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Reduction but no shift in brain activation after arithmetic learning in children: A simultaneous fNIRS-EEG study
Mojtaba Soltanlou1,2,3, Christina Artemenko4, Ann-Christine Ehlis4,5
1Graduate Training Centre of Neuroscience/IMPRS for Cognitive and Systems Neuroscience, 72074, Tuebingen, Germany. mojtaba.soltanlou@uni-tuebingen.de.
Scientific Reports
|January 28, 2018
Summary
Children learning multiplication show decreased fronto-parietal brain activation, similar to adults. However, unlike adults, their strategy shifts are not dependent on left angular gyrus activation.
Area of Science:
- Neuroscience
- Cognitive Psychology
- Educational Psychology
Background:
- Adult arithmetic learning involves decreased fronto-parietal activation and a shift to retrieval strategies.
- Understanding neurocognitive changes in children's arithmetic learning is crucial for educational interventions.
Purpose of the Study:
- To investigate if children exhibit similar neurocognitive changes as adults during arithmetic learning.
- To examine the neural correlates of strategy shifts in children learning multiplication.
Main Methods:
- Simultaneous functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG) were used to monitor brain activity in 20 children.
- Children were trained on simple and complex multiplication problems over one session and two weeks.
Main Results:
- Training led to decreased activation in the left angular gyrus (AG) and other fronto-parietal areas, mirroring adult findings.
- Increased alpha power was observed in EEG for trained problems, indicating enhanced neural processing.
- Contrary to adults, children's strategy shifts were not dependent on left AG activation.
Conclusions:
- Children's arithmetic learning involves neurocognitive changes in the fronto-parietal network, similar to adults.
- The neural mechanisms underlying strategy shifts in children differ from those in adults, particularly regarding the left AG.
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