Evidence for Automatic, Stimulus Driven, Arithmetic Processing of Single-digit Multiplication Problems.

Certain stimuli can automatically trigger different behaviors in a stimulus-driven manner. To investigate whether mathematical equations automatically trigger the tendency to engage in arithmetic processing, we asked whether the presentation of multiplication equations in an irrelevant dimension can trigger the automatic task of arithmetic processing and if so, which processes are involved. To that end, we employed a color-naming task in which participants had to name the color of different stimuli, such as: mathematical equations (e.g., 4 × 6 = 24), neutral-symbols (e.g., ####), neutral-words (e.g., building), and same-number strings (e.g., 11111), which appeared as one of four different colors. We found that mathematical equations and regular words in the irrelevant dimension triggered more task conflict (i.e., color naming's reaction time was longer) as compared to same-number strings. In addition, we found evidence for the automatic activation of different numerical processes; such that large-size equations (7 × 9 = 63) triggered more conflict as compared with small-size (2 × 3 = 6) equations and same-parity incorrect equations (3 × 2 = 8) triggered more conflict as compared to different-parity incorrect equations (4 × 2 = 9). We found no evidence indicating a distinction between the correct and incorrect equations. We discussed the relevance of the findings to the automaticity of arithmetic abilities and other domains in numerical cognition.

The interplay between math performances, spatial abilities, and affective factors: The role of task.

Many studies have suggested that cognitive and affective abilities (such as math anxiety- MA and math self-efficacy) explain individual differences in math. PURPOSE: The present study explores the interplay between MA, math self-efficacy, spatial anxiety and spatial abilities in explaining individual differences on two complex math tasks. PROCEDURES: Ninety-three college students took part in the experiment and completed 3 emotional questionnaires, in addition to 2 math tasks and a mental rotation task. FINDINGS: The interplay between math performances and cognitive and affective factors is related to task demand. MA and spatial abilities affected math performances directly, regardless of task. Spatial anxiety had only an indirect effect on math performances via MA, regardless of task. CONCLUSIONS: These finding suggest that for math performances, contrary to MA, real spatial abilities rather than perceived spatial anxiety play a significant role in explaining individual differences.  Hence, the present result dissociates cognitive and emotional factors.

The number of different digits determines solution and verification of multiplication problems.

The solution and verification of single-digit multiplication problems vary in speed and accuracy. The current study examines whether the number of different digits in a problem accounts for this variance. In Experiment 1, 41 participants solved all 2-9 multiplication problems. In Experiment 2, 43 participants verified these problems. In Experiment 3, 26 participants solved 10 problems that differed in shared-digit network (SDN) size and matched in problem size. In Experiment 4, 24 participants verified these matched sets. Results show faster and more accurate responses to problems that include fewer different digits relative to problems with more different digits, and faster and more accurate responses to problems whose SDN is small relative to problems whose SDN is large. We thus show that the number of different digits in a problem, including the operands and the solution, determines the speed and accuracy of its solution and verification. This parsimonious account also explains why responses to five and tie problems, which include fewer different digits relative to nonfive and nontie problems, are faster and more accurate than responses to other problems. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The differential relationship between visual and spatial working memory in children's mathematics performance.

BACKGROUND: Previous research suggests that visuospatial working memory (WM) is a unique predictor of mathematics. However, evidence from neuropsychology and cognitive studies suggests dissociations between visual and spatial WM. PROCEDURE: We examined the differential relationships between visual and spatial WM with mathematics using a new task that 1) utilized the same paradigm across visual and spatial tasks and 2) required executive WM. MAIN FINDINGS: We found that our new spatial WM task related to mathematics scores while visual WM did not. Spatial WM related to mathematics scores for fourth-graders and not second graders, consistent with previous findings on the relationship between spatial skills and mathematics as mathematics becomes more complex. No relationship was found between spatial WM and reading scores at either grade level. CONCLUSIONS: Our results highlight the dynamic relationship between WM components and mathematics over the elementary school years and suggest that spatial WM is a unique predictor of mathematics starting from middle childhood.

The influence of sex on the relations among spatial ability, math anxiety and math performance.

