Imaging early practice effects in arithmetic

Ischebeck, Anja; Zamarian, Laura; Egger, Karl; Schocke, Michael; Delazer, Margarete

doi:10.1016/j.neuroimage.2007.03.051

Cited by 146 publications

(160 citation statements)

References 66 publications

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“…The specificity of tDCS effects on arithmetic is not surprising, as it is well known that different arithmetic demands recruit different neural populations [18][19][20][21][22][23]. Solving arithmetic problems by means of procedures involves magnitude processing (e.g., counting, calculation) and recruits a widespread bilateral network including the intraparietal sulcus (IPS) and medial and inferior lateral prefrontal areas.…”

Section: Introductionmentioning

confidence: 99%

Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study

et al. 2016

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BACKGROUND A small but increasing number of studies suggest that non-invasive brain stimulation by means of transcranial direct current stimulation (tDCS) can modulate arithmetic processes that are essential for higher-order mathematical skills and that are impaired in dyscalculic individuals. However, little is known about the neural mechanisms underlying such stimulation effects, and whether they are specific to cognitive processes involved in different arithmetic tasks. METHODS We addressed these questions by applying tDCS during simultaneous functional magnetic resonance imaging (fMRI) while participants were solving two types of complex subtraction problems: repeated problems, relying on arithmetic fact learning and problem-solving by fact retrieval, and novel problems, requiring calculation procedures. Twenty participants receiving left parietal anodal plus right frontal cathodal stimulation were compared with 20 participants in a sham condition. RESULTS We found a strong cognitive and neural dissociation between repeated and novel problems. Repeated problems were solved more accurately and elicited increased activity in the bilateral angular gyri and medial plus lateral prefrontal cortices. Solving novel problems, in contrast, was accompanied by stronger activation in the bilateral intraparietal sulci and the dorsomedial prefrontal cortex. Most importantly, tDCS decreased the activation of the right inferior frontal cortex while solving novel (compared to repeated) problems, suggesting that the cathodal stimulation rendered this region unable to respond to the task-specific cognitive demand. CONCLUSIONS The present study revealed that tDCS during arithmetic problem-solving can modulate the neural activity in proximity to the electrodes specifically when the current demands lead to an engagement of this area.

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Section: Introductionmentioning

confidence: 99%

Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study

et al. 2016

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“…This interpretation suggests that there may be a developmental aspect to learning with choice tasks. Neuroscientific studies show that, as arithmetic facts become learned, activity shifts from parts of the brain involved in procedural and quantity-based processing to parts involved in retrieval of representations from long-term memory (Ischebeck, Zamarian, Egger, Schocke, & Delazer, 2007). From this perspective, if magnitude-estimation -a quantity-based process -is invoked by choice tasks, this could contribute to early fact learning.…”

Section: Practice With Choice Tasksmentioning

confidence: 99%

Improving multiplication fact fluency by choosing between competing answers

Reed¹,

Gemmink

Broens-Paffen³

et al. 2014

Research in Mathematics Education

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Developing fluency in arithmetic facts is instrumental to mathematics learning. This study compares the effects of two practice conditions on children's fluency in simple multiplication facts. Third and fourth graders in the Netherlands (N = 282) practised in either a conventional recall condition where they produced answers to problems, or a choice condition where they had to choose between competing answers that included common multiplication errors. Practice in the choice condition was faster and as accurate as recall practice but was not more beneficial to performance on speed tests of practised facts. For more experienced students, recall practice led to greater improvement on a conventional recall fluency test. Differential effects of practice conditions on test performance are explained in terms of practice-to-test transfer demands. The relative merits of recall and choice tasks in multiplication fact learning are discussed.

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“…Recently developed brain imaging techniques such as functional magnetic resonance imaging (fMRI) allow locating the areas within the human brain that change their level of activation due to learning. fMRI is extremely well suited to identify the brain areas involved in a specific task and to track learning related changes in activation [37].…”

Section: Instruction and Cognitionmentioning

confidence: 99%

Designing Effective Serious Games: Opportunities and Challenges for Research

Bellotti

Berta

Gloria

2010

Int. J. Emerg. Technol. Learn.

174

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Abstract-SeriousGames represent an acknowledged potential for instruction, because they are able to strongly motivate learners. They can also provide immersive environments where advanced users can practice knowledge and skills, also exploiting multimodal interaction. They can combine the effectiveness of computer processing and data storage, with high levels of attractiveness. Our work has investigated the state of the art research on SGs, starting from the cognitive aspects, that are necessary in order to root technological development and applications in sound theoretical foundations. The paper discusses some key aspects about SG design and exploitation: choice of components-off-the-shelf or from-scratch design, tools and methodologies for development or adaptation, intelligent tutoring, virtual coaches and affective learning, living worlds, game mechanics, Human-Computer Interaction.While several SGs have been developed, still the literature stresses a lack of significant, extensive user tests. Further research is necessary to investigate in greater detail the real effectiveness of the various types of SGs. The paper proposes several research questions -that range from requirements elicitation to design and from deployment to use and evaluation -to be answered in order to avoid technology pushing and drive technological research according to the requirements of the end-users and stakeholders.We believe that deepening the analysis about these issues is key to strengthen the foundations of SG research, for which we identify four major directions: definition of metrics and learning progress evaluation tools; methodologies and tools for designing games from various topics and for various users; computing and communication architectures; technologies that can enhance the overall system performance.

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Imaging early practice effects in arithmetic

Cited by 146 publications

References 66 publications

Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study

Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study

Improving multiplication fact fluency by choosing between competing answers

Designing Effective Serious Games: Opportunities and Challenges for Research

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