Actividad cerebral como respuesta a diferentes tipos de tareas aritméticas

Referencias

Abhang, P. A., Gawali, B. W., y Mehrotra, S. C. (2016). Technical aspects of brain rhythms and speech parameters. En P. A. Abhang, B. W. Gawali, y S. C. Mehrotra (Eds.), Introduction to EEG- and Speech- Based Emotion Recognition (pp. 51-79). Academic Press. https://doi.org/10.1016/B978-0-12-804490- 2.00003-8 Anzalone, C., Luedke, J. C., Green, J. J., y Decker, S. L. (2022). QEEG coherence patterns related to mathematics ability in children. Applied Neuropsychology: Child, 11(3), 328–338. doi.org/10.1080/21622965.2020.1830403 Battista, C., Evans, T. M., Ngoon, T. J., Chen, T., Chen, L., Kochalka, J., y Menon, V. (2018). Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children. NPJ Science of Learning, 3(1), 1. https://doi.org/10.1038/s41539-017-0017-2 Bugden, S., Woldorff, M. G., y Brannon, E. M. (2019). Shared and distinct neural circuitry for nonsymbolic and symbolic double-digit addition. Human Brain Mapping, 40(4), 1328–1343. https://doi.org/10.1002/hbm.24452 Cho, S., Ryali, S., Geary, D. C., y Menon, V. (2011). How does a child solve 7 + 8? Decoding brain activity patterns associated with counting and retrieval strategies. Developmental Science, 14(5), 989–1001. https://doi.org/10.1111/j.1467-7687.2011.01055.x Dimitriadis, S. I., Laskaris, N. A., Tsirka, V., Vourkas, M., y Micheloyannis, S. (2010). What does delta band tell us about cognitive processes: a mental calculation study. Neuroscience Letters, 483(1), 11–15. doi:10.1016/j.neulet.2010.07.034 Fernandez, T., Harmony, T., Gersenowies, J., Silva-Pereyra, J., Fernandez-Bouzas, A., Galan, L., y Diaz- Comas, L. (2002). Sources of EEG activity during a verbal working memory task in adults and children. En C. Reisin, M. R. Nuwer, M. Hallet, y C. Medina (Eds), Advances in Clinical Neurophysiology (Supplement to Clinical Neurophysiology, Vol. 54) (pp. 269-283). Elsevier Science. Grabner, R. H., y De Smedt, B. (2011). Neurophysiological evidence for the validity of verbal strategy reports in mental arithmetic. Biological Psychology, 87(1), 128–136. doi:10.1016/j.biopsycho.2011.02.0 Harmony, T., Fernandez, T., Silva, J., Bosch, J., Valdes, P., Fernandez-Bouzas, A., Galan, L., Aubert, E., y Rodriguez, D. (1999). Do specific EEG frequencies indicate different processes