BACKGROUND: A large body of research has found stronger math anxiety in females and suggests that inferior spatial abilities (or attributes towards spatial abilities) in females compared to males are the origin of sex differences in math anxiety. PURPOSE: To fully explore the complex relationship among math anxiety, spatial abilities, math performance and sex differences, the current study examined spatial skills, working memory skills, math anxiety, and self-efficacy as predictors of math performance. BASIC PROCEDURES: Participating in the study were 89 undergraduate Israeli students (44 males and 45 females). MAIN FINDINGS: The result showed sex differences in a few domains: math anxiety was higher in females compared to males, males outperformed females in number line performance and spatial skills. The relationships among spatial abilities, math performance, and math anxiety were stronger in males than in females. By contrast, the relationship between math self-efficacy and performance was stronger in females compared to males. CONCLUSIONS: This finding demonstrated fundamental differences between the sexes, even with similar performances in curriculum-based assessments.

Neural Correlates of Numerical Estimation: The Role of Strategy Use.

INTRODUCTION: Computation estimation is the ability to provide an approximate answer to a complex arithmetic problem without calculating it exactly. Despite its importance in daily life, the neuronal network underlying computation estimation is largely unknown. METHODS: We looked at the neuronal correlates of two computational estimation strategies: approximated calculation and sense of magnitude (SOM)-intuitive representation of magnitude, without calculation. During an fMRI scan, thirty-one college students judged whether the result of a two-digit multiplication problem was larger or smaller than a given reference number. In two different blocks, they were asked to use a specific strategy (AC or SOM). RESULTS: The two strategies activated brain regions related to calculation, numerical cognition, decision-making, and working memory. AC more than SOM elicited activations in multiple, domain-specific brain regions in the parietal lobule, including the left SMG (BA 40), the bilateral superior parietal lobule (BA 7), and the right inferior parietal lobule (BA 7). The activation level of the IFG was positively correlated to individual accuracy, indicating that the IFG has an essential role in both strategies. CONCLUSIONS: These finding suggest that the analogic code of magnitude is more involved in the AC than the SOM strategy.

Understanding Estimations of Magnitudes: An fMRI Investigation.

The current study examined whether discrete numerical estimation is based on the same cognitive process as estimation of continuous magnitudes such as weight and time. While the verbal estimation of numerical quantities has a contingent unit of measurement (e.g., how many cookies fit in a cookie jar? _X_ cookies), estimation of time and weight does not (e.g., how much time does it take to fill a bath with water? _X_ minutes/hours/seconds). Therefore, estimation of the latter categories has another level of difficulty, requiring extensive involvement of cognitive control. During a functional magnetic resonance imaging (fMRI) scan, 18 students performed estimations with three estimation categories: number, time, and weight. Estimations elicited activity in multiple brain regions, mainly: (1) visual regions including bilateral lingual gyrus), (2) parietal regions including the left angular gyrus and right supramarginal gyrus, and (3) the frontal regions (cingulate gyrus and the inferior frontal cortex). Continuous magnitude estimations (mostly time) produced different frontal activity than discrete numerical estimations did, demonstrating different profiles of brain activations between discrete numerical estimations and estimations of continuous magnitudes. The activity level in the right middle and inferior frontal gyrus correlated with the tendency to give extreme responses, signifying the importance of the right prefrontal lobe in estimations.

Cognitive and brain correlates of acquired number-colour synaesthetic-like associations.

Synaesthesia is a condition in which one sensory dimension triggers another sensation. The exact contribution of genetic and environmental factors in synaesthesia is not yet fully understood. Most synaesthesia phenotypes involve associations in which the synaesthetic inducer constitutes some form of linguistic/conceptual information acquired during the course of development (e.g., digits, letters, and names of months). To study the role of learning in synaesthesia, we induced synaesthesia by training and examined the behavioural and brain correlates of number-colour associations. We took advantage of the well-known behavioural and neural signature of numbers and used number symbols as inducers. Short (2 weeks) and long (4 weeks) training protocols were conducted with two different groups. Task-related BOLD response was acquired while participants performed Stroop tasks requiring naming colours while ignoring the stimuli (i.e., number symbols, dots, words). If the arbitrary association involving number-colour is automatic, the irrelevant dimension (i.e., numbers) would interfere with the colour response. In addition, if number-colour associations are transferred to linguistic and non-symbolic representations, the passive viewing of stimuli (i.e., words and dots) would disrupt colour naming. Behavioural findings showed automatic associations as both training protocols elicited reliable congruency effects for all stimulus dimensions. Congruency effects following both training protocols produced reliable brain activations in various cortical sites involved in number and in cognitive control. The behavioural and brain patterns reported here support the role of learning in the brain correlates of developmental synaesthesia and provide the first evidence that automatic associations involving different magnitude dimensions can be acquired.

