Early learning shapes the memory networks for arithmetic: evidence from brain potentials in bilinguals.
Language and math are intertwined during children's learning of arithmetic concepts, but the importance of language in adult arithmetic processing is less clear. To determine whether early learning plays a critical role in the math-language connection in adults, we tested retrieval of simple multiplication in adult bilinguals who learned arithmetic in only one language. We measured electrophysiological and behavioral responses during correctness judgments for problems presented as digits or as number words in Spanish or English. Problems presented in the language in which participants learned arithmetic elicited larger, more graded, and qualitatively different brain responses than did problems presented in participants' other language, and these responses more closely resembled responses for digits, even when participants' other language was more dominant. These findings suggest that the memory networks for simple multiplication are established when arithmetic concepts are first learned and are independent of language dominance in adulthood.
Basque Center on Cognition, Brain and Language, Donostia-San Sebastián, Spain. e.salillas@bcbl.eu
Elena
E
Salillas
Nicole Y Y
NY
Wicha
D000328:Adult; D001921:Brain / Q000502:physiology*; D004569:Electroencephalography / Q000295:instrumentation / Q000379:methods* / Q000523:psychology; D005071:Evoked Potentials / Q000502:physiology*; D005260:Female; D006801:Humans; D007802:Language; D007858:Learning / Q000502:physiology*; D008297:Male; D055641:Mathematical Concepts; D019303:Multilingualism; D009483:Neuropsychological Tests; D011340:Problem Solving / Q000502:physiology; D013997:Time Factors; D055815:Young Adult