When humans perform movements and receive on-line visual feedback about their performance, the spatial qualities of the visual information alter performance. The spatial qualities of visual information can be altered via the manipulation of visual gain and changes in visual gain lead to changes in force error. The current study used functional magnetic resonance imaging during a steady-state precision grip force task to examine how cortical and subcortical brain activity can change with visual gain induced changes in force error. Small increases in visual gain < 1° were associated with a substantial reduction in force error and a small increase in the spatial amplitude of visual feedback. These behavioral effects corresponded with an increase in activation bilaterally in V3 and V5 and in left primary motor cortex and left ventral premotor cortex. Large increases in visual gain > 1° were associated with a small change in force error and a large change in the spatial amplitude of visual feedback. These behavioral effects corresponded with increased activity bilaterally in dorsal and ventral premotor areas and right inferior parietal lobule. Finally, activity in the left and right lobule VI of the cerebellum and left and right putamen did not change with increases in visual gain. Together, these findings demonstrate that the visuomotor system does not respond uniformly to changes in the gain of visual feedback. Instead, specific regions of the visuomotor system selectively change in activity related to large changes in force error and large changes in the spatial amplitude of visual feedback.

Proficiency with fractions serves as a foundation for later mathematics and is critical for learning algebra, which plays a role in college success and lifetime earnings. Yet children often struggle to learn fractions. Educators have argued that a conceptual understanding of fractions involves learning that a fraction represents a magnitude different from its whole number components. However, it is not well understood whether adults represent a fraction's magnitude similarly to whole numbers. This study investigated the distance effect during a comparison task using fraction pairs that discouraged comparing a fraction's components. Accuracy improved and reaction times decreased with greater distance between fraction pairs, showing a distance effect similar to that seen with whole numbers. This study suggests that a representation of a fraction's magnitude is present in the fully developed number system.

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Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low—compared to high—math anxious individuals perform better when they activate this network less—a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently.