Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children
Recent studies with children and adults have shown that the abilities of the Approximate Number System (ANS), which operates from early infancy and allows estimating the number of elements in a set without symbols, are trainable and transferable to symbolic arithmetic abilities. Here we investigated...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2018-07-01
|
| Series: | Frontiers in Integrative Neuroscience |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fnint.2018.00028/full |
| _version_ | 1811256649276456960 |
|---|---|
| author | Camilo Gouet César A. Gutiérrez Silva César A. Gutiérrez Silva Bruno Guedes Marcela Peña |
| author_facet | Camilo Gouet César A. Gutiérrez Silva César A. Gutiérrez Silva Bruno Guedes Marcela Peña |
| author_sort | Camilo Gouet |
| collection | DOAJ |
| description | Recent studies with children and adults have shown that the abilities of the Approximate Number System (ANS), which operates from early infancy and allows estimating the number of elements in a set without symbols, are trainable and transferable to symbolic arithmetic abilities. Here we investigated the brain correlates of these training effects, which are currently unknown. We trained two Groups of first grade children, one in performing nonsymbolic additions with dot arrays (Addition-Group) and another one in performing color comparisons of the same arrays (Color-Group). The training program was computerized, throughout seven sessions and had a pretest-posttest design. To evaluate cognitive gains, we measured math skills before and after the training. To measure the brain changes, we used electroencephalogram (EEG) recordings in the first and the last training sessions. We explored the changes in N1 and P2p, which are two electrophysiological components sensitive to nonsymbolic numeric computations. A passive Control-Group receiving no intervention also had their math skills evaluated. We found that the two training Groups had similarly gain in math skills, suggesting no specific transfer of the nonsymbolic addition training to math skills at the behavioral level. In contrast, at the brain level, we found that only in the Addition-Group the P2p amplitude significantly increased across sessions. Notably, the gain in P2p amplitude positively correlated with the gain in math abilities. Together, our results showed that first graders rapidly gained in math skills by different interventions. However, number-related brain networks seem to be particularly sensitive to nonsymbolic arithmetic training. |
| first_indexed | 2024-04-12T17:44:22Z |
| format | Article |
| id | doaj.art-923b1a3420434d02bbcbce9189f6bd1f |
| institution | Directory Open Access Journal |
| issn | 1662-5145 |
| language | English |
| last_indexed | 2024-04-12T17:44:22Z |
| publishDate | 2018-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Integrative Neuroscience |
| spelling | doaj.art-923b1a3420434d02bbcbce9189f6bd1f2022-12-22T03:22:43ZengFrontiers Media S.A.Frontiers in Integrative Neuroscience1662-51452018-07-011210.3389/fnint.2018.00028376602Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade ChildrenCamilo Gouet0César A. Gutiérrez Silva1César A. Gutiérrez Silva2Bruno Guedes3Marcela Peña4Cognitive Neuroscience Laboratory, Pontificia Universidad Católica de Chile, Santiago, ChileCognitive Neuroscience Laboratory, Pontificia Universidad Católica de Chile, Santiago, ChileDepartment of Neuroscience, King’s College of London, London, United KingdomCognitive Neuroscience Laboratory, Pontificia Universidad Católica de Chile, Santiago, ChileCognitive Neuroscience Laboratory, Pontificia Universidad Católica de Chile, Santiago, ChileRecent studies with children and adults have shown that the abilities of the Approximate Number System (ANS), which operates from early infancy and allows estimating the number of elements in a set without symbols, are trainable and transferable to symbolic arithmetic abilities. Here we investigated the brain correlates of these training effects, which are currently unknown. We trained two Groups of first grade children, one in performing nonsymbolic additions with dot arrays (Addition-Group) and another one in performing color comparisons of the same arrays (Color-Group). The training program was computerized, throughout seven sessions and had a pretest-posttest design. To evaluate cognitive gains, we measured math skills before and after the training. To measure the brain changes, we used electroencephalogram (EEG) recordings in the first and the last training sessions. We explored the changes in N1 and P2p, which are two electrophysiological components sensitive to nonsymbolic numeric computations. A passive Control-Group receiving no intervention also had their math skills evaluated. We found that the two training Groups had similarly gain in math skills, suggesting no specific transfer of the nonsymbolic addition training to math skills at the behavioral level. In contrast, at the brain level, we found that only in the Addition-Group the P2p amplitude significantly increased across sessions. Notably, the gain in P2p amplitude positively correlated with the gain in math abilities. Together, our results showed that first graders rapidly gained in math skills by different interventions. However, number-related brain networks seem to be particularly sensitive to nonsymbolic arithmetic training.https://www.frontiersin.org/article/10.3389/fnint.2018.00028/fullapproximate number systemcognitive gainbrain plasticityfirst gradertraining |
| spellingShingle | Camilo Gouet César A. Gutiérrez Silva César A. Gutiérrez Silva Bruno Guedes Marcela Peña Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children Frontiers in Integrative Neuroscience approximate number system cognitive gain brain plasticity first grader training |
| title | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| title_full | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| title_fullStr | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| title_full_unstemmed | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| title_short | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| title_sort | cognitive and neural effects of a brief nonsymbolic approximate arithmetic training in healthy first grade children |
| topic | approximate number system cognitive gain brain plasticity first grader training |
| url | https://www.frontiersin.org/article/10.3389/fnint.2018.00028/full |
| work_keys_str_mv | AT camilogouet cognitiveandneuraleffectsofabriefnonsymbolicapproximatearithmetictraininginhealthyfirstgradechildren AT cesaragutierrezsilva cognitiveandneuraleffectsofabriefnonsymbolicapproximatearithmetictraininginhealthyfirstgradechildren AT cesaragutierrezsilva cognitiveandneuraleffectsofabriefnonsymbolicapproximatearithmetictraininginhealthyfirstgradechildren AT brunoguedes cognitiveandneuraleffectsofabriefnonsymbolicapproximatearithmetictraininginhealthyfirstgradechildren AT marcelapena cognitiveandneuraleffectsofabriefnonsymbolicapproximatearithmetictraininginhealthyfirstgradechildren |