id: 05807701
dt: j
an: 2010f.00300
au: Landgraf, S.; van der Meer, E.; Krueger, F.
ti: Cognitive resource allocation for neural activity underlying mathematical
cognition: a multi-method study.
so: ZDM, Int. J. Math. Educ. 42, No. 6, 579-590 (2010).
py: 2010
pu: Springer, Berlin/Heidelberg
la: EN
cc: C30 M60 C80 F20
ut: functional magnetic resonance imaging (fMRI); pupil (anatomy); dilation;
intraparietal sulcus; dorsolateral prefrontal cortex; cognitive
neuroscience; education
ci:
li: doi:10.1007/s11858-010-0264-7
ab: Summary: Mathematical cognition requires the allocation of computation
resources, where math-specific computations are assumed to take place
in the parietal cortex and math-supportive computations in the frontal
cortex. Because the pupil dilation has a higher temporal resolution
than functional MRI (fMRI), the study investigated to which extent the
pupil dilation can help to identify cognitive resource allocation for
neural activity underlying math-specific and math-supportive cognition.
Combining pupillometry and event-related fMRI, we administered a
multiplication verification paradigm to 15 healthy participants asking
them to solve easy, moderate, and difficult multiplication tasks. The
results revealed that (1) behavioral and pupil dilation data increased
parametrically with task difficulty; (2) mental multiplication with
increasing difficulty recruited a fronto-parietal circuit comprising
left pre-supplementary motor area, left precentral gyrus, right
dorsolateral prefrontal cortex, and bilateral intraparietal sulcus
(IPS); and (3) pupil dilation was sensitive to cognitive resource
allocation for neural activity underlying math-specific cognition in
the bilateral IPS, implicating a strong reliance on numerical quantity
processing during multiplication. In conclusion, the pupil dilation
could be used in mathematics education as an easily acquired peripheral
physiological indicator (without relying on fMRI) that might lead to a
better understanding of dynamical changes in learning arithmetic
abilities as a function of training, experience, and development. On a
broader level, its application allows to obtain useful insights into
learning disabilities such as dyscalculia, and further improve
rehabilitation programs with appropriate intervention structures.
rv: