Neural Representational Similarity between Symbolic and Non-Symbolic Quantities Predicts Arithmetic Skills in Childhood but Not Adolescence

Autor/inn/en	Schwartz, Flora; Zhang, Yuan; Chang, Hyesang; Karraker, Shelby; Kang, Julia Boram; Menon, Vinod
Titel	Neural Representational Similarity between Symbolic and Non-Symbolic Quantities Predicts Arithmetic Skills in Childhood but Not Adolescence
Quelle	In: Developmental Science, 24 (2021) 6, (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwartz, Flora) ORCID (Zhang, Yuan) ORCID (Chang, Hyesang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13123
Schlagwörter	Arithmetic; Mathematics Skills; Elementary School Students; Young Adults; Adolescents; Age Differences; Individual Development; Brain; Problem Solving; Cognitive Development + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Individuelle Entwicklung; Gehirn; Problemlösen; Kognitive Entwicklung
Abstract	Mathematical knowledge is constructed hierarchically from basic understanding of quantities and the symbols that denote them. Discrimination of numerical quantity in both symbolic and non-symbolic formats has been linked to mathematical problem-solving abilities. However, little is known of the extent to which overlap in quantity representations between symbolic and non-symbolic formats is related to individual differences in numerical problem solving and whether this relation changes with different stages of development and skill acquisition. Here we investigate the association between neural representational similarity (NRS) across symbolic and non-symbolic quantity discrimination and arithmetic problem-solving skills in early and late developmental stages: elementary school children (ages 7-10 years) and adolescents and young adults (AYA, ages 14-21 years). In children, cross-format NRS in distributed brain regions, including parietal and frontal cortices and the hippocampus, was positively correlated with arithmetic skills. In contrast, no brain region showed a significant association between cross-format NRS and arithmetic skills in the AYA group. Our findings suggest that the relationship between symbolic-non-symbolic NRS and arithmetic skills depends on developmental stage. Taken together, our study provides evidence for both mapping and estrangement hypotheses in the context of numerical problem solving, albeit over different cognitive developmental stages. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01