Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School
Number processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex (vOTC) sensitivity to visual number processing is crucial for the acquisition of numeric and arithmetic skills. We examined the visual N1, the ele...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-07-01
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| Series: | Frontiers in Human Neuroscience |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fnhum.2022.887413/full |
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| author | Gorka Fraga-González Sarah V. Di Pietro Sarah V. Di Pietro Georgette Pleisch Georgette Pleisch Susanne Walitza Susanne Walitza Daniel Brandeis Daniel Brandeis Daniel Brandeis Iliana I. Karipidis Iliana I. Karipidis Iliana I. Karipidis Silvia Brem Silvia Brem Silvia Brem |
| author_facet | Gorka Fraga-González Sarah V. Di Pietro Sarah V. Di Pietro Georgette Pleisch Georgette Pleisch Susanne Walitza Susanne Walitza Daniel Brandeis Daniel Brandeis Daniel Brandeis Iliana I. Karipidis Iliana I. Karipidis Iliana I. Karipidis Silvia Brem Silvia Brem Silvia Brem |
| author_sort | Gorka Fraga-González |
| collection | DOAJ |
| description | Number processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex (vOTC) sensitivity to visual number processing is crucial for the acquisition of numeric and arithmetic skills. We examined the visual N1, the electrophysiological correlate of vOTC activation across five time points in kindergarten (T1, mean age 6.60 years), middle and end of first grade (T2, 7.38 years; T3, 7.68 years), second grade (T4, 8.28 years), and fifth grade (T5, 11.40 years). A combination of cross-sectional and longitudinal EEG data of a total of 62 children (35 female) at varying familial risk for dyslexia were available to form groups of 23, 22, 27, 27, and 42 participants for each of the five time points. The children performed a target detection task which included visual presentation of single digits (DIG), false fonts (FF), and letters (LET) to derive measures for coarse (DIG vs. FF) and fine (DIG vs. LET) digit sensitive processing across development. The N1 amplitude analyses indicated coarse and fine sensitivity characterized by a stronger N1 to digits than false fonts across all five time points, and stronger N1 to digits than letters at all but the second (T2) time point. In addition, lower arithmetic skills were associated with stronger coarse N1 digit sensitivity over the left hemisphere in second grade (T4), possibly reflecting allocation of more attentional resources or stronger reliance on the verbal system in children with poorer arithmetic skills. To summarize, our results show persistent visual N1 sensitivity to digits that is already present early on in pre-school and remains stable until fifth grade. This pattern of digit sensitivity development clearly differs from the relatively sharp rise and fall of the visual N1 sensitivity to words or letters between kindergarten and middle of elementary school and suggests unique developmental trajectories for visual processing of written characters that are relevant to numeracy and literacy. |
| first_indexed | 2024-04-12T08:05:23Z |
| format | Article |
| id | doaj.art-224347ce9df64353899c08c93970823b |
| institution | Directory Open Access Journal |
| issn | 1662-5161 |
| language | English |
| last_indexed | 2024-04-12T08:05:23Z |
| publishDate | 2022-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Human Neuroscience |
| spelling | doaj.art-224347ce9df64353899c08c93970823b2022-12-22T03:41:10ZengFrontiers Media S.A.Frontiers in Human Neuroscience1662-51612022-07-011610.3389/fnhum.2022.887413887413Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary SchoolGorka Fraga-González0Sarah V. Di Pietro1Sarah V. Di Pietro2Georgette Pleisch3Georgette Pleisch4Susanne Walitza5Susanne Walitza6Daniel Brandeis7Daniel Brandeis8Daniel Brandeis9Iliana I. Karipidis10Iliana I. Karipidis11Iliana I. Karipidis12Silvia Brem13Silvia Brem14Silvia Brem15Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandMR-Center, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandCenter for Interdisciplinary Brain Sciences Research, Stanford University School of Medicine, Stanford, CA, United StatesDepartment of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNeuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, SwitzerlandMR-Center, Psychiatric University Hospital Zurich, University of Zurich, Zurich, SwitzerlandNumber processing abilities are important for academic and personal development. The course of initial specialization of ventral occipito-temporal cortex (vOTC) sensitivity to visual number processing is crucial for the acquisition of numeric and arithmetic skills. We examined the visual N1, the electrophysiological correlate of vOTC activation across five time points in kindergarten (T1, mean age 6.60 years), middle and end of first grade (T2, 7.38 years; T3, 7.68 years), second grade (T4, 8.28 years), and fifth grade (T5, 11.40 years). A combination of cross-sectional and longitudinal EEG data of a total of 62 children (35 female) at varying familial risk for dyslexia were available to form groups of 23, 22, 27, 27, and 42 participants for each of the five time points. The children performed a target detection task which included visual presentation of single digits (DIG), false fonts (FF), and letters (LET) to derive measures for coarse (DIG vs. FF) and fine (DIG vs. LET) digit sensitive processing across development. The N1 amplitude analyses indicated coarse and fine sensitivity characterized by a stronger N1 to digits than false fonts across all five time points, and stronger N1 to digits than letters at all but the second (T2) time point. In addition, lower arithmetic skills were associated with stronger coarse N1 digit sensitivity over the left hemisphere in second grade (T4), possibly reflecting allocation of more attentional resources or stronger reliance on the verbal system in children with poorer arithmetic skills. To summarize, our results show persistent visual N1 sensitivity to digits that is already present early on in pre-school and remains stable until fifth grade. This pattern of digit sensitivity development clearly differs from the relatively sharp rise and fall of the visual N1 sensitivity to words or letters between kindergarten and middle of elementary school and suggests unique developmental trajectories for visual processing of written characters that are relevant to numeracy and literacy.https://www.frontiersin.org/articles/10.3389/fnhum.2022.887413/fullERPvisual N1occipito-temporal cortexnumber processingdevelopmentnumeracy |
| spellingShingle | Gorka Fraga-González Sarah V. Di Pietro Sarah V. Di Pietro Georgette Pleisch Georgette Pleisch Susanne Walitza Susanne Walitza Daniel Brandeis Daniel Brandeis Daniel Brandeis Iliana I. Karipidis Iliana I. Karipidis Iliana I. Karipidis Silvia Brem Silvia Brem Silvia Brem Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School Frontiers in Human Neuroscience ERP visual N1 occipito-temporal cortex number processing development numeracy |
| title | Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School |
| title_full | Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School |
| title_fullStr | Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School |
| title_full_unstemmed | Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School |
| title_short | Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School |
| title_sort | visual occipito temporal n1 sensitivity to digits across elementary school |
| topic | ERP visual N1 occipito-temporal cortex number processing development numeracy |
| url | https://www.frontiersin.org/articles/10.3389/fnhum.2022.887413/full |
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