A smartphone-assisted portable on-site detection system for organophosphorus pesticides in vegetables and fruits based on all-in-one paper-based sensors: 2,2-Dichlorovinyl dimethyl phosphate as a model.

The improper use of organophosphate pesticides (OPs) can lead to residue posing a serious threat to human health and environment. Therefore, the development of a simple, portable, and sensitive detection method is crucial. Herein, a bioenzyme-nanozyme-chromogen all-in-one paper-based sensor was synthesized. Initially, the Ce/Zr-MOF with peroxidase-like activity was grown on filter paper (FP) using in-situ solvent thermal method, resulting in Ce/Zr-MOF@FP. Subsequently, the AChE-ChO-TMB system was immobilized onto Ce/Zr-MOF@FP using biocompatible gelatin, which enhanced cascade catalysis efficiency through the proximity effect. Based on the inhibition principle of OPs on AChE, we integrated this sensor with Python-based image recognition algorithm to achieve detection of OPs. Using 2,2-dichlorovinyl dimethyl phosphate (DDVP) as a model of OPs, it has good detection performance with a detection limit of 0.32 ng mL-1 and a recovery rate range of 95-107%. The potential for on-site detection of DDVP residues in vegetables and fruit samples is highly promising.

Brain tumor surgery guided by navigated transcranial magnetic stimulation mapping for arithmetic calculation.

OBJECTIVE: The onco-functional balance represents the primary goal in neuro-oncology. The increasing use of navigated transcranial magnetic stimulation (nTMS) allows the noninvasive characterization of cortical functional anatomy, and its reliability for motor and language mapping has previously been validated. Calculation and arithmetic processing has not been studied with nTMS so far. In this study, the authors present their preliminary data concerning nTMS calculation. METHODS: The authors designed a monocentric prospective study, adopting an internal protocol to use nTMS for preoperative planning, including arithmetic processing. When awake surgery was possible, according to the patients' conditions, nTMS points were used to guide direct cortical stimulation (DCS), i.e., the gold standard for cortical mapping. Navigated TMS-based tractography was used for surgical planning. Statistical analyses on the nTMS and DCS points were performed. RESULTS: From February 2021 to October 2023, 61 procedures for nTMS calculation mapping were performed. The clinical evaluation, including pre- and postoperative evaluations (3 months after surgery), demonstrated a good clinical outcome with preservation of arithmetic function and recovery (92.8% of patients). Between the awake and asleep surgery groups, the postoperative clinical results were comparable at the 3-month follow-up, with > 90% of the patients achieving improved calculation function. The surgical strategy adopted was aimed at sparing nTMS positive points in asleep procedures, whereas nTMS and DCS positive points were not removed in awake procedures. Overall, 62% of the positive points for calculation functions were exposed by craniotomy and 85% were spared during surgery. None of the patients developed nTMS-related seizures. Diffusion tensor imaging fiber tracking based on nTMS positive points for calculation was used. The white matter fiber tracts involved in calculation functions were the arcuate fasciculus (56%) and frontal aslant tract (22%). When nTMS and DCS points were compared in awake surgery (n = 10 patients), a sensitivity of 31.71%, specificity of 85.76%, positive predictive value of 22.41%, negative predictive value of 90.64%, and accuracy of approximately 69% were achieved. CONCLUSIONS: Based on the authors' preliminary data, nTMS can be an advantageous tool to study cognitive functions, aimed at minimizing neurological impairment. The postoperative clinical outcome for patients who underwent operation with nTMS was very good. Considering these results, nTMS has proved to be a feasible method to map cognitive areas including those for calculation functions. Further analyses are needed to validate these data. Finally, other cognitive functions (e.g., visuospatial) may be explored with nTMS.

Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics.

There is convincing evidence that training spatial abilities leads to improved mathematics performance in typically developing (TD) children. However, a lack of information on mathematical development and spatial-mathematical associations in people with Down syndrome (DS) hinders the translation of these interventions. Here, we established developmental trajectories of mathematics and explored whether spatial ability predicts attainment on different mathematics measures in individuals with DS. Participants with DS (n = 36; ages 9-35 years) and TD children (n = 132; ages 4-11 years) completed three groups of tasks: spatial tasks assessing different subdomains of spatial thinking; mathematics tasks assessing early mathematics skills, mathematical reasoning, arithmetic, and geometry; and IQ tasks. The developmental trajectories of mathematics performance against mental age revealed similar starting points of the trajectories and similar rates of development for DS and TD groups. Furthermore, after controlling for verbal skills, spatial skills explained 5.8% to 18.1% of the variation in mathematical performance across different mathematics tasks, and the pattern of spatial-mathematical relations was similar for DS and mental age-matched TD groups. This shows that mathematical development in DS groups appears to mirror that in TD children, indicative of delay only. Strong spatial-mathematical relations were observed for individuals with DS, like those seen for TD participants. This is the vital preliminary knowledge needed to support the design and use of spatial intervention for improving mathematics in individuals with DS.

