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The Universal Concept of Mental Arithmetic System (UCMAS) is a modernrepresentation of an ancient art of mental arithmetic. Although such a trainingis hypothesized to result in potential effects on mental capacity and cognitiveperformance in experienced trainees, this has not sufficiently beensystematically studied. The present study was an attempt to compare theobjective testing score of Less-trained (less than 6 months of training) andexperienced (over 36 months of training) UCMAS-trained young adolescents inShiraz. Thirty healthy participants aged 9-12 were recruited from UCMAStraining centers in Shiraz. The two study arms (comprising 15 less-trained and15 experienced children) were ensured to be sex- and age-matched. The CambridgeBrain Science-Cognitive Platform (CBS-CP) was employed as a media-rich computertesting battery for cognitive assessments. Moreover, cerebral blood levels ofthe participants was recorded through Hemoencephalography upon taking CBS-CPtasks (ANI task of each participant).The experienced UCMAS-trained participantswere found to outperform in the Spatial Span (p=0.004), Digit Span (p=0.014)and Monkey Ladder (P=0.022) tests in which Short-Term Memory andVisuo-Constructive skills play important roles. Nevertheless, our findingsrevealed no statistically significant difference between-group differences intest scores which measured other cognitive domains. Adding to the existing bodyof evidence on the effect of UCMAS training on potentiating cognitive capacity,our findings suggest that experienced UCMAS trainees tend to outperform in somekey cognitive domains including Short-Term Memory and Visuo-ConstructiveCapacity. Further experimental neuroscience studies using quantitativeelectroencephalography and functional magnetic- or optic-neuroimaging wouldshed further light to neurodynamics of such a differentiation.

The Impact of UCMAS Training Program on Potentiating Cognitive Capacity among 9-12 Year-Old Primary Schoolers in Shiraz