Resting State EEG Related to Mathematical Improvement After Spatial Training in Children

Abstract

Spatial cognitive abilities, including mental rotation (MR) and visuo-spatial working memory (vsWM) are correlated with mathematical performance, and several studies have shown that training of these abilities can enhance mathematical performance. Here, we investigated the behavioral and neural correlates of MR and vsWM training combined with number line (NL) training. Fifty-seven children, aged 6–7, performed 25 days of NL training combined with either vsWM or MR and participated in an Electroencephalography (EEG)-session in school to measure resting state activity and steady-state visual evoked potentials during a vsWM task before and after training. Fifty children, aged 6–7, received usual teaching and acted as a control group. Compared to the control group, both training groups improved on a combined measure of mathematics. Cognitive improvement was specific to the training. Significant pre-post changes in resting state-EEG (rs-EEG), common to both training groups, were found for power as well as for coherence, with no significant differences in rs-EEG-changes between the vsWM and MR groups. Two of the common rs-EEG changes were correlated with mathematical improvement: (1) an increase in coherence between the central frontal lobe and the right parietal lobe in frequencies ranging from 16 to 25 Hz, and (2) an increase in coherence between the left frontal lobe and the right parietal lobe ranging from 23 to 25 Hz. These results indicate that changes in fronto-parietal coherence are related to an increase in mathematical performance, which thus might be a useful measure in further investigations of mathematical interventions in children.

Perspectives on heterogeneity-informed cognitive training for attention-deficit/hyperactivity disorder

“…In typical children, there has been evidence that specific forms of CT can improve domain-specific academic skills. For example, fundamental mathematical and reading skills can be improved by “number line training” ( 36 ) and “phonemic awareness training” ( 37 ), respectively. Thus, future studies may examine whether cognitive training targeting domain-specific academic skills is superior to the “teaching as usual” condition in improving early academic skills and easing early learning difficulties in children with AD/HD.…”

Long-term after-effects of mental rotation training: a behavior and ERP study

“…While training methodologies prevalent for augmenting MR capabilities are diverse, the efficacy of these methods, attributed to the variety of tasks and their duration, exhibits variation 12,15,17 . The training tasks identified for this purpose include the face and hand rotation task, the S&M task, and the map navigation task, with the training frequency of these tasks ranging from a minimal 3 to an intensive 60 instances 12,16,[18][19][20][21] rotation abilities but also concomitantly enhanced mathematical skills 22 . Additionally, while virtual and augmented reality methods are still emerging, they present promising avenues for the enhancement of MR 7,12,15 .…”

“…Concurrently, Feng et al (2021) discerned an augmented amplitude of rotation-related negativity during MR tasks in athletes, as opposed to nonathletes 30 . Nonetheless, these neurophysiological corollaries demand further exploration and validation over extended periods post-training, although preliminary studies suggest alterations in brain activity post-training 15,20,[28][29][30][31] . Notably, Zhang et al (2021) observed enhanced frontoparietal coherence in trained students compared to their untrained counterparts post 25 days of training 20 .…”

“…Nonetheless, these neurophysiological corollaries demand further exploration and validation over extended periods post-training, although preliminary studies suggest alterations in brain activity post-training 15,20,[28][29][30][31] . Notably, Zhang et al (2021) observed enhanced frontoparietal coherence in trained students compared to their untrained counterparts post 25 days of training 20 . Therein lies a categorical emphasis on the necessity for continued research focusing on the long-term impact, predicated not solely on behavioral performance but also on incorporating neurophysiological changes.…”