No Difference in the Neural Underpinnings of Number and Letter Copying in Children: Bayesian Analysis of Functional Near‐Infrared Spectroscopy Data

Abstract

It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience.

Common neural functions during children’s naturalistic and controlled laboratory mathematics learning

“…In adults, the pITG has been shown to be involved in the visual processing of Arabic numbers (Conrad et al, 2020;Park et al, 2012;Shum et al, 2013;Skagenholt et al, 2018;Yeo et al, 2020), and is implicated in adult mathematics processing more generally (Amalric & Dehaene, 2016Grotheer et al, 2018;Pinheiro-Chagas et al, 2018). Yet no clear number-specific responses have been found in the pITG in fMRI studies of children (Cantlon et al, 2011;Dehaene-Lambertz et al, 2018;Soltanlou et al, 2019). The absence of systematic activation of the pITG in children could suggest that these math-related neural responses develop later in childhood.…”