Fluid reasoning and the developing brain

Ferrer, Emilio; O'Hare, Elizabeth D.; Bunge, Silvia A.

doi:10.3389/neuro.01.003.2009

Cited by 131 publications

(96 citation statements)

References 38 publications

(40 reference statements)

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“…This is in line with previous research showing that WM and fluid intelligence are still developing at this age (Best & Miller, 2010;Ferrer, O'Hare, & Bunge, 2009). In contrast, there is very little previous research on the development of GDA in this age group.…”

Section: Discussionsupporting

confidence: 81%

Relations among fluid intelligence, sensory discrimination and working memory in middle to late childhood – A latent variable approach

Voelke

Troche

Rammsayer

et al. 2014

Cognitive Development

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Section: Discussionsupporting

confidence: 81%

Relations among fluid intelligence, sensory discrimination and working memory in middle to late childhood – A latent variable approach

Voelke

Troche

Rammsayer

et al. 2014

Cognitive Development

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“…During interference control, children show more diffuse frontal cortex activations and a greater recruitment of posterior brain regions; adults by contrast show more focal activation in the DLPFC, ACC and inferior frontal gyrus 42,43 . Similarly, neuroimaging evidence with children shows a shift from posterior perceptual processing regions to fronto-parietal activations correlating with age and improved performance on logic and mathematical problems 44,45 . This has been interpreted as showing that children need to inhibit initial perceptually bound beliefs before being able to successfully apply the more abstract and (frontally dependent) reasoning skills required in math and logic.…”

Section: Conceptual Knowledge In the Brainmentioning

confidence: 92%

The neuroscience of conceptual learning in science and mathematics

Mareschal

2016

Current Opinion in Behavioral Sciences

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Learning new concepts in mathematics and science often involves inhibiting prior beliefs or direct perceptual information. Recent neuroimaging work suggests that experts simply get better at inhibiting these pre-potent responses rather than replacing prior concepts with the newer concepts. A review of both behavioral and neuroimaging evidence with children suggests that improving inhibitory control is a key factor in learning new scientific and mathematical facts. This finding has implications for how these subjects are taught in the classroom and provides corroborating evidence for practices already in place.3

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“…Thus, we tested both change (repeated measures) and stability (testretest reliability of fMRI activation levels) over time in the same rule-switching task for all age groups. Our prediction was that a larger change in brain activation over time would be observed for the children relative to adolescents and adults (Ferrer et al, 2009). Consequently, we predicted that stability would be lower for children than for adolescents and adults.…”

Section: Introductionmentioning

confidence: 95%

A Three-Year Longitudinal Functional Magnetic Resonance Imaging Study of Performance Monitoring and Test-Retest Reliability from Childhood to Early Adulthood

Koolschijn

Schel²,

Rooij³

et al. 2011

J. Neurosci.

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Previous cross-sectional functional magnetic resonance imaging studies have shown that performance monitoring functions continue to develop well into adolescence, associated with increased activation in brain regions important for cognitive control (prefrontal cortex, anterior cingulate cortex, and parietal cortex). To date, however, the development of performance monitoring has not yet been studied longitudinally, which leaves open the question whether changes can be detected within individuals over time. In the present study, human boys and girls, between ages 8 and 27 years, performed a child-friendly rule-switch task in the scanner on two occasions ϳ3.5 years apart. Change versus stability was examined using two methods: (1) repeated-measures analyses and (2) test-retest reliabilities of blood oxygenation level-dependent responses. Results showed that with increasing age, participants performed better on the task. The changes in neural activation associated with the processing of performance feedback were, however, more reliably correlated with changes in performance than with age. Test-retest reliability was at least fair to good for adults and adolescents, but poor to fair for the youngest age group. Substantially more variability was observed in the pattern and magnitude of children compared with adults, which may be interpreted as proxy for developmental change. Together, the results show that (1) change within individuals is variable, and more so for children than for adolescents and adults, and (2) performance is a better predictor for change in neural activation over time. These findings set the stage for studying developmental change in the perspective of multiple predictors, rather than solely by divisions based on age groups.

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Fluid reasoning and the developing brain

Cited by 131 publications

References 38 publications

Relations among fluid intelligence, sensory discrimination and working memory in middle to late childhood – A latent variable approach

Relations among fluid intelligence, sensory discrimination and working memory in middle to late childhood – A latent variable approach

The neuroscience of conceptual learning in science and mathematics

A Three-Year Longitudinal Functional Magnetic Resonance Imaging Study of Performance Monitoring and Test-Retest Reliability from Childhood to Early Adulthood

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