, while representational patterns in the left PHG positively predicted the post-behavior evaluation of "truly creative" products. These findings suggest an apparent dissociation of the left and right MTL in integrating the novelty and usefulness information and novel associative processing during creativity evaluation, respectively. Our results provide novel insights into a longstanding and controversial question in creativity research by demonstrating functional lateralization of the MTL in processing novel associations.
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Affiliation(s)
- Jingyuan Ren
- Corresponding authors: Jingyuan Ren, Donders Center for Cognitive Neuroimaging, Radboud University Medical Center, Trigon Building, Kapittelweg 29, Nijmegen 6525 EN, Netherlands, ; Jing Luo, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Baiduizijia 23, Beijing 100048, China,
| | - Furong Huang
- School of Psychology, Jiangxi Normal University, Nanchang 330022, China
| | - Chuanji Gao
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, 6525 EN, Netherlands
| | - Jarrod Gott
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, 6525 EN, Netherlands
| | - Sarah F Schoch
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, 6525 EN, Netherlands
- Center of Competence Sleep & Health Zurich, University of Zurich, Zürich 8091, Switzerland
| | - Shaozheng Qin
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Faculty of Psychology at Beijing Normal University, Beijing 100875, China
- Chinese Institute for Brain Research, Beijing 102206, China
| | - Martin Dresler
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, 6525 EN, Netherlands
| | - Jing Luo
- Corresponding authors: Jingyuan Ren, Donders Center for Cognitive Neuroimaging, Radboud University Medical Center, Trigon Building, Kapittelweg 29, Nijmegen 6525 EN, Netherlands, ; Jing Luo, Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Baiduizijia 23, Beijing 100048, China,
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Developmental differences in memory reactivation relate to encoding and inference in the human brain. Nat Hum Behav 2022; 6:415-428. [PMID: 34782728 PMCID: PMC8973118 DOI: 10.1038/s41562-021-01206-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 09/01/2021] [Indexed: 11/08/2022]
Abstract
Despite the fact that children can draw on their memories to make novel inferences, it is unknown whether they do so through the same neural mechanisms as adults. We measured memory reinstatement as participants aged 7-30 years learned new, related information. While adults brought memories to mind throughout learning, adolescents did so only transiently, and children not at all. Analysis of trial-wise variability in reactivation showed that discrepant neural mechanisms-and in particular, what we interpret as suppression of interfering memories during learning in early adolescence-are nevertheless beneficial for later inference at each developmental stage. These results suggest that while adults build integrated memories well-suited to informing inference directly, children and adolescents instead must rely on separate memories to be individually referenced at the time of inference decisions.
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Declercq M, Bellon E, Sahan MI, Fias W, De Smedt B. Arithmetic learning in children: An fMRI training study. Neuropsychologia 2022; 169:108183. [PMID: 35181342 DOI: 10.1016/j.neuropsychologia.2022.108183] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 02/01/2022] [Accepted: 02/13/2022] [Indexed: 01/19/2023]
Abstract
Arithmetic learning is characterized by a change from procedural strategies to fact retrieval. fMRI training studies in adults have revealed that this change coincides with decreased activation in the prefrontal cortex (PFC) and that within the parietal lobe, a shift occurs from the intraparietal sulcus (IPS) to the angular gyrus (AG) during this change. It remains to be determined whether similar changes can be observed in children, particularly because children often recruit the hippocampus (HC) during fact retrieval, an observation that has not consistently been found in adults. In order to experimentally manipulate arithmetic strategy change, 26 typically developing 9- to-10-year-olds completed a six day at-home training of complex multiplication items (e.g. 16 × 4). Before and after training, children were presented with three multiplication conditions during fMRI: (1) complex to-be-trained/trained items, (2) complex untrained items and (3) single-digit items. Behavioral data indicated that training was successful. Similar to adults, children showed greater activity in the IPS and PFC for the untrained condition post-training, indicating that the fronto-parietal network during procedural arithmetic problem solving is already in place in children of this age. We did not observe the expected training-related changes in the HC. In contrast to what has been observed in adults, greater activity in the AG was not observed for the trained items. These results show that the brain processes that accompany the learning of arithmetic facts are different in children as compared to adults.