Temporal-spatial deciphering mental subtraction in the human brain.

Mental subtraction, involving numerical processing and operation, requires a complex interplay among several brain regions. Diverse studies have utilized scalp electroencephalograph, electrocorticogram, or functional magnetic resonance imaging to resolve the structure pattern and functional activity during subtraction operation. However, a high resolution of the spatial-temporal understanding of the neural mechanisms involved in mental subtraction is unavailable. Thus, this study obtained intracranial stereoelectroencephalography recordings from 20 patients with pharmacologically resistant epilepsy. Specifically, two sample-delayed mismatch paradigms of numeric comparison and subtracting results comparison were used to help reveal the time frame of mental subtraction. The brain sub-regions were chronologically screened using the stereoelectroencephalography recording for mental subtraction. The results indicated that the anterior cortex, containing the frontal, insular, and parahippocampous, worked for preparing for mental subtraction; moreover, the posterior cortex, such as parietal, occipital, limbic, and temporal regions, cooperated during subtraction. Especially, the gamma band activities in core regions within the parietal-cingulate-temporal cortices mediated the critical mental subtraction. Overall, this research is the first to describe the spatiotemporal activities underlying mental subtraction in the human brain. It provides a comprehensive insight into the cognitive control activity underlying mental arithmetic. Supplementary Information: The online version contains supplementary material available at 10.1007/s11571-023-09937-z.

The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study.

Introduction: Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Methods: Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. Results: The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. Discussion: The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods.

Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities.

BACKGROUND: Students with mathematical learning disabilities (MLD) struggle with number processing skills (e.g., enumeration and number comparison) and arithmetic fluency. Traditionally, MLD is identified based on arithmetic fluency. However, number processing skills are suggested to differentiate low achievement (LA) from MLD. AIMS: This study investigated the accuracy of number processing skills in identifying students with MLD and LA, based on arithmetic fluency, and whether the classification ability of number processing skills varied as a function of grade level. METHODS AND PROCEDURES: The participants were 18,405 students (girls = 9080) from Grades 3-9 (ages 9-15). Students' basic numerical skills were assessed with an online dyscalculia screener (Functional Numeracy Assessment -Dyscalculia Battery, FUNA-DB), which included number processing and arithmetic fluency as two factors. OUTCOMES AND RESULTS: Confirmatory factor analyses supported a two-factor structure of FUNA-DB. The two-factor structure was invariant across language groups, gender, and grade levels. Receiver operating characteristics curve analyses indicated that number processing skills are a fair classifier of MLD and LA status across grade levels. The classification accuracy of number processing skills was better when predicting MLD (cut-off < 5 %) compared to LA (cut-off < 25 %). CONCLUSIONS AND IMPLICATIONS: Results highlight the need to measure both number processing and arithmetic fluency when identifying students with MLD.

Impacts of number lines and circle visual displays on caregivers' fraction understanding.

Playful fraction picture books, together with math instructional content called "back matter," may promote fraction learning, which is crucial because fractions are difficult and often disliked content. However, open questions remain regarding how different types of back matter may affect caregivers' ability to use fraction picture books as a teaching tool. The current study offers a novel investigation into how back matter affects caregivers' (N = 160) fraction understanding (i.e., equivalence and arithmetic) and subjective beliefs about math using a pretest/posttest design. We contrasted existing back matter text with research-informed back matter text crossed with either circle area or number line visual displays. Caregivers' performance improved from pretest to posttest in the Researcher-Generated + Circles condition (fraction equivalence) and in the Existing + Circles, Researcher-Generated + Circles, and Researcher-Generated + Number Lines conditions (fraction arithmetic). In addition, caregivers were aware of their learning; they predicted improvements in their fraction arithmetic performance over time. These findings suggest that brief interventions, such as back matter in children's picture books, may improve adults' fraction understanding.

Developmental Dyscalculia in Relation to Individual Differences in Mathematical Abilities.

