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 Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Language and math are intertwined during children's learning of arithmetic concepts, but the importance of language in adult arithmetic processing is less clear. To determine whether early learning plays a critical role in the math-language connection in adults, we tested retrieval of simple multiplication in adult bilinguals who learned arithmetic in only one language. We measured electrophysiological and behavioral responses during correctness judgments for problems presented as digits or as number words in Spanish or English. Problems presented in the language in which participants learned arithmetic elicited larger, more graded, and qualitatively different brain responses than did problems presented in participants' other language, and these responses more closely resembled responses for digits, even when participants' other language was more dominant. These findings suggest that the memory networks for simple multiplication are established when arithmetic concepts are first learned and are independent of language dominance in adulthood.

Early Learning Shapes the Memory Networks for Arithmetic