Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

760
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
760
Information Processing Approach01:30

Information Processing Approach

235
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
235
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

141
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
141
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

388
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
388
Biological Influences on Intelligence01:30

Biological Influences on Intelligence

285
Intelligence is often thought to be linked to brain size, but the relationship is more complex than that. While brain size does correlate modestly with some abilities, like verbal skills, the connection is weaker for others, such as spatial reasoning. Other factors, like brain structure, also play crucial roles. For instance, despite Einstein's smaller-than-average brain, his parietal cortex, which is involved in spatial reasoning, was 15% wider, suggesting that neural density might matter...
285
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

227
The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
227

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The bilingual math dilemma - Language switching costs in declarative and procedural arithmetic knowledge.

Cognition·2026
Same author

Experience-dependent cortical plasticity in response to formal schooling: Effects on networks for reading and mathematics.

Developmental cognitive neuroscience·2026
Same author

Temporal variation in the acoustic dynamic range is a confounding factor in EEG-based tracking of absolute auditory attention to speech.

Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual International Conference·2025
Same author

Causal Effects of an Ecologically Valid Home Numeracy Intervention on Preschoolers' Numeracy Skills.

Child development·2025
Same author

Math4Speed: A freely available measure of arithmetic fluency.

Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale·2025
Same author

The role of formal schooling in the development of children's reading and arithmetic white matter networks.

Developmental science·2024

Related Experiment Video

Updated: Oct 27, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.7K

Developmental brain dynamics of numerical and arithmetic abilities.

Stephan E Vogel1, Bert De Smedt2

  • 1Educational Neuroscience, Institute of Psychology, University of Graz, Graz, Austria. stephan.vogel@uni-graz.at.

NPJ Science of Learning
|July 24, 2021
PubMed
Summary
This summary is machine-generated.

Understanding number and arithmetic skills development is vital. This review details brain networks supporting these abilities, highlighting domain-specific and general cognitive interactions and differences in children with dyscalculia.

More Related Videos

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
09:01

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

Published on: May 7, 2014

10.3K
Infant Auditory Processing and Event-related Brain Oscillations
06:34

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

16.6K

Related Experiment Videos

Last Updated: Oct 27, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

4.7K
A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
09:01

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance

Published on: May 7, 2014

10.3K
Infant Auditory Processing and Event-related Brain Oscillations
06:34

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

16.6K

Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Developmental Psychology

Background:

  • Numerical and arithmetic abilities are fundamental for societal function and individual well-being.
  • Difficulties in acquiring these skills can have significant personal and economic repercussions.
  • A comprehensive understanding of the developing brain's role in mathematical cognition is essential.

Purpose of the Study:

  • To review the current understanding of the functional and structural brain organization supporting number and arithmetic development.
  • To explore the interplay between domain-specific and domain-general cognitive processes.
  • To identify gaps in knowledge regarding developmental brain dynamics and network involvement.

Main Methods:

  • Review of existing scientific literature on numerical cognition and brain development.
  • Analysis of studies investigating functional and structural brain organization.
  • Synthesis of findings related to cognitive processes, brain networks, and developmental trajectories.

Main Results:

  • Mathematical development involves complex interactions between domain-specific (quantity representation, number symbols) and domain-general (working memory, visuospatial skills) cognitive processes.
  • Key brain networks, primarily in frontal and parietal cortices, dynamically integrate these processes, with age and performance influencing their structure and function.
  • Distinct brain activation patterns are observed in children with dyscalculia, a specific learning disability in mathematics.

Conclusions:

  • Significant progress has been made in understanding the developmental neuroscience of number and arithmetic.
  • Further research is needed to elucidate the precise interactions and causal roles of identified brain networks.
  • Continued investigation is crucial for addressing learning disabilities and optimizing mathematical development.