Reduction but no shift in brain activation after arithmetic learning in children: A simultaneous fNIRS-EEG study.

ABSTRACT: Neurocognitive studies of arithmetic learning in adults have revealed decreasing brain activation in the fronto-parietal network, along with increasing activation of specific cortical and subcortical areas during learning. Both changes are associated with a shift from procedural to retrieval strategies for problem-solving. Here we address the critical, open question of whether similar neurocognitive changes are also evident in children. In this study, 20 typically developing children were trained to solve simple and complex multiplication problems. The one-session and two-week training effects were monitored using simultaneous functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG). FNIRS measurement after one session of training on complex multiplication problems re

SUBMITTER: Soltanlou M 

PROVIDER: S-EPMC5786008 | biostudies-literature | 2018 Jan

REPOSITORIES: biostudies-literature