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Oscillatory EEG Changes During Arithmetic Learning in Children.

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Title: Oscillatory EEG Changes During Arithmetic Learning in Children.
Authors: Soltanlou, Mojtaba (AUTHOR), Artemenko, Christina (AUTHOR), Dresler, Thomas (AUTHOR), Fallgatter, Andreas J. (AUTHOR), Nuerk, Hans-Christoph (AUTHOR), Ehlis, Ann-Christine (AUTHOR)
Source: Developmental Neuropsychology. Apr/Jun2019, Vol. 44 Issue 3, p325-338. 14p. 3 Diagrams, 3 Charts.
Subjects: Mental arithmetic, Electroencephalography, Learning, Arithmetic, Children, Research, Research methodology, Evaluation research, Medical cooperation, Mathematics, Comparative studies
Abstract: Most studies have investigated brain activation changes after the course of arithmetic learning, and the question remains whether these changes are detectable during the course of learning, i.e., before memory consolidation. Twenty-four fifth graders solved multiplication problems while ongoing electroencephalography (EEG) was recorded. The arithmetic training revealed reduced errors together with a power increase in theta (4-7 Hz) but not in lower alpha (8-10 Hz) or upper alpha (10-13 Hz) bands. We conclude that increases in theta power subserved a shift from slow, procedural strategies to more efficient, automated procedural and retrieval strategies, which led to more efficient performance. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Oscillatory EEG Changes During Arithmetic Learning in Children.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Soltanlou%2C+Mojtaba%22">Soltanlou, Mojtaba</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Artemenko%2C+Christina%22">Artemenko, Christina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dresler%2C+Thomas%22">Dresler, Thomas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fallgatter%2C+Andreas+J%2E%22">Fallgatter, Andreas J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nuerk%2C+Hans-Christoph%22">Nuerk, Hans-Christoph</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ehlis%2C+Ann-Christine%22">Ehlis, Ann-Christine</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Neuropsychology%22">Developmental Neuropsychology</searchLink>. Apr/Jun2019, Vol. 44 Issue 3, p325-338. 14p. 3 Diagrams, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Mental+arithmetic%22">Mental arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Electroencephalography%22">Electroencephalography</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Arithmetic%22">Arithmetic</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+cooperation%22">Medical cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink>
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  Label: Abstract
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  Data: Most studies have investigated brain activation changes after the course of arithmetic learning, and the question remains whether these changes are detectable during the course of learning, i.e., before memory consolidation. Twenty-four fifth graders solved multiplication problems while ongoing electroencephalography (EEG) was recorded. The arithmetic training revealed reduced errors together with a power increase in theta (4-7 Hz) but not in lower alpha (8-10 Hz) or upper alpha (10-13 Hz) bands. We conclude that increases in theta power subserved a shift from slow, procedural strategies to more efficient, automated procedural and retrieval strategies, which led to more efficient performance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/87565641.2019.1586906
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 325
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      – SubjectFull: Mental arithmetic
        Type: general
      – SubjectFull: Electroencephalography
        Type: general
      – SubjectFull: Learning
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      – SubjectFull: Arithmetic
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      – SubjectFull: Children
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      – SubjectFull: Mathematics
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      – SubjectFull: Comparative studies
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      – TitleFull: Oscillatory EEG Changes During Arithmetic Learning in Children.
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              Text: Apr/Jun2019
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              Y: 2019
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