Predicting Math Ability Using Working Memory, Number Sense, and Neurophysiology in Children and Adults

Abstract

Previous work has shown relations between domain-general processes, domain-specific processes, and mathematical ability. However, the underlying neurophysiological effects of mathematical ability are less clear. Recent evidence highlighted the potential role of beta oscillations in mathematical ability. Here we investigate whether domain-general (working memory) and domain-specific (number sense) processes mediate the relation between resting-state beta oscillations and mathematical ability, and how this may differ as a function of development (children vs. adults). We compared a traditional analysis method normally used in EEG studies with a more recently developed parameterization method that separates periodic from aperiodic activity. Regardless of methods chosen, we found no support for mediation of working memory and number sense, neither for children nor for adults. However, we found subtle differences between the methods. Additionally, we showed that the traditional EEG analysis method conflates periodic activity with aperiodic activity; in addition, the latter is strongly related to mathematical ability and this relation differs between children and adults. At the cognitive level, our findings do not support previous suggestions of a mediation of working memory and number sense. At the neurophysiological level our findings suggest that aperiodic, rather than periodic, activity is linked to mathematical ability as a function of development.

Human Neuronal Excitation/Inhibition Balance Explains and Predicts Neurostimulation Induced Learning Benefits

“…While at the beginning of our project some of our predictions were rooted in studies that used MRS-based E/I measures, our results together with recent findings in the literature, suggest that there are some discrepancies between EEG-based E/I and MRS-based E/I that must be acknowledged and addressed in the future. First, some studies found that EEG-based E/I increases with age (Cellier et al, 2021; Van Bueren et al, 2022), rather than decrease as was found using MRS (Cohen Kadosh et al, 2015; Zacharopoulos et al, 2021b). Second, our lack of replication of the effect of learning (increased E/I change) and overlearning (decreased E/I change) on E/I between before and after task manipulation (Shibata et al, 2017) could be rooted in the different methodologies used to assess E/I.…”

Human neuronal excitation/inhibition balance explains and predicts neurostimulation induced learning benefits

“…While at the beginning of our project some of our predictions were rooted in studies that used MRS-based E/I measures, our results, together with recent findings in the literature, suggest that there are some discrepancies between EEG-based E/I and MRS-based E/I that must be acknowledged and addressed in the future. First, some studies found that EEG-based E/I increases with age [ 45 , 46 ], rather than a decrease as was found using MRS [ 8 , 47 ]. Second, our lack of replication of the effect of learning (increased E/I change) and overlearning (decreased E/I change) on E/I between before and after task manipulation [ 4 ] could be rooted in the different methodologies used to assess E/I.…”

Challenges in Understanding Numerical Learning: Editorial for Brain Sciences Special Issue “Neurocognitive Signatures of Math (Learning) across the Lifespan and Their Interrelation with Other Aspects of Cognition and Emotion”

“…While SFON was found to facilitate numerical concepts in pre-school-age children, it had—contrary to previous findings—only indirect effects on children’s arithmetical development in the first and second grade. On the neuro-functional level, Van Bueren and colleagues [ 6 ] examined the underlying neurophysiological effects of the mathematical ability in children and adults using electro-encephalography (EEG). While the authors did not find a mediation of working memory and number sense in children or adults when using a traditional analysis approach, they were able to show that aperiodic activity rather than periodic activity seemed to be linked to mathematical ability when using a parameterization method.…”