Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults

Area of Science:

• Neuroscience
• Cognitive Science
• Developmental Psychology

Background:

• Mathematical ability is linked to domain-general and domain-specific processes.
• Neurophysiological underpinnings of mathematical ability, particularly beta oscillations, are under investigation.
• The mediating roles of working memory and number sense in mathematical ability require further clarification.

Purpose of the Study:

• To investigate if working memory and number sense mediate the relationship between resting-state beta oscillations and mathematical ability.
• To examine developmental differences (children vs. adults) in these mediating roles.
• To compare traditional EEG analysis with a newer parameterization method for periodic and aperiodic brain activity.

Main Methods:

• Electroencephalography (EEG) data were analyzed using both traditional methods and a parameterization method separating periodic and aperiodic activity.
• Participants included children and adults.
• Cognitive measures of working memory and number sense were assessed.

Main Results:

• No evidence was found for working memory or number sense mediating the relationship between brain oscillations and mathematical ability in either children or adults.
• The traditional EEG method conflated periodic and aperiodic brain activity.
• Aperiodic brain activity, unlike periodic activity, showed a strong relationship with mathematical ability, which varied between children and adults.

Conclusions:

• Cognitively, working memory and number sense do not appear to mediate the link between brain oscillations and mathematical ability.
• Neurophysiologically, aperiodic brain activity is more strongly associated with mathematical ability across development than periodic activity.
• The findings highlight the importance of advanced EEG analysis techniques for understanding the neural basis of mathematical ability.