title: Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study.
abstract: Are individual differences in numerical performance sustained by variations in gray matter volume in schoolchildren? To our knowledge, this challenging question for neuroeducation has not yet been investigated in typical development. We used the Voxel-Based Morphometry method to search for possible structural brain differences between two groups of 10-year-old schoolchildren (N = 22) whose performance differed only in numerical transcoding between analog and symbolic systems. The results indicated that children with low numerical proficiency have less gray matter volume in the parietal (particularly in the left intraparietal sulcus and the bilateral angular gyri) and occipito-temporal areas. All the identified regions have previously been shown to be functionally involved in transcoding between analog and symbolic numerical systems. Our data contribute to a better understanding of the intertwined relationships between mathematics learning and brain structure in healthy schoolchildren.
authors: Laboratory for the Psychology of Child Development and Education, Sorbonne, CNRS, Unit 3521 Paris, France ; Sorbonne-Paris-Cité Alliance for Higher Education and Research, Paris Descartes University Paris, France.
authors: Amélie
authors: A
authors: Lubin
authors: Sandrine
authors: S
authors: Rossi
authors: Grégory
authors: G
authors: Simon
authors: Céline
authors: C
authors: Lanoë
authors: Gaëlle
authors: G
authors: Leroux
authors: Nicolas
authors: N
authors: Poirel
authors: Arlette
authors: A
authors: Pineau
authors: Olivier
authors: O
authors: Houdé
keywords: educational neuroscience; gray matter; mathematics learning; neuroeducation; number processing; schoolchildren; voxel-based morphometry
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