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Related Experiment Video

Updated: Oct 15, 2025

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

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Published on: June 30, 2020

From Counting to Retrieving: Neural Networks Underlying Alphabet Arithmetic Learning.

Wim Fias¹, Muhammet Ikbal Sahan¹, Daniel Ansari²

¹Ghent University, Belgium.

Journal of Cognitive Neuroscience

|October 27, 2021

Summary

This study reveals how the brain learns arithmetic. Neural networks shift from effortful counting to faster retrieval, showing increased integration between brain regions during learning.

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Area of Science:

Cognitive Neuroscience
Neuroimaging

Background:

Learning arithmetic involves a shift from procedural to retrieval-based processing.
Understanding the neural mechanisms of this transition is crucial for educational psychology.

Purpose of the Study:

To investigate the neural changes associated with learning alphabet arithmetic facts using functional Magnetic Resonance Imaging (fMRI).
To examine the transition from procedural to retrieval-based processing in arithmetic learning.

Main Methods:

fMRI scans were acquired while participants solved repeated alphabet arithmetic problems.
Analysis focused on identifying neural networks with learning-related activity changes and their connectivity.

Main Results:

Two distinct neural networks showed opposing learning trajectories: one decreased in activity (basal ganglia, parieto-frontal), suggesting reduced procedural processing.
Another network (left angular gyrus, hippocampus) increased in activity, indicating greater retrieval-based processing.
Despite opposing changes, functional integration between these networks increased with learning.

Conclusions:

Alphabet arithmetic learning involves a shift from procedural to retrieval-based neural processing.
Increased integration between these networks supports efficient arithmetic fact retrieval.
Findings inform theories of arithmetic learning and cognitive development.