Developmental trajectories of strategy use in children with mathematical anxiety.

The main goal of the present study was to explore strategy selection in high mathematical anxiety (MA) individuals, and to test the role of development in the selection of strategy. We tested 2nd, 3rd and 5th graders with high or low MA in simple and complex addition problems. Participants first solved the problems and were then asked to report the strategy that they used. During elementary school, typically developing children change strategy use. In the first years backup strategies of counting are very frequent, but with maturation and schooling, they can shift to memory- based strategies. Hence, we tested finger counting and advanced memory based strategies in high MA children. In finger counting, high MA children showed developmental delay. For example, in the third grade, low MA children stopped using finger counting, while high MA participants continued to use it. However, in the case of advanced strategy use, we found a different pattern: regardless of age, high MA children used less advanced strategies than low MA participants. Moreover, usage of advanced memory based strategies was modulated by visuospatial working memory abilities in the two groups. The present results suggest that the MA participant has atypical developmental trajectories in strategy use.

Difficulties in retrieval multiplication facts: The case of interference to reconsolidation.

OBJECTIVES: Many students have difficulties in retrieving multiplication facts from memory. The aim of the present study was to test the difficulty in retrieval of multiplication facts from the perspective of the reconsolidation of long-term memory phase, which has been found to be sensitive to interferences. METHODS: Students learned multiplication facts and then received a reminder, which led to reactivation and reconsolidation. After the reminder, additional multiplication facts (interference) were learned and memory was tested. RESULTS: Students who received both a reminder and interference during reconsolidation showed no significant improvement in retrieving multiplication facts from memory, whereas Students who received either a reminder or additional multiplication facts (interference) exhibited a better performance in retrieval. CONCLUSIONS: These results indicate, for the first time, that the reconsolidation phase is sensitive to interferences in mathematical declarative memory content. The findings indicate additional possible causes for difficulties in retrieval of multiplication facts in class.

Space counts! Brain correlates of spatial and numerical representations in synaesthesia.

Over-learned semantic representations, such as numbers, are strongly associated with space in normal cognition, and in the phenomenon called number-space synaesthesia. In number-space synaesthesia, numbers are linked to spatial locations in an idiosyncratic way. Synaesthetes report numbers as belonging to a specific location, or feelings that a specific location is the right location for that number. What does really differentiate synaesthetes from non-synaesthetes with respect to their number-space representation? Here we present a number-space synaesthete, MkM, whose number-space representation dramatically differs from that of controls. We examined the impact of spatial distance with respect to MkM's mental number line (MNL), and numerical distance with respect to the conceptualized horizontal representation of numbers. In a behavioural experiment, MkM and controls performed number comparison tasks in which they reported either the larger numerical value (number task) or the larger stimulus (physical task) (Experiment 1). A spatial distance effect was found only for MkM. In a brain imaging experiment, MkM and controls compared a single presented digit with an internal reference (Experiment 2). Consistent with the behavioural results, spatial distance elicited significant brain activations only for MkM in different cortical sites including the left supramarginal gyrus. Numerical distance elicited significant brain activations only for controls in the left somatosensory cortex and in the right operculum. We propose that two types of representation are accessed in synaesthesia: one derived by the semantic coding of numbers across space (described by the MNL), and an explicit spatial representation derived from the position of number within the synaesthetic association. The level of overlap between these two forms of representation depends on the shape of the synaesthetic number-space association.

Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy.

The goal of the current study is to examine the direct and indirect influences of parenting styles, math self-efficacy, and the participants' sex on math anxiety. The research population (N = 204) included randomly selected participants, whose native language is Hebrew and were born in Israel. The participants were surveyed about four measures that served as the research tools. They answered questions about demographics, math anxiety, and the parenting style of the child's mother and about math self-efficacy. The research data concluded that there were strong correlations between the authoritarian parenting style and math anxiety. The authoritative parenting style had both a direct positive correlation and an indirect negative correlation on math anxiety. This is in contrast to the permissive parenting style which was exclusively found to have a small positive correlation on math anxiety. The participant's sex had both direct and indirect influences on math anxiety. Math anxiety levels, as well as the negative effects of self-efficacy on the level of math anxiety, were higher in females compared to males. These findings are relevant when considering methods of diagnosis and intervention surrounding math anxiety.

