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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Arithmetic learning in advanced age.

Laura Zamarian1, Christoph Scherfler1,2, Christian Kremser3

  • 1Department of Neurology, Medical University of Innsbruck, Innsbruck, Austria.

Plos One
|March 1, 2018
PubMed
Summary
This summary is machine-generated.

Older adults can improve arithmetic skills with intensive training, especially if they have lower baseline memory and executive functions. Younger adults benefit more from higher training intensity and prior competence, with executive functions aiding knowledge transfer.

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Area of Science:

  • Cognitive Neuroscience
  • Neuroimaging
  • Adult Learning

Background:

  • Numerical knowledge is vital for modern society.
  • Age impacts cognitive abilities, including arithmetic learning.
  • Understanding age-related differences in learning is crucial.

Purpose of the Study:

  • To investigate age-related differences in arithmetic learning.
  • To assess the impact of training intensity and individual factors on learning.
  • To explore the neural correlates of arithmetic learning in younger and older adults.

Main Methods:

  • A training experiment comparing younger and older adults.
  • Behavioral assessments of arithmetic performance and transfer.
  • Magnetic Resonance Imaging (MRI) with voxel-based morphometry analysis.

Main Results:

  • Higher training effects observed with increased repetitions (90 vs. 30).
  • Older adults with lower memory/executive functions benefited more from intensive training.
  • Younger adults showed greater training effects with lower prior competence; executive functions predicted transfer.
  • MRI revealed training-related grey matter changes in the right temporo-parietal regions in younger adults.

Conclusions:

  • Arithmetic learning is influenced by training intensity and individual factors like age, prior competence, memory, and executive functions.
  • Interventions for older adults can be effective but must be individualized.
  • Neural mechanisms of arithmetic learning differ between younger and older adults, with younger learners showing more localized changes.