Mathematical cognitive style and arithmetic sign comprehension: A study of EEG alpha and theta activity

Earle, Jonathan B.B.; Garcia-Dergay, Patricia; Manniello, Anthony; Dowd, Christopher F.

doi:10.1016/0167-8760(95)00039-9

Cited by 26 publications

(10 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous EEG research demonstrated a clear distinction between fact retrieval and procedural calculation in oscillatory event-related (de-)synchronization (ERS/ERD) patterns. Already in an early study, higher theta band power in the left hemisphere has been associated with fact retrieval during arithmetic problem solving (Earle et al, 1996). This has later been corroborated by studies showing that the processing of small (fact retrieval) problems was accompanied by stronger left hemispheric theta band ERS, while the processing of larger (procedural) problems led to less theta band ERS, but stronger alpha band ERD, especially over bilateral parieto-occipital areas (De Smedt et al, 2009;Grabner and De Smedt, 2011).…”

Section: Introductionmentioning

confidence: 82%

Effects of Anodal tDCS on Arithmetic Performance and Electrophysiological Activity

Mosbacher

Brunner

Nitsche

et al. 2020

Front. Hum. Neurosci.

View full text Add to dashboard Cite

Arithmetic abilities are among the most important school-taught skills and form the basis for higher mathematical competencies. At the same time, their acquisition and application can be challenging. Hence, there is broad interest in methods to improve arithmetic abilities. One promising method is transcranial direct current stimulation (tDCS). In the present study, we compared two anodal tDCS protocols in their efficacy to improve arithmetic performance and working memory. In addition, we investigated stimulation-related electrophysiological changes. Three groups of participants solved arithmetic problems (additions and subtractions) and an n-back task before, during, and after receiving either frontal or parietal anodal tDCS (25 min; 1 mA) or sham stimulation. EEG was simultaneously recorded to assess stimulation effects on event-related (de-) synchronisation (ERS/ERD) in theta and alpha bands. Persons receiving frontal stimulation showed an acceleration of calculation speed in large subtractions from before to during and after stimulation. However, a comparable, but delayed (apparent only after stimulation) increase was also found in the sham stimulation group, while it was absent in the group receiving parietal stimulation. In additions and small subtractions as well as the working memory task, analyses showed no effects of stimulation. Results of ERS/ERD during large subtractions indicate changes in ERS/ERD patterns over time. In the left hemisphere there was a change from theta band ERD to ERS in all three groups, whereas a similar change in the right hemisphere was restricted to the sham group. Taken together, tDCS did not lead to a general improvement of arithmetic performance. However, results indicate that frontal stimulation accelerated training gains, while parietal stimulation halted them. The absence of general performance improvements, but acceleration of training effects might be a further indicator of the advantages of using tDCS as training or learning support over tDCS as a sole performance enhancer.

show abstract

Section: Introductionmentioning

confidence: 82%

Effects of Anodal tDCS on Arithmetic Performance and Electrophysiological Activity

Mosbacher

Brunner

Nitsche

et al. 2020

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…Earle et al (1996) reported higher left-hemispheric theta bandpower when participants solved arithmetic problems compared to inserting an arithmetic sign into an equation, and this increase in bandpower was interpreted to reflect fact retrieval during arithmetic problem solving. Harmony et al (1999) observed task-related bandpower changes in the theta (increases) and in the alpha band (decreases) during a complex arithmetic task.…”

Section: Introductionmentioning

confidence: 99%

Oscillatory EEG Correlates of Arithmetic Strategies: A Training Study

Grabner¹,

Smedt²

2012

Front. Psychology

View full text Add to dashboard Cite

There has been a long tradition of research on mathematics education showing that children and adults use different strategies to solve arithmetic problems. Neurophysiological studies have recently begun to investigate the brain correlates of these strategies. The existing body of data, however, reflect static end points of the learning process and do not provide information on how brain activity changes in response to training or intervention. In this study, we explicitly address this issue by training participants in using fact retrieval strategies. We also investigate whether brain activity related to arithmetic fact learning is domain-specific or whether this generalizes to other learning materials, such as the solution of figural-spatial problems. Twenty adult students were trained on sets of two-digit multiplication problems and figural-spatial problems. After the training, they were presented with the trained and untrained problems while their brain activity was recorded by means of electroencephalography (EEG). In both problem types, the training resulted in accuracies over 90% and significant decreases in solution times. Analyses of the oscillatory EEG data also revealed training effects across both problem types. Specifically, we observed training-related activity increases in the theta band (3–6 Hz) and decreases in the lower alpha band (8–10 Hz), especially over parietooccipital and parietal brain regions. These results provide the first evidence that a short-term fact retrieval training results in significant changes in oscillatory EEG activity. These findings further corroborate the role of the theta band in the retrieval of semantic information from memory and suggest that theta activity is sensitive to fact retrieval not only in mental arithmetic but also in other domains.

show abstract

“…There have been numerous reports of such EEG asymmetries associated with individual differences in performance on verbal versus visual-spatial tests, although the topographic pattern of asymmetries is more complex than a ''simple hemispheric specialization '' model (cf. Bogen, 1969) would imply (see, e.g., Earler, Garcia-Dergay, Manniello, & Dowd, 1996;Goncharova, 1991;Klimesch, 1999, for a review).…”

Section: Cognitive Style and Patterns Of Brain Activationmentioning

confidence: 94%