Non-adaptive strategy selection in adults with high mathematical anxiety.

Participants with mathematical anxiety (MA) tend to show particular difficulty in mathematical operations with high working memory (WM) demands compared to operations with lower WM demands. Accordingly, we examined strategy selection to test the cognitive mechanism underlying the observed weakness of high MA participants in mathematical operations with high WM demands. We compared two groups of college students with high or low MA, in the solution of simple non-carry addition problems (e.g., 54 + 63) and complex carryover addition problems (e.g., 59 + 63). The results indicated that high MA participants showed particular difficulty in the harder carry condition. Testing the strategy selection mechanism among high MA participants, we found in the carry condition 1) they used the common strategy less often compared to low MA participants and 2) employed unusual strategies more often compared to low MA participants. Therefore, high MA participants were less efficient in their strategy selection, which may be due to weaker spatial representations, numerical difficulties, or less experience solving complex problems. These primitive representations are not adaptive, and can negatively impact performance in math tasks with high WM demands.

Intentional and automatic processing of numerical information in mathematical anxiety: testing the influence of emotional priming.

Current theoretical approaches suggest that mathematical anxiety (MA) manifests itself as a weakness in quantity manipulations. This study is the first to examine automatic versus intentional processing of numerical information using the numerical Stroop paradigm in participants with high MA. To manipulate anxiety levels, we combined the numerical Stroop task with an affective priming paradigm. We took a group of college students with high MA and compared their performance to a group of participants with low MA. Under low anxiety conditions (neutral priming), participants with high MA showed relatively intact number processing abilities. However, under high anxiety conditions (mathematical priming), participants with high MA showed (1) higher processing of the non-numerical irrelevant information, which aligns with the theoretical view regarding deficits in selective attention in anxiety and (2) an abnormal numerical distance effect. These results demonstrate that abnormal, basic numerical processing in MA is context related.

[ADHERENCE TO ORAL ANTI-CANCER DRUGS IN HEMATO-ONCOLOGY].

INTRODUCTION: Non-adherence to medical treatment is prevalent in the context of potentially life-saving treatment for diseases such as cancer. Estimates of non-adherence to oral anti-cancer therapy range between 27% and 63% in studies of cancer patients. This represents a growing challenge, due to the paradigm shift in anti-cancer treatment from parenteral chemotherapy to oral anti-cancer drugs. The importance of adherence to medical treatment is highlighted by the World Health Organization which considers non-adherence to be a major public health concern. Studies in several malignancies have shown an adverse effect of nonadherence on treatment response, survival and quality of life, accompanied by an increase in health-care related costs. The clinical vignette accompanying this review demonstrates the complexity of management of adherence to oral anticancer therapy, through an example of an elderly chronic myeloid leukemia patient, non-adherent to serial tyrosine kinase inhibitors (imatinib, dasatinib). Her non-adherence was explained by subtle socio-demographic, patient-related and treatment-related factors, which in hindsight could have already been identified at diagnosis, resulting in preemptive management of these barriers and adherence. Routine management by the hematologist, using education alone resulted in improvement of adherence, which was predictably short-lived. Our use of a multilevel and multidisciplinary adherence-enhancing intervention, incorporating feedback based on electronic monitoring of adherence, resulted in improved adherence and treatment response in this patient. This exemplifies the contemporary evidence-based approach to non-adherence to oral-anticancer therapy.

Automatic numerical-spatial association in synaesthesia: An fMRI investigation.

