Functional lateralization of tool-sound and action-word processing in a bilingual brain

Klichowski, Michał; Nowik, Agnieszka M.; Króliczak, Grzegorz; Lewis, James W.

doi:10.5114/hpr.2020.92718

Cited by 9 publications

(13 citation statements)

References 100 publications

(136 reference statements)

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“…Importantly, our results indicate that the specific stimulation site of our choice, located in a rather anterior subdivision of the left SMG, plays a causal role in such highly complex arithmetic as discount price calculations. The greater engagement of left SMG, as compared to the right one, is consistent with a notion that this subdivision of PPC is also a part of the praxis representation network (PRN) for representing and sequencing highly complex and skilled actions in the typical brain ( Przybylski and Kroliczak, 2017 ; see also Klichowski et al, 2020 ). After all, mathematical cognition is often linked to skilled manual/finger operations, and thus praxis ( Rugani et al, 2017 ; Ras et al, 2019 ).…”

Section: Discussionsupporting

confidence: 80%

Mental Shopping Calculations: A Transcranial Magnetic Stimulation Study

Klichowski

Króliczak

2020

Front. Psychol.

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One of the most critical skills behind consumer's behavior is the ability to assess whether a price after a discount is a real bargain. Yet, the neural underpinnings and cognitive mechanisms associated with such a skill are largely unknown. While there is general agreement that the posterior parietal cortex (PPC) on the left is critical for mental calculations, and there is also recent repetitive transcranial magnetic stimulation (rTMS) evidence pointing to the supramarginal gyrus (SMG) of the right PPC as crucial for consumer-like arithmetic (e.g., multi-digit mental addition or subtraction), it is still unknown whether SMG is involved in calculations of sale prices. Here, we show that the neural mechanisms underlying discount arithmetic characteristic for shopping are different from complex addition or subtraction, with discount calculations engaging left SMG more. We obtained these outcomes by remodeling our laboratory to resemble a shop and asking participants to calculate prices after discounts (e.g., $8.80-25 or $4.80-75%), while stimulating left and right SMG with neuronavigated rTMS. Our results indicate that such complex shopping calculations as establishing the price after a discount involve SMG asymmetrically, whereas simpler calculations such as price addition do not. These findings have some consequences for neural models of mathematical cognition and shed some preliminary light on potential consumer's behavior in natural settings.

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Section: Discussionsupporting

confidence: 80%

Mental Shopping Calculations: A Transcranial Magnetic Stimulation Study

Klichowski

Króliczak

2020

Front. Psychol.

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“…It should be carried out with the use of research tools measuring not only behavioral effects, as in our study, but also with techniques such as neuroimaging or other methods in the field of cognitive neuroscience. Such research may not only enable – as in the case of our study – showing the practical consequences of using educational balls but also develop a theory concerning the relationship between gross motor activity and mathematical cognition, which is still not so well studied ( Ras et al, 2019 ; Klichowski et al, 2020 ; Klichowski and Kroliczak, 2020 ). Without a doubt, it is also necessary to conduct further, more thorough studies into Eduball’s influence on children’s mathematical development that will involve participants of other age and cultural groups and use other experimental procedures, as well as skill tests.…”

Section: Discussionmentioning

confidence: 92%

Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students

et al. 2020

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An increasing number of studies are evidencing relationships between physical activity (PA) and the mathematical performance of early school students. This is not surprising due to the fact that children grow in all areas simultaneously and their motor and intellectual developments determine each other. Nevertheless, such an approach of combining mathematics education with physical exercises, in addition through play, which is the basis of children's activity and the preferred way of spending time, is still rare at schools. In response to this problem, "Eduball" has been created, which is an educational ball with printed letters, numbers, and other signs used for team mini-games. Surprisingly, despite the studies on general usefulness of Eduball in preschool and early-school education and the effects of physical exercise classes carried out using these balls, still little is known about their impact on mathematical development. Here, we investigate the relationships between the use of Eduball and the acquisition of mathematical knowledge and skills by children. We used a quantitative approach in the form of an experiment in natural settings in which 7-year-old students (first grade) took part (N = 25). For the purposes of this experiment, we created scenarios of physical exercise classes integrated with mathematical contents that used Eduball. Mathematical knowledge and skills were assessed by one of the commonly used tests. The results were compared with the data from the control group of traditional physical education classes (N = 22). As assumed, after a 1-year experiment, students from both groups improved their results, but we found a greater progress in terms of mathematical knowledge and skills in the experimental class compared to the control one. Eduball particularly affected competences related to such mathematical categories as: sets and their elements, multiplication and division, geometric shapes and measuring length, and measuring volume and mass. In sum, our results show that physical exercise classes that used Eduball stimulate the acquisition of mathematical competences by students and, consequently, confirm that there is a strong relation of physical and mathematical development. Therefore, there is a need to review children's educational models, as well as primary school curricula, to combine physical and cognitive activities.

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“…It seems that using Eduball in the classroom would also require a miniaturization of these educational balls. We are currently developing a prototype of this type of mini-Eduball (the size of a tennis ball), which, by integrating cognitive activity with fine motor tasks, can offer even greater benefits than “big” Eduballs, as neural correlates of fine motor skills are much more closely related to language or numeracy neural circuits, compared to neural underpinnings of gross motor abilities ( Bidula et al, 2017 ; Klichowski and Kroliczak, 2017 , 2020 ; Przybylski and Kroliczak, 2017 ; Styrkowiec et al, 2019 ; Klichowski et al, 2020 ; Kroliczak et al, 2020 ; for the most recent evidences, see Kroliczak et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

et al. 2021

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Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N = 28) significantly improved these skills compared to the control class (N = 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

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Functional lateralization of tool-sound and action-word processing in a bilingual brain

Cited by 9 publications

References 100 publications

Mental Shopping Calculations: A Transcranial Magnetic Stimulation Study

Mental Shopping Calculations: A Transcranial Magnetic Stimulation Study

Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

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