Imaging early practice effects in arithmetic

Abstract

A better understanding of learning processes in arithmetic in healthy adults can guide research into learning disabilities such as dyscalculia. The goal of the present functional magnetic resonance imaging study was to investigate the ongoing process of learning itself. No training was provided prior to the scanning session. Training consisted in a higher frequency of repetition for one set of complex multiplication problems (repeated) and a lower frequency for the other set (novel). Repeated and novel problems were presented randomly in an event-related design. We observed activation decreases due to training in fronto-parietal areas and the caudate nucleus, and activation increases in temporo-parietal regions such as the left angular gyrus. Training effects became significant after approximately eight repetitions of a problem and remained stable over the course of the experiment. The change in brain activation patterns observed was similar to the results of previous neuroimaging studies investigating training effects in arithmetic after a week of extensive training. The paradigm employed seems to be a suitably sensitive tool to investigate and compare learning processes on group level for different populations. Furthermore, on a more general level, the early and robust changes in brain activation in healthy adults observed here indicate that repeating stimuli can profoundly and quickly affect fMRI results.