Arithmetic memory networks established in childhood are changed by experience in adulthood

Area of Science:

• Cognitive Neuroscience
• Bilingualism Research
• Educational Psychology

Background:

• Bilingual adults often access math facts faster in their first language (LA+).
• This advantage may stem from early language of arithmetic instruction and lifelong language use.
• The impact of later language use on this math fact access remains unclear.

Purpose of the Study:

• To investigate if using a second language (LA-) for teaching arithmetic can reduce the typical LA- disadvantage.
• To examine the neural correlates of accessing arithmetic facts in both native (LA+) and non-native (LA-) languages.

Main Methods:

• Event-related brain potentials (ERPs) were recorded from bilingual teachers judging multiplication problem correctness.
• Participants were divided into two groups based on whether they taught arithmetic in their LA+ or LA-.
• N400 peak latency and late positive component (LPC) were analyzed for congruency effects in both languages.

Main Results:

• Earlier N400 latency was observed for the language of arithmetic instruction (teaching language) in both groups, indicating more efficient access with use.
• LA+ teachers showed a continued advantage for LA+, while LA- teachers demonstrated similar N400 effects in both languages.
• LA- teachers exhibited a late positive component, suggesting conflict monitoring between their LA+ and a strongly used LA-.

Conclusions:

• The disadvantage in exact arithmetic for bilinguals educated in their non-native language (LA-) can be mitigated by later use.
• Active use of a non-native language for mathematical instruction can enhance access to math facts in that language.
• Neural evidence suggests that language-specific encoding of math facts can be modified by subsequent language experience and use.