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Affiliation(s)
- Merel Declercq
- Department of Parenting and Special Education, KU Leuven, Leopold, Vanderkelenstraat, 32, B-3000, Leuven, Belgium.
| | - Elien Bellon
- Department of Parenting and Special Education, KU Leuven, Leopold, Vanderkelenstraat, 32, B-3000, Leuven, Belgium
| | - Muhammet Ikbal Sahan
- Department of Experimental Psychology, UGent, Henri Dunantlaan 2, B-9000, Gent, Belgium
| | - Wim Fias
- Department of Experimental Psychology, UGent, Henri Dunantlaan 2, B-9000, Gent, Belgium
| | - Bert De Smedt
- Department of Parenting and Special Education, KU Leuven, Leopold, Vanderkelenstraat, 32, B-3000, Leuven, Belgium
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39
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Johnson EL, Yin Q, O'Hara NB, Tang L, Jeong JW, Asano E, Ofen N. Dissociable oscillatory theta signatures of memory formation in the developing brain. Curr Biol 2022; 32:1457-1469.e4. [PMID: 35172128 PMCID: PMC9007830 DOI: 10.1016/j.cub.2022.01.053] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Revised: 12/15/2021] [Accepted: 01/19/2022] [Indexed: 11/16/2022]
Abstract
Understanding complex human brain functions is critically informed by studying such functions during development. Here, we addressed a major gap in models of human memory by leveraging rare direct electrophysiological recordings from children and adolescents. Specifically, memory relies on interactions between the medial temporal lobe (MTL) and prefrontal cortex (PFC), and the maturation of these interactions is posited to play a key role in supporting memory development. To understand the nature of MTL-PFC interactions, we examined subdural recordings from MTL and PFC in 21 neurosurgical patients aged 5.9-20.5 years as they performed an established scene memory task. We determined signatures of memory formation by comparing the study of subsequently recognized to forgotten scenes in single trials. Results establish that MTL and PFC interact via two distinct theta mechanisms, an ∼3-Hz oscillation that supports amplitude coupling and slows down with age and an ∼7-Hz oscillation that supports phase coupling and speeds up with age. Slow and fast theta interactions immediately preceding scene onset further explained age-related differences in recognition performance. Last, with additional diffusion imaging data, we linked both functional mechanisms to the structural maturation of the cingulum tract. Our findings establish system-level dynamics of memory formation and suggest that MTL and PFC interact via increasingly dissociable mechanisms as memory improves across development.
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Affiliation(s)
- Elizabeth L Johnson
- Life-Span Cognitive Neuroscience Program, Institute of Gerontology and Merrill Palmer Skillman Institute, Wayne State University, Detroit, MI 48202, USA; Departments of Medical Social Sciences and Pediatrics, Northwestern University, Chicago, IL 60611, USA; Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA 94720, USA.
| | - Qin Yin
- Life-Span Cognitive Neuroscience Program, Institute of Gerontology and Merrill Palmer Skillman Institute, Wayne State University, Detroit, MI 48202, USA; Department of Psychology, Wayne State University, Detroit, MI 48202, USA
| | - Nolan B O'Hara
- Translational Neuroscience Program, Wayne State University, Detroit, MI 48201, USA
| | - Lingfei Tang
- Life-Span Cognitive Neuroscience Program, Institute of Gerontology and Merrill Palmer Skillman Institute, Wayne State University, Detroit, MI 48202, USA; Department of Psychology, Wayne State University, Detroit, MI 48202, USA
| | - Jeong-Won Jeong
- Translational Neuroscience Program, Wayne State University, Detroit, MI 48201, USA; Departments of Pediatrics and Neurology, Children's Hospital of Michigan, Wayne State University, Detroit, MI 48201, USA
| | - Eishi Asano
- Translational Neuroscience Program, Wayne State University, Detroit, MI 48201, USA; Departments of Pediatrics and Neurology, Children's Hospital of Michigan, Wayne State University, Detroit, MI 48201, USA
| | - Noa Ofen
- Life-Span Cognitive Neuroscience Program, Institute of Gerontology and Merrill Palmer Skillman Institute, Wayne State University, Detroit, MI 48202, USA; Department of Psychology, Wayne State University, Detroit, MI 48202, USA; Translational Neuroscience Program, Wayne State University, Detroit, MI 48201, USA.