There is still much debate about the exact nature and frequency of developmental dyscalculia, and about how it should be defined. This article examines several key questions in turn: Is developmental dyscalculia a distinct disorder, or should it be seen as the lower end of a continuum-or possibly more than one continuum-of numerical ability? Do individuals with developmental dyscalculia show atypical brain structure or function? Does the study of acquired dyscalculia have anything to teach us about developmental dyscalculia? In studying dyscalculia, should we look less at arithmetical ability as a single entity, and more at separable components of arithmetical ability? How heterogeneous is developmental dyscalculia, and how important is it to study individual profiles? To what extent is developmental dyscalculia influenced by domain-specific versus domain-general abilities? The conclusion is that, though a significant amount has been discovered through existing research, and though this has some important implications for screening and diagnosis of dyscalculia, there is much more research that still needs to be conducted if we are to answer all of these questions fully. In particular, the study of developmental dyscalculia must be more integrated with the study of individual differences in mathematics in the population as a whole.

Lower resting state functional connectivity partially mediates adverse effects of prenatal alcohol exposure on arithmetic performance in children.

BACKGROUND: Fetal alcohol spectrum disorders (FASD) include a range of neurocognitive and behavioral impairments resulting from prenatal alcohol exposure (PAE). Among the PAE-related cognitive deficits, number processing is particularly affected. This study examines alterations in number processing networks and whether changes in functional connectivity mediate the adverse effects of PAE on arithmetic performance. METHODS: Magnetic resonance imaging (MRI) was acquired in 57 children (mean (SD) age = 11.3 (+0.9) yr), 38 with FASD (19 fetal alcohol syndrome (FAS) or partial FAS (PFAS), 19 heavily exposed (HE)) and 19 controls. Whole-brain correlation analyses were performed from five seeds located in regions involved in number processing. RESULTS: Children with FAS/PFAS showed dose-dependent reductions in resting state functional connectivity between the seed in the right (R) posterior superior parietal lobule and a cluster in the left (L) inferior frontal gyrus, and between a seed in the R horizontal intraparietal sulcus and clusters in the R precentral gyrus and L cerebellar lobule VI. HE children showed lower resting state functional connectivity in a subset of these regions. Lower functional connectivity in the two fronto-parietal connections partially mediated the adverse effects of PAE on arithmetic performance. CONCLUSION: This study demonstrates PAE-related functional connectivity impairments in functional networks involved in number processing. The weaker connectivity between the R posterior superior parietal lobule and the L inferior frontal gyrus suggests that impaired verbal processing and visuospatial working memory may play a role in number processing deficits, while weaker connectivity between the R intraparietal sulcus and the R precentral gyrus points to poorer finger-based numerical representation, which has been linked to arithmetic computational skills.

You can count on your fingers: Finger-based intervention improves first-graders' arithmetic learning.

The question of whether finger use should be encouraged or discouraged in early mathematics instruction remains a topic of debate. Scientific evidence on this matter is scarce due to the limited number of systematic intervention studies. Accordingly, we conducted an intervention study in which first-graders (Mage = 6.48 years, SD = 0.35) completed a finger-based training (18 sessions of âˆ¼ 30 min each) over the course of the first school year. The training was integrated into standard mathematics instruction in schools and compared with business-as-usual curriculum teaching. At the end of first grade and in a follow-up test 9 months later in second grade, children who received the finger training (n = 119) outperformed the control group (n = 123) in written addition and subtraction. No group differences were observed for number line estimation tasks. These results suggest that finger-based numerical strategies can enhance arithmetic learning, supporting the idea of an embodied representation of numbers, and challenge the prevailing skepticism about finger use in primary mathematics education.

Water quality assessment of Bheemasandra Lake, South India: A blend of water quality indices, multivariate data mining techniques, and GIS.