A horizontal mental number line (MNL) is used to describe how quantities are represented across space. In humans, the neural correlates associated with such a representation are found in different areas of the posterior parietal cortex, especially, the intraparietal sulcus (IPS). In a phenomenon known as number-space synaesthesia, individuals visualise numbers in specific spatial locations. The experience of a MNL for number-space synaesthetes is explicit, idiosyncratic, and highly stable over time. It remains an open question whether the mechanisms underlying numerical-spatial association are shared by synaesthetes and nonsynaesthetes. We address the neural correlates of number-space association by examining the brain response in a number-space synaestheste (MkM) whose MNL differs dramatically in its ordinality and direction from that of a control group. MkM and 15 nonsynaesthetes compared the physical size of two numbers, while ignoring their numerical value, during an event-related functional magnetic resonance imaging session (fMRI). Two factors were analysed: the numerical distance effect (NDE; e.g., 2-4 small distance vs. 1-6 large distance), and the size congruity effect (e.g., 2-8 congruent vs. 2-8 incongruent). Only for MkM, the NDE elicited significant activity in the left and right IPS, supramarginal gyrus (bilateral), and in the left angular gyrus. These results strongly support the role of the parietal cortex in the automatic coding of space and quantity in number-space synaesthesia, even when numerical values are task-irrelevant.

Deconstructing the Cognitive Estimation Task: A Developmental Examination and Intra-Task Contrast.

The cognitive estimation task (CET) requires participants to answer estimation questions that lack definitive answers. Few studies examine CET performance in healthy populations, and even fewer in children. Previous research has not considered differences between categories within the CET. The categories differ in their reliance on units of measurement, which is significant when examining CET performance in children due to educational factors. The goal of the study was to examine CET performance in 10 and 12 year-old children and contrast the CET categories. We found a developmental effect in overall CET performance: children's performance was more extreme than adults but no differences were found between the groups of children. Examination of the CET categories revealed differential developmental trajectories: the children's scores were more extreme in weight and time, while comparable to adults in quantity. We conclude that CET questions that require application of units of measurement are more difficult for childern due to higher involvement of executive functions, and children have less experience applying them in daily life. The CET is not a unified construct and has the potential to shed light on how children acquire an understanding of magnitudes and units of measurement.

Reconfiguration of parietal circuits with cognitive tutoring in elementary school children.

Cognitive development is shaped by brain plasticity during childhood, yet little is known about changes in large-scale functional circuits associated with learning in academically relevant cognitive domains such as mathematics. Here, we investigate plasticity of intrinsic brain circuits associated with one-on-one math tutoring and its relation to individual differences in children's learning. We focused on functional circuits associated with the intraparietal sulcus (IPS) and angular gyrus (AG), cytoarchitectonically distinct subdivisions of the human parietal cortex with different roles in numerical cognition. Tutoring improved performance and strengthened IPS connectivity with the lateral prefrontal cortex, ventral temporal-occipital cortex, and hippocampus. Crucially, increased IPS connectivity was associated with individual performance gains, highlighting the behavioral significance of plasticity in IPS circuits. Tutoring-related changes in IPS connectivity were distinct from those of the adjacent AG, which did not predict performance gains. Our findings provide new insights into plasticity of functional brain circuits associated with the development of specialized cognitive skills in children.

Parietal hyper-connectivity, aberrant brain organization, and circuit-based biomarkers in children with mathematical disabilities.

Mathematical disabilities (MD) have a negative life-long impact on professional success, employment, and health outcomes. Yet little is known about the intrinsic functional brain organization that contributes to poor math skills in affected children. It is now increasingly recognized that math cognition requires coordinated interaction within a large-scale fronto-parietal network anchored in the intraparietal sulcus (IPS). Here we characterize intrinsic functional connectivity within this IPS-network in children with MD, relative to a group of typically developing (TD) children who were matched on age, gender, IQ, working memory, and reading abilities. Compared to TD children, children with MD showed hyper-connectivity of the IPS with a bilateral fronto-parietal network. Importantly, aberrant IPS connectivity patterns accurately discriminated children with MD and TD children, highlighting the possibility for using IPS connectivity as a brain-based biomarker of MD. To further investigate regional abnormalities contributing to network-level deficits in children with MD, we performed whole-brain analyses of intrinsic low-frequency fluctuations. Notably, children with MD showed higher low-frequency fluctuations in multiple fronto-parietal areas that overlapped with brain regions that exhibited hyper-connectivity with the IPS. Taken together, our findings suggest that MD in children is characterized by robust network-level aberrations, and is not an isolated dysfunction of the IPS. We hypothesize that intrinsic hyper-connectivity and enhanced low-frequency fluctuations may limit flexible resource allocation, and contribute to aberrant recruitment of task-related brain regions during numerical problem solving in children with MD.