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40
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Kutter EF, Boström J, Elger CE, Nieder A, Mormann F. Neuronal codes for arithmetic rule processing in the human brain. Curr Biol 2022; 32:1275-1284.e4. [DOI: 10.1016/j.cub.2022.01.054] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 12/20/2021] [Accepted: 01/20/2022] [Indexed: 11/25/2022]
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41
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Das A, Menon V. Causal dynamics and information flow in parietal-temporal-hippocampal circuits during mental arithmetic revealed by high-temporal resolution human intracranial EEG. Cortex 2022; 147:24-40. [PMID: 35007892 PMCID: PMC8816888 DOI: 10.1016/j.cortex.2021.11.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Revised: 08/19/2021] [Accepted: 11/11/2021] [Indexed: 02/03/2023]
Abstract
Mental arithmetic involves distributed brain regions spanning parietal and temporal cortices, yet little is known about the neural dynamics of causal functional circuits that link them. Here we use high-temporal resolution (1000 Hz sampling rate) intracranial EEG from 35 participants, 362 electrodes, and 1727 electrode pairs, to investigate dynamic causal circuits linking posterior parietal cortex (PPC) with ventral temporal-occipital cortex and hippocampal regions which constitute the perceptual, visuospatial, and mnemonic building blocks of mental arithmetic. Nonlinear phase transfer entropy measures capable of capturing information flow identified dorsal PPC as a causal inflow hub during mental arithmetic, with strong causal influences from fusiform gyrus in ventral temporal-occipital cortex as well as the hippocampus. Net causal inflow into dorsal PPC was significantly higher during mental arithmetic, compared to both resting-state and verbal memory recall. Our analysis also revealed functional heterogeneity of casual signaling in the PPC, with greater net causal inflow into the dorsal PCC, compared to ventral PPC. Additionally, the strength of causal influences was significantly higher on dorsal, compared to ventral, PPC from the hippocampus, and ventral temporal-occipital cortex during mental arithmetic, when compared to both resting-state and verbal memory recall. Our findings provide novel insights into dynamic neural circuits and hubs underlying numerical problem solving and reveal neurophysiological circuit mechanisms by which both the visual number form processing and declarative memory systems dynamically engage the PPC during mental arithmetic.
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Affiliation(s)
- Anup Das
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, USA.
| | - Vinod Menon
- Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, USA; Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA, USA; Stanford Neurosciences Institute, Stanford University School of Medicine, Stanford, CA, USA.
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42
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Spencer M, Fuchs LS, Geary DC, Fuchs D. Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 114:273-288. [PMID: 35177868 PMCID: PMC8845496 DOI: 10.1037/edu0000670] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (M age = 6.55 years, SD age = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains.
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43
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Bouyeure A, Bekha D, Patil S, Hertz-Pannier L, Noulhiane M. OUP accepted manuscript. Cereb Cortex Commun 2022; 3:tgac004. [PMID: 35261977 PMCID: PMC8895309 DOI: 10.1093/texcom/tgac004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 01/06/2022] [Accepted: 01/08/2022] [Indexed: 11/13/2022] Open
Abstract
The structure-function relationship between white matter microstructure and episodic memory (EM) has been poorly studied in the developing brain, particularly in early childhood. Previous studies in adolescents and adults have shown that episodic memory recall is associated with prefrontal-limbic white matter microstructure. It is unknown whether this association is also observed during early ontogeny. Here, we investigated the association between prefrontal-limbic tract microstructure and EM performance in a cross-sectional sample of children aged 4 to 12 years. We used a multivariate partial least squares correlation approach to extract tract-specific latent variables representing shared information between age and diffusion parameters describing tract microstructure. Individual projections onto these latent variables describe patterns of interindividual differences in tract maturation that can be interpreted as scores of white matter tract microstructural maturity. Using these estimates of microstructural maturity, we showed that maturity scores of the uncinate fasciculus and dorsal cingulum bundle correlated with distinct measures of EM recall. Furthermore, the association between tract maturity scores and EM recall was comparable between younger and older children. Our results provide new evidence on the relation between white matter maturity and EM performance during development.