An integrated approach combining water quality indices (WQIs), multivariate data mining, and geographic information system (GIS) was employed to examine the water quality of Bheemasandra Lake, located adjacent to a sewage treatment plant (STP) in Tumakuru city, India. The analysis of 22 lake water samples, examined before and after the monsoons, revealed that the physicochemical parameters namely - electrical conductivity, biochemical oxygen demand, turbidity, total dissolved solids, ammoniacal nitrogen, nitrates, phosphates, magnesium, total hardness, total alkalinity, and calcium - exceeded the acceptable limits stipulated by national and international standards. The Canadian Council of Ministers of the Environment WQI (pre-monsoon: 25.3; post-monsoon: 33.9) and weighted arithmetic WQI (pre-monsoon: 3398; post-monsoon: 2093) designated the water as unsafe for drinking. Irrigation WQIs (sodium adsorption ratio, sodium percentage, residual sodium carbonate, magnesium hazard, permeability index, and potential salinity) implied water's suitability for irrigation. However, electrical conductivity indicated otherwise. Industrial WQIs (Larson-Skold Index, Langelier Index, Aggressive Index, and Puckorius Scaling Index) illustrated scaling propensity and the chloride sulfate mass ratio alluded galvanic corrosion potential. Hierarchical cluster analysis gathered 22 sampling points into two clusters (cluster 1: relatively lower polluted regions; cluster 2: highly polluted regions) for each season based on similarities in water features. Principal component analysis extracted four (79.07% cumulative variance) and six (87.14% cumulative variance) principal components before and after the monsoons, respectively. These components identified the primary pollution sources as urban sewage and natural lithological processes. WQI maps, created using the inverse distance weighted interpolation technique, enhanced the visualization of spatial-temporal variations. This study highlights the dire consequences of urbanization, STP pollution, and sewage management failures, necessitating that concerned authorities should implement policies and measures to curb the negative impacts on the environment and public health.

Boosting Sinh Cosh Optimizer and arithmetic optimization algorithm for improved prediction of biological activities for indoloquinoline derivatives.

Quantitative Structure Activity Relation (QSAR) models are mathematical techniques used to link structural characteristics with biological activities, thus considered a useful tool in drug discovery, hazard evaluation, and identifying potentially lethal molecules. The QSAR regulations are determined by the Organization for Economic Cooperation and Development (OECD). QSAR models are helpful in discovering new drugs and chemicals to treat severe diseases. In order to improve the QSAR model's predictive power for biological activities of naturally occurring indoloquinoline derivatives against different cancer cell lines, a modified machine learning (ML) technique is presented in this paper. The Arithmetic Optimization Algorithm (AOA) operators are used in the suggested model to enhance the performance of the Sinh Cosh Optimizer (SCHO). Moreover, this improvement functions as a feature selection method that eliminates superfluous descriptors. An actual dataset gathered from previously published research is utilized to evaluate the performance of the suggested model. Moreover, a comparison is made between the outcomes of the suggested model and other established methodologies. In terms of pIC50 values for different indoloquinoline derivatives against human MV4-11 (leukemia), human HCT116 (colon cancer), and human A549 (lung cancer) cell lines, the suggested model achieves root mean square error (RMSE) of 0.6822, 0.6787, 0.4411, and 0.4477, respectively. The biological application of indoloquinoline derivatives as possible anticancer medicines is predicted with a high degree of accuracy by the suggested model, as evidenced by these findings.

Brain development of a school-aged boy with autism spectrum condition talented in arithmetic: a case report.

Whereas autism spectrum condition is known for its social and communicative challenges, some autistic children demonstrate unusual islets of abilities including those related to mathematics, the neurobiological underpinnings of which are increasingly becoming the focus of research. Here we describe an 8-year-old autistic boy with intellectual and language challenges, yet exceptional arithmetic ability. He can perform verbal-based multiplication of three- and even four-digit numbers within 20 seconds. To gain insights into the neural basis of his talent, we investigated the gray matter in the child's brain in comparison to typical development, applying voxel-based morphometry to magnetic resonance imaging data. The case exhibited reduced gray matter volume in regions associated with arithmetic, which may suggest an accelerated development of brain regions with arithmetic compared to typically developing individuals: potentially a key factor contributing to his exceptional talent. Taken together, this case report describes an example of the neurodiversity of autism. Our research provides valuable insights into the potential neural basis of exceptional arithmetic abilities in individuals with the autism spectrum and its potential contribution to depicting the diversity and complexity of autism.

Activation and functional connectivity of cerebellum during reading and during arithmetic in children with combined reading and math disabilities.

Background: Reading and math constitute important academic skills, and as such, reading disability (RD or developmental dyslexia) and math disability (MD or developmental dyscalculia) can have negative consequences for children's educational progress. Although RD and MD are different learning disabilities, they frequently co-occur. Separate theories have implicated the cerebellum and its cortical connections in RD and in MD, suggesting that children with combined reading and math disability (RD + MD) may have altered cerebellar function and disrupted functional connectivity between the cerebellum and cortex during reading and during arithmetic processing. Methods: Here we compared Control and RD + MD groups during a reading task as well as during an arithmetic task on (i) activation of the cerebellum, (ii) background functional connectivity, and (iii) task-dependent functional connectivity between the cerebellum and the cortex. Results: The two groups (Control, RD + MD) did not differ for either task (reading, arithmetic) on any of the three measures (activation, background functional connectivity, task-dependent functional connectivity). Conclusion: These results do not support theories that children's deficits in reading and math originate in the cerebellum.

