Top left: Calculation problems (denoted by “§”) began with the presentation of a problem, a brief mask, and an unlimited input duration. Upon giving the correct response, the participant was presented with a new problem. Incorrect responses led to the repetition of the same problem until the correct response was provided. Bottom left: Drill problems (denoted by “♯”) were presented as a combination of two operands and an outcome. In contrast to the calculation problems, in the drill problems, the underlying algorithm to derive the result by calculation was not known. The combination had to be memorized and reproduced after masking. Both presentation time and response input time decreased from one session to the next, overall. Problems were repeated when answered incorrectly. Right: A 3D volume, generated manually in CONN, depicting the four frontoparietal seeds (left dlPFC, right dlPFC, left PPC, right PPC) as well as the right and left frontoparietal connectivity that was used in the functional connectivity analyses.
What role do cortical regions play in #mathematical learning? This study reveals the causal role of dorsolateral #PrefrontalCortex & #frontoparietal network in #math learning using #transcranial neuromodulation in human participants @plosbiology.org 🧪 plos.io/45SyMUI
