Meaning to multiply: Electrophysiological evidence that children and adults treat multiplication facts differently

Abstract

Highlights ERPs were used to compare multiplication fact processing in children and adults. Different brain responses were elicited by children (N400) and adults (P300). Results were directly compared to a language task (word-picture verification). Access to arithmetic facts resembles language processing in children. Adults interpret solutions as targets and categorize them efficiently.

When multiplying is meaningful in memory: Electrophysiological signature of the problem size effect in children

“…Much less is known about the ERP correlates of the problem size effect in children, with no studies to date testing verification ( Van Beek, Ghesquière, De Smedt, & Lagae, 2014 , 2015 ). Given that children and adults engage different cognitive processes—semantic access (N400) versus target categorization (P300) of the solutions, respectively— when verifying the correctness of simple multiplication problems ( Cerda et al, 2019 ; Dickson et al, 2018 ; Dickson & Wicha, 2019 ; Grenier et al, 2020 ; Jasinski & Coch, 2012 ; Prieto-Corona et al, 2010 ; Wicha et al, 2018 ), the prediction here was that the arithmetic problem size effect in children would modulate the N400 as an index of differential access to smaller and larger problems in semantic memory.…”

“…Event-related brain potentials (ERPs) have proven to be useful as a window onto these cognitive mechanisms in children. The results from initial studies suggest that children may exhibit different brain responses than adults when processing multiplication problems ( Cerda, Grenier, & Wicha, 2019 ; Grenier, Dickson, Sparks, & Wicha, 2020 ; Wicha, Dickson, & Martinez-Lincoln, 2018 ). This distinction, however, was not always recognized ( Prieto-Corona et al, 2010 ), in part because even the adult brain response had not yet been well characterized ( Dickson et al, 2018 ; Dickson & Wicha, 2019 ; Jasinski & Coch, 2012 ; Prieto-Corona et al, 2010 ).…”

“…The multidimensional nature of ERP waveforms allows for inferences about the underlying cognitive processes based on the timing (latency), polarity (negative-going vs. positive-going morphology), amplitude (microvolts), and distribution across the scalp. ERPs can even reveal changes in cognitive mechanisms that are not measurable by less sensitive endpoint behavioral responses (e.g., McLaughlin, Osterhout, & Kim, 2004 ) or can reveal distinct cognitive mechanisms for similar behavioral outcomes across populations ( Grenier et al, 2020 ). The most relevant ERP effect for the current study emerges as a difference in voltage amplitude on a negative-going waveform, called the N400, which is associated with attempted access to semantic memory ( Federmeier, 2022 ; Kutas & Federmeier, 2011 ; Kutas & Hillyard, 1984 ).…”

“… Grenier et al (2020) demonstrated that presenting children with multiplication problems that are either correct or incorrect (e.g., 2 × 4 = 8 vs. 2 × 4 = 9) modulates the N400 similarly to a language task (e.g., reading sentences with nouns that make sense or not in the context) ( Kutas & Hillyard, 1984 ). In contrast, adults elicit a different ERP at the solution, namely a positive-going response called a P300, with larger amplitude for the correct solutions compared with the incorrect solutions (see also Dickson et al, 2018 ; Dickson & Wicha, 2019 ; Jasinski & Coch, 2012 ).…”

“…First, it is helpful to consider the broader literature on the N400 to better understand what the arithmetic N400 reflects. Grenier et al (2020) showed that children elicit an N400 to multiplication solutions during a verification task, with larger negative amplitude for incorrect solutions than for correct solutions. This arithmetic N400 resembled the N400 elicited in a word–picture verification task and has been interpreted in line with decades of language comprehension research ( Federmeier, 2022 ; Kutas & Federmeier, 2011 ).…”