Short-term number sense training recapitulates long-term neurodevelopmental changes from childhood to adolescence.

Number sense is fundamental to the development of numerical problem-solving skills. In early childhood, children establish associations between non-symbolic (e.g., a set of dots) and symbolic (e.g., Arabic numerals) representations of quantity. The developmental estrangement theory proposes that the relationship between non-symbolic and symbolic representations of quantity evolves with age, with increased dissociation across development. Consistent with this theory, recent research suggests that cross-format neural representational similarity (NRS) between non-symbolic and symbolic quantities is correlated with arithmetic fluency in children but not in adolescents. However, it is not known if short-term training (STT) can induce similar changes as long-term development. In this study, children aged 7-10 years underwent a theoretically motivated 4-week number sense training. Using multivariate neural pattern analysis, we investigated whether short-term learning could modify the relation between cross-format NRS and arithmetic skills. Our results revealed a significant correlation between cross-format NRS and arithmetic fluency in distributed brain regions, including the parietal and prefrontal cortices, prior to training. However, this association was no longer observed after training, and multivariate predictive models confirmed these findings. Our findings provide evidence that intensive STT during early childhood can promote behavioral improvements and neural plasticity that resemble and recapitulate long-term neurodevelopmental changes that occur from childhood to adolescence. More generally, our study contributes to our understanding of the malleability of number sense and highlights the potential for targeted interventions to shape neurodevelopmental trajectories in early childhood. RESEARCH HIGHLIGHTS: We tested the hypothesis that short-term number sense training induces the dissociation of symbolic numbers from non-symbolic representations of quantity in children. We leveraged a theoretically motivated intervention and multivariate pattern analysis to determine training-induced neurocognitive changes in the relation between number sense and arithmetic problem-solving skills. Neural representational similarity between non-symbolic and symbolic quantity representations was correlated with arithmetic skills before training but not after training. Short-term training recapitulates long-term neurodevelopmental changes associated with numerical problem-solving from childhood to adolescence.

Number sense-arithmetic link in Grade 1 and Grade 2: A case of fluency.

BACKGROUND: Recent research suggested fluent processing as an explanation on why number sense contributes to simple arithmetic tasks-'Fluency hypothesis'. AIMS: The current study investigates whether number sense contributes to such arithmetic tasks when other cognitive factors are controlled for (including those that mediate the link); and whether this contribution varies as a function of participants' individual maths fluency levels. SAMPLE: Four hundred and thirty-seven Chinese schoolchildren (186 females; Mage = 83.49 months) completed a range of cognitive measures in Grade 1 (no previous classroom training) and in Grade 2 (a year later). METHODS: Number sense, arithmetic (addition and subtraction), spatial ability, visuo-spatial working memory, perception, reaction time, character reading and general intelligence were measured. RESULTS: Our data showed that the link between number sense and arithmetic was weaker in Grade 1 (Beta = .15 for addition and .06 (ns) for subtraction) compared to Grade 2 (.23-.28), but still persisted in children with no previous maths training. Further, math's performance in Grade 1 did not affect the link between number sense and maths performance in Grade 2. CONCLUSION: Our data extended previous findings by showing that number sense is linked with simple maths task performance even after controlling for multiple cognitive factors. Our results brought some evidence that number sense-arithmetic link is somewhat sensitive to previous formal maths education. Further research is needed, as the differences in effects between grades were quite small, and arithmetic in Grade 1 did not moderate the link at question in Grade 2.

The efficacy of manipulatives versus fingers in supporting young children's addition skills.

Recent empirical investigations have revealed that finger counting is a strategy associated with good arithmetic performance in young children. Fingers could have a special status during development because they operate as external support that provide sensory-motor and kinesthetic affordances in addition to visual input. However, it was unknown whether fingers are more helpful than manipulatives such as tokens during arithmetic problem solving. To address this question, we conducted a study with 93 Vietnamese children (48 girls) aged 4 and 5 years (mean = 58 months, range = 47-63) with high arithmetic and counting skills from families with relatively high socioeconomic status. Their behaviors were observed as they solved addition problems with manipulatives at their disposal. We found that children spontaneously used both manipulatives and fingers to solve the problems. Crucially, their performance was not higher when fingers rather than manipulatives were used (i.e., 70% vs. 81% correct answers, respectively). Therefore, at the beginning of learning, it is possible that, at least for children with high numerical skills, fingers are not the only gateway to efficient arithmetic development and manipulatives might also lead to proficient arithmetic.

