English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Neurocognitive studies of arithmetic learning in adults have revealed decreasing brain activation in the fronto-parietal network, along with increasing activation of specific cortical and subcortical areas during learning. Both changes are associated with a shift from procedural to retrieval strategies for problem-solving. Here we address the critical, open question of whether similar neurocognitive changes are also evident in children. In this study, 20 typically developing children were trained to solve simple and complex multiplication problems. The one-session and two-week training effects were monitored using simultaneous functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG). FNIRS measurement after one session of training on complex multiplication problems revealed decreased activation at the left angular gyrus (AG), right superior parietal lobule, and right intraparietal sulcus. Two weeks of training led to decreased activation at the left AG and right middle frontal gyrus. For both simple and complex problems, we observed increased alpha power in EEG measurements as children worked on trained versus untrained problems. In line with previous multiplication training studies in adults, reduced activation within the fronto-parietal network was observed after training. Contrary to adults, we found that strategy shifts via arithmetic learning were not contingent on the activation of the left AG in children.

Reduction but no shift in brain activation after arithmetic learning in children: A simultaneous fNIRS-EEG study