Event-related potentials findings differ between children and adults during arithmetic-fact retrieval

The arithmetic problem size effect in children: an event-related potential study

“…The time windows of these early components were based on the grand mean waveforms and previous ERP research in arithmetic in children (Xuan et al, 2007; Zhou et al, 2011) and adults (Núñez-Peña et al, 2005; Núñez-Peña and Escera, 2007; Luo et al, 2009; Prieto-Corona et al, 2010; He et al, 2011). The late slow wave, i.e., late positivity component (LPC), which has been put forward as a brain signature of the problem size effect, was defined as having a mean amplitude value in the 500–675 ms range.…”

“…Event-related potentials during arithmetic in adults also revealed the existence of a late positive slow wave (e.g., Pauli et al, 1994, 1996; Niedeggen and Rösler, 1999; Iguchi and Hashimoto, 2000; El Yagoubi et al, 2003; Núñez-Peña et al, 2005, 2006; Szucs and Csepe, 2005; Núñez-Peña and Escera, 2007; Núñez-Peña, 2008; Prieto-Corona et al, 2010; Szucs and Soltesz, 2010; Chen et al, 2013). This late component, which shows a posterior distribution and starts at about 400 to 500 ms post-stimuli, may be the brain signature of the problem size effect.…”

“…To the best of our knowledge, only three studies have investigated this issue (Xuan et al, 2007; Prieto-Corona et al, 2010; Zhou et al, 2011). These studies, which compared the ERPs of adults and children during calculation tasks, indicate that similar to adults, children elicited an anterior negativity peaking around 400 ms post-stimulus and a subsequent late positive slow wave during arithmetical tasks.…”

Separating stages of arithmetic verification: An ERP study with a novel paradigm

“…Operands are followed by a proposed answer (sometimes called a probe) and participants decide whether this answer is correct or incorrect. Typically, verification tasks use addition and multiplication operations, mostly with single digit numbers (Chen et al, 2013;Domahs et al, 2007;Galfano et al, 2011;Prieto-Corona and Rodríguez-Camacho et al, 2010;Szűcs and Csépe, 2005;Zhou et al, 2006) and rarely with two-digit numbers (El Yagoubi et al, 2005). Verification tasks provide insights into the organization of arithmetic facts (Galfano et al, 2009), arithmetic solution strategies (Jasinski and Coch, 2012), magnitude discrimination processes (Jost et al, 2004;Szűcs and Csépe, 2005) and arithmetic memory (Szűcs and Csépe, 2004).…”

Research on Primary Arithmetic Fact Mastery for Elementary School Children Education in China: a Computerized Programming Model of Problem Building

“…Past researches have focused mainly on (1) the age-related strategies that the participants used, including inversion problems solving skills [11,5,12], computational estimation skills [13][14][15] and other mastery skills [1,[16][17][18]], (2) performance level or learning abilities [19][20][21][22][23], (3) behaviors with learning disabilities [24][25][26][27] and (4) neuronal functionalities [28][29][30][31][32]. These researches have made great contributions to the understanding of primary arithmetic fact solving and mastery in the literature.…”