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Affiliation(s)
- Antoine Bouyeure
- UNIACT, NeuroSpin, CEA, Université Paris-Saclay, 91191 Gif-sur-Yvette, France
- UMR1141, Inserm, Université de Paris, 75019 Paris, France
| | - Dhaif Bekha
- UNIACT, NeuroSpin, CEA, Université Paris-Saclay, 91191 Gif-sur-Yvette, France
- UMR1141, Inserm, Université de Paris, 75019 Paris, France
| | - Sandesh Patil
- UNIACT, NeuroSpin, CEA, Université Paris-Saclay, 91191 Gif-sur-Yvette, France
- UMR1141, Inserm, Université de Paris, 75019 Paris, France
| | - Lucie Hertz-Pannier
- UNIACT, NeuroSpin, CEA, Université Paris-Saclay, 91191 Gif-sur-Yvette, France
- UMR1141, Inserm, Université de Paris, 75019 Paris, France
| | - Marion Noulhiane
- UNIACT, NeuroSpin, CEA, Université Paris-Saclay, 91191 Gif-sur-Yvette, France
- UMR1141, Inserm, Université de Paris, 75019 Paris, France
- Corresponding author: UNIACT, NeuroSpin, CEA, 91191 Gif-sur-Yvette, France.
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44
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Chutko L, Surushkina S, Yakovenko E. Clinical and psychophysiological manifestations of dyscalculia in children. Zh Nevrol Psikhiatr Im S S Korsakova 2022; 122:62-67. [DOI: 10.17116/jnevro202212209262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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45
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Cheng D, Shi K, Wang N, Miao X, Zhou X. Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School. J Intell 2021; 10:1. [PMID: 35076556 PMCID: PMC8788420 DOI: 10.3390/jintelligence10010001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 12/13/2021] [Accepted: 12/16/2021] [Indexed: 12/03/2022] Open
Abstract
Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children's mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Kaihui Shi
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
| | - Naiyi Wang
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
| | - Xinyang Miao
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
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46
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Michels L, Buechler R, Kucian K. Increased structural covariance in brain regions for number processing and memory in children with developmental dyscalculia. J Neurosci Res 2021; 100:522-536. [PMID: 34933406 PMCID: PMC9306474 DOI: 10.1002/jnr.24998] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 10/19/2021] [Accepted: 11/18/2021] [Indexed: 01/05/2023]
Abstract
Developmental dyscalculia (DD) is a developmental learning disability associated with deficits in processing numerical and mathematical information. Several studies demonstrated functional network alterations in DD. Yet, there are no studies, which examined the structural network integrity in DD. We compared whole‐brain maps of volume based structural covariance between 19 (4 males) children with DD and 18 (4 males) typically developing children. We found elevated structural covariance in the DD group between the anterior intraparietal sulcus to the middle temporal and frontal gyrus (p < 0.05, corrected). A hippocampus subfield analysis showed higher structural covariance in the DD group for area CA3 to the parahippocampal and calcarine sulcus, angular gyrus and anterior part of the intraparietal sulcus as well as to the lingual gyrus. Lower structural covariance in this group was seen for the subiculum to orbitofrontal gyrus, anterior insula and middle frontal gyrus. In contrast, the primary motor cortex (control region) revealed no difference in structural covariance between groups. Our results extend functional magnetic resonance studies by revealing abnormal gray matter integrity in children with DD. These findings thus indicate that the pathophysiology of DD is mediated by both structural and functional abnormalities in a network involved in number processing and memory function.
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Affiliation(s)
- Lars Michels
- Department of Neuroradiology, University Hospital Zurich, University of Zurich, Zurich, Switzerland.,Neuroscience Centre Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Roman Buechler
- Department of Neuroradiology, University Hospital Zurich, University of Zurich, Zurich, Switzerland
| | - Karin Kucian
- Neuroscience Centre Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland.,Centre for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland.,Children's Research Centre, University Children's Hospital Zurich, Zurich, Switzerland
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47
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Burman DD. Topography of hippocampal connectivity with sensorimotor cortex revealed by optimizing smoothing kernel and voxel size. PLoS One 2021; 16:e0260245. [PMID: 34874961 PMCID: PMC8651104 DOI: 10.1371/journal.pone.0260245] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 11/05/2021] [Indexed: 11/18/2022] Open
Abstract
Studies of the hippocampus use smaller voxel sizes and smoothing kernels than cortical activation studies, typically using a multivoxel seed with specified radius for connectivity analysis. This study identified optimal processing parameters for evaluating hippocampal connectivity with sensorimotor cortex (SMC), comparing effectiveness by varying parameters during both activation and connectivity analysis. Using both 3mm and 4mm isovoxels, smoothing kernels of 0-10mm were evaluated on the amplitude and extent of motor activation and hippocampal connectivity with SMC. Psychophysiological interactions (PPI) identified hippocampal connectivity with SMC during volitional movements, and connectivity effects from multivoxel seeds were compared with alternate methods; a structural seed represented the mean connectivity map from all voxels within a region, whereas a functional seed represented the regional voxel with maximal SMC connectivity. With few exceptions, the same parameters were optimal for activation and connectivity. Larger isovoxels showed larger activation volumes in both SMC and the hippocampus; connectivity volumes from structural seeds were also larger, except from the posterior hippocampus. Regardless of voxel size, the 10mm smoothing kernel generated larger activation and connectivity volumes from structural seeds, as well as larger beta estimates at connectivity maxima; structural seeds also produced larger connectivity volumes than multivoxel seeds. Functional seeds showed lesser effects from voxel size and smoothing kernels. Optimal parameters revealed topography in structural seed connectivity along both the longitudinal axis and mediolateral axis of the hippocampus. These results indicate larger voxels and smoothing kernels can improve sensitivity for detecting both cortical activation and hippocampal connectivity.
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Affiliation(s)
- Douglas D. Burman
- Department of Radiology, NorthShore University HealthSystem, Evanston, Illinois, United States of America
- * E-mail:
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48
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Fias W, Sahan MI, Ansari D, Lyons IM. From Counting to Retrieving: Neural Networks Underlying Alphabet Arithmetic Learning. J Cogn Neurosci 2021; 34:16-33. [PMID: 34705042 DOI: 10.1162/jocn_a_01789] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
This fMRI study aimed at unraveling the neural basis of learning alphabet arithmetic facts, as a proxy of the transition from slow and effortful procedural counting-based processing to fast and effortless processing as it occurs in learning addition arithmetic facts. Neural changes were tracked while participants solved alphabet arithmetic problems in a verification task (e.g., F + 4 = J). Problems were repeated across four learning blocks. Two neural networks with opposed learning-related changes were identified. Activity in a network consisting of basal ganglia and parieto-frontal areas decreased with learning, which is in line with a reduction of the involvement of procedure-based processing. Conversely, activity in a network involving the left angular gyrus and, to a lesser extent, the hippocampus gradually increases with learning, evidencing the gradual involvement of retrieval-based processing. Connectivity analyses gave insight in the functional relationship between the two networks. Despite the opposing learning-related trajectories, it was found that both networks become more integrated. Taking alphabet arithmetic as a proxy for learning arithmetic, the present results have implications for current theories of learning arithmetic facts and can give direction to future developments.
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49
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Oscillatory electroencephalographic patterns of arithmetic problem solving in fourth graders. Sci Rep 2021; 11:23278. [PMID: 34857841 PMCID: PMC8639675 DOI: 10.1038/s41598-021-02789-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Accepted: 11/23/2021] [Indexed: 11/18/2022] Open
Abstract
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). It is currently not clear if these findings generalize to children. Our study is the first to investigate oscillatory EEG activity related to strategy use and arithmetic operations in children. We assessed ERD/ERS correlates of 31 children in fourth grade (aged between nine and ten years) during arithmetic problem solving. We presented multiplication and subtraction problems, which children solved with fact retrieval or a procedure. We analyzed these four problem categories (retrieved multiplications, retrieved subtractions, procedural multiplications, and procedural subtractions) in our study. In summary, we found similar strategy-related patterns to those reported in previous studies with adults. That is, retrieval problems elicited stronger left-hemispheric theta ERS and weaker alpha ERD as compared to procedural problems. Interestingly, we observed neurophysiological differences between multiplications and subtractions within retrieval problems. Although there were no response time or accuracy differences, retrieved multiplications were accompanied by larger theta ERS than retrieved subtractions. This finding could indicate that retrieval of multiplication and subtraction facts are distinct processes, and/or that multiplications are more frequently retrieved than subtractions in this age group.
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50
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Prefrontal and frontostriatal structures mediate academic outcomes associated with ADHD symptoms. BRAIN DISORDERS 2021. [DOI: 10.1016/j.dscb.2021.100023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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