Enhancing mathematics learning through finger-counting: A study investigating tactile strategies in 2 visually impaired cases.

Finger-counting plays a crucial role in grounding and establishing mathematics, one of the most abstract domains of human cognition. While the combination of visual and proprioceptive information enables the coordination of finger movements, it was recently suggested that the emergence of finger-counting primarily relies on visual cues. In this study, we aimed to directly test this assumption by examining whether explicit finger-counting training (through tactile stimulation) may assist visually impaired children in overcoming their difficulties in learning mathematics. Two visually impaired participants (2 boys of 8.5 and 7.5 years) were therefore trained to use their fingers to calculate. Their pre- and post-training performance were compared to two control groups of sighted children who underwent either the same finger counting training (8 boys, 10 girls, Mage = 5.9 years; 10 kindergarteners and eight 1st graders) or another control vocabulary training (10 boys, 8 girls, Mage = 5.9 years; 11 kindergarteners and seven 1st graders). Results demonstrated that sighted children's arithmetic performance improved much more after the finger training than after the vocabulary training. Importantly, the positive impact of the finger training was also observed in both visually impaired participants (for addition and subtraction in one child; only for addition in the other child). These results are discussed in relation to the sensory compensation hypothesis and emphasize the importance of early and appropriate instruction of finger-based representations in both sighted and visually impaired children.

Probing Our Built-in Calculator: A Systematic Narrative Review of Noninvasive Brain Stimulation Studies on Arithmetic Operation-Related Brain Areas.

This systematic review presented a comprehensive survey of studies that applied transcranial magnetic stimulation and transcranial electrical stimulation to parietal and nonparietal areas to examine the neural basis of symbolic arithmetic processing. All findings were compiled with regard to the three assumptions of the triple-code model (TCM) of number processing. Thirty-seven eligible manuscripts were identified for review (33 with healthy participants and 4 with patients). Their results are broadly consistent with the first assumption of the TCM that intraparietal sulcus both hold a magnitude code and engage in operations requiring numerical manipulations such as subtraction. However, largely heterogeneous results conflicted with the second assumption of the TCM that the left angular gyrus subserves arithmetic fact retrieval, such as the retrieval of rote-learned multiplication results. Support is also limited for the third assumption of the TCM, namely, that the posterior superior parietal lobule engages in spatial operations on the mental number line. Furthermore, results from the stimulation of brain areas outside of those postulated by the TCM show that the bilateral supramarginal gyrus is involved in online calculation and retrieval, the left temporal cortex in retrieval, and the bilateral dorsolateral prefrontal cortex and cerebellum in online calculation of cognitively demanding arithmetic problems. The overall results indicate that multiple cortical areas subserve arithmetic skills.

Implementation of Lightweight Convolutional Neural Networks with an Early Exit Mechanism Utilizing 40 nm CMOS Process for Fire Detection in Unmanned Aerial Vehicles.

The advancement of unmanned aerial vehicles (UAVs) enables early detection of numerous disasters. Efforts have been made to automate the monitoring of data from UAVs, with machine learning methods recently attracting significant interest. These solutions often face challenges with high computational costs and energy usage. Conventionally, data from UAVs are processed using cloud computing, where they are sent to the cloud for analysis. However, this method might not meet the real-time needs of disaster relief scenarios. In contrast, edge computing provides real-time processing at the site but still struggles with computational and energy efficiency issues. To overcome these obstacles and enhance resource utilization, this paper presents a convolutional neural network (CNN) model with an early exit mechanism designed for fire detection in UAVs. This model is implemented using TSMC 40 nm CMOS technology, which aids in hardware acceleration. Notably, the neural network has a modest parameter count of 11.2 k. In the hardware computation part, the CNN circuit completes fire detection in approximately 230,000 cycles. Power-gating techniques are also used to turn off inactive memory, contributing to reduced power consumption. The experimental results show that this neural network reaches a maximum accuracy of 81.49% in the hardware implementation stage. After automatic layout and routing, the CNN hardware accelerator can operate at 300 MHz, consuming 117 mW of power.