The neural basis of number word processing in children and adults.

The ability to map number words to their corresponding quantity representations is a gatekeeper for children's future math success (Spaepen et al., 2018). Without number word knowledge at school entry, children are at greater risk for developing math learning difficulties (Chu et al., 2019). In the present study, we used functional magnetic resonance imaging (fMRI) to examine the neural basis for processing the meaning of spoken number words and its developmental trajectory in 4- to 10-year-old children, and in adults. In a number word-quantity mapping paradigm, participants listened to number words while simultaneously viewing quantities that were congruent or incongruent to the number word they heard. Whole brain analyses revealed that adults showed a neural congruity effect with greater neural activation for incongruent relative to congruent trials in anterior cingulate cortex (ACC) and left intraparietal sulcus (LIPS). In contrast, children did not show a significant neural congruity effect. However, a region of interest analysis in the child sample demonstrated age-related increases in the neural congruity effect, specifically in the LIPS. The positive correlation between neural congruity in LIPS and age was stronger in children who were already attending school, suggesting that developmental changes in LIPS function are experience-dependent.

Approximate arithmetic training does not improve symbolic math in third and fourth grade children.

BACKGROUND: Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic. METHOD: We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children. RESULTS: We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance. CONCLUSION: A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.

A physiologically-inspired model of numerical classification based on graded stimulus coding.

In most natural decision contexts, the process of selecting among competing actions takes place in the presence of informative, but potentially ambiguous, stimuli. Decisions about magnitudes - quantities like time, length, and brightness that are linearly ordered - constitute an important subclass of such decisions. It has long been known that perceptual judgments about such quantities obey Weber's Law, wherein the just-noticeable difference in a magnitude is proportional to the magnitude itself. Current physiologically inspired models of numerical classification assume discriminations are made via a labeled line code of neurons selectively tuned for numerosity, a pattern observed in the firing rates of neurons in the ventral intraparietal area (VIP) of the macaque. By contrast, neurons in the contiguous lateral intraparietal area (LIP) signal numerosity in a graded fashion, suggesting the possibility that numerical classification could be achieved in the absence of neurons tuned for number. Here, we consider the performance of a decision model based on this analog coding scheme in a paradigmatic discrimination task - numerosity bisection. We demonstrate that a basic two-neuron classifier model, derived from experimentally measured monotonic responses of LIP neurons, is sufficient to reproduce the numerosity bisection behavior of monkeys, and that the threshold of the classifier can be set by reward maximization via a simple learning rule. In addition, our model predicts deviations from Weber Law scaling of choice behavior at high numerosity. Together, these results suggest both a generic neuronal framework for magnitude-based decisions and a role for reward contingency in the classification of such stimuli.

The development of ordinal numerical competence in young children.

Two experiments assessed ordinal numerical knowledge in 2- and 3-year-old children and investigated the relationship between ordinal and verbal numerical knowledge. Children were trained on a 1 vs 2 comparison and then tested with novel numerosities. Stimuli consisted of two trays, each containing a different number of boxes. In Experiment 1, box size was held constant. In Experiment 2, box size was varied such that cumulative surface area was unrelated to number. Results show children as young as 2 years of age make purely numerical discriminations and represent ordinal relations between numerosities as large as 6. Children who lacked any verbal numerical knowledge could not make ordinal judgments. However, once children possessed minimal verbal numerical competence, further knowledge was entirely unrelated to ordinal competence. Number may become a salient dimension as children begin to learn to count. An analog magnitude representation of number may underlie success on the ordinal task.

Numerical subtraction in the pigeon: evidence for a linear subjective number scale.

When humans and animals compare two numbers, responding is faster and more accurate with increasing numerical disparity and decreasing numerical size. Researchers explaining these distance and size effects often, assume that the subjective number continuum is logarithmically compressed. An alternative hypothesis is that the subjective number continuum is linear, but positions farther along it are proportionately fuzzier, that is, less precisely located. These two hypotheses have been treated as functionally equivalent because of their similar empirical predictions. The current experiment sought to resolve this issue with a paradigm originally developed to address the subjective representation of time (time left). In our adaptation, pigeons were required to compare a constant number with the number remaining after a numerical subtraction. Our results indicate that subjective number is linearly, not logarithmically, related to objective number.

Representation of the numerosities 1-9 by rhesus macaques (Macaca mulatta).

Three rhesus monkeys (Macaca mulatta) were trained to respond to exemplars of 1, 2, 3, and 4 in an ascending, descending, or a nonmonotonic numerical order (1-->2-->3-->4, 4-->3-->2--1, 3-->1-->4-->2). The monkeys were then tested on their ability to order pairs of the novel numerosities 5-9. In Experiment 1, all 3 monkeys ordered novel exemplars of the numerosities 1-4 in ascending or descending order. The attempt to train a nonmonotonic order (3-->1-->4-->2) failed. In Experiment 2A, the 2 monkeys who learned the ascending numerical rule ordered pairs of the novel numerosities 5-9 on unreinforced trials. The monkey who learned the descending numerical rule failed to extrapolate the descending rule to new numerosities. In Experiment 2B all 3 monkeys ordered novel exemplars of pairs of the numerosities 5-9. Accuracy and latency of responding revealed distance and magnitude effects analogous to previous findings with human participants (R. S. Moyer & T. K. Landaeur, 1967). Collectively these studies show that monkeys represent the numerosities 1-9 on at least an ordinal scale.

Ordering of the numerosities 1 to 9 by monkeys.

A fundamental question in cognitive science is whether animals can represent numerosity (a property of a stimulus that is defined by the number of discriminable elements it contains) and use numerical representations computationally. Here, it was shown that rhesus monkeys represent the numerosity of visual stimuli and detect their ordinal disparity. Two monkeys were first trained to respond to exemplars of the numerosities 1 to 4 in an ascending numerical order (1 --> 2 --> 3 --> 4). As a control for non-numerical cues, exemplars were varied with respect to size, shape, and color. The monkeys were later tested, without reward, on their ability to order stimulus pairs composed of the novel numerosities 5 to 9. Both monkeys responded in an ascending order to the novel numerosities. These results show that rhesus monkeys represent the numerosities 1 to 9 on an ordinal scale.