Early cortical surface plasticity relates to basic mathematical learning

Kuhl, Ulrike; Friederici, Angela D.; Skeide, Michael

doi:10.1016/j.neuroimage.2019.116235

Cited by 15 publications

(9 citation statements)

References 71 publications

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“…Studies of brain anatomy have also found relationships between brain structure and mathematical abilities. In their longitudinal study, Kuhl et al (2020) focused on the trajectory from kindergarten to second grade in elementary school when children start formal mathematical education. They found significant links between the rate of neuroplastic change in cortical thickness and children’s early mathematical abilities.…”

Section: Introductionmentioning

confidence: 99%

Sulcation of the intraparietal sulcus is related to symbolic but not non-symbolic number skills

Roëll

Cachia

Matejko

et al. 2021

Developmental Cognitive Neuroscience

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Highlights The horizontal segment of intraparietal sulcus (HIPS) is one of the key functional regions for processing numbers. Sulcal morphology is a qualitative feature of the brain determined in-utero and not affected by brain maturation and learning. The HIPS sulcal pattern explains part of the variance in participant’s symbolic number comparison and math fluency abilities. Participant’s non-symbolic number comparison abilities was not explained by HIPS sulcal pattern. This association between HIPS sulcal pattern and symbolic number abilities was stable from childhood to young adulthood.

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Section: Introductionmentioning

confidence: 99%

Sulcation of the intraparietal sulcus is related to symbolic but not non-symbolic number skills

Roëll

Cachia

Matejko

et al. 2021

Developmental Cognitive Neuroscience

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“…The three groups did not differ in parental education [F(2,56) = 2.23, p = 0.12] which we used as a proxy for socio-economic status. We calculated an index of parental education by averaging both the type of high school diploma that the parents had received as well as any further qualification they received in tertiary education (Kuhl et al 2020).…”

Section: Resultsmentioning

confidence: 99%

Word learning reveals white matter plasticity in preschool children

et al. 2020

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Word learning plays a central role in language development and is a key predictor for later academic success. The underlying neural basis of successful word learning in children is still unknown. Here, we took advantage of the opportunity afforded by diffusion-weighted magnetic resonance imaging to investigate neural plasticity in the white matter of typically developing preschool children as they learn words. We demonstrate that after 3 weeks of word learning, children showed significantly larger increases of fractional anisotropy (FA) in the left precentral white matter compared to two control groups. Average training accuracy was correlated with FA change in the white matter underlying the left dorsal postcentral gyrus, with children who learned more slowly showing larger FA increases in this region. Moreover, we found that the status of white matter in the left middle temporal gyrus, assumed to support semantic processes, is predictive for early stages of word learning. Our findings provide the first evidence for white matter plasticity following word learning in preschool children. The present results on learning novel words in children point to a key involvement of the left fronto-parietal fiber connection, known to be implicated in top-down attention as well as working memory. While working memory and attention have been discussed to participate in word learning in children, our training study provides evidence that the neural structure supporting these cognitive processes plays a direct role in word learning.

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“…Several studies have shown that arithmetic activated the bilateral parietal lobules also support number processing [14][15][16][17]. Approximately 73% of the behavioral variance of visuospatial magnitude processing has been attributed to the change in cortical thickness in the right superior parietal cortex, and approximately 55% of the behavioral variance of children's arithmetic abilities has been attributed to the change in cortical folding in the right IPS [18]. Patients with injuries in the parietal cortex typically experience arithmetic impairment [19,20] and impaired visuospatial performance [21].…”

Section: Arithmetic In the Brainmentioning

confidence: 99%

Algebra dissociates from arithmetic in the brain semantic network

Cui

Wang

et al. 2022

Behav Brain Funct

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Background Mathematical expressions mainly include arithmetic (such as 8 − (1 + 3)) and algebra (such as a − (b + c)). Previous studies have shown that both algebraic processing and arithmetic involved the bilateral parietal brain regions. Although previous studies have revealed that algebra was dissociated from arithmetic, the neural bases of the dissociation between algebraic processing and arithmetic is still unclear. The present study uses functional magnetic resonance imaging (fMRI) to identify the specific brain networks for algebraic and arithmetic processing. Methods Using fMRI, this study scanned 30 undergraduates and directly compared the brain activation during algebra and arithmetic. Brain activations, single-trial (item-wise) interindividual correlation and mean-trial interindividual correlation related to algebra processing were compared with those related to arithmetic. The functional connectivity was analyzed by a seed-based region of interest (ROI)-to-ROI analysis. Results Brain activation analyses showed that algebra elicited greater activation in the angular gyrus and arithmetic elicited greater activation in the bilateral supplementary motor area, left insula, and left inferior parietal lobule. Interindividual single-trial brain-behavior correlation revealed significant brain-behavior correlations in the semantic network, including the middle temporal gyri, inferior frontal gyri, dorsomedial prefrontal cortices, and left angular gyrus, for algebra. For arithmetic, the significant brain-behavior correlations were located in the phonological network, including the precentral gyrus and supplementary motor area, and in the visuospatial network, including the bilateral superior parietal lobules. For algebra, significant positive functional connectivity was observed between the visuospatial network and semantic network, whereas for arithmetic, significant positive functional connectivity was observed only between the visuospatial network and phonological network. Conclusion These findings suggest that algebra relies on the semantic network and conversely, arithmetic relies on the phonological and visuospatial networks.

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Early cortical surface plasticity relates to basic mathematical learning

Cited by 15 publications

References 71 publications

Sulcation of the intraparietal sulcus is related to symbolic but not non-symbolic number skills

Sulcation of the intraparietal sulcus is related to symbolic but not non-symbolic number skills

Word learning reveals white matter plasticity in preschool children

Algebra dissociates from arithmetic in the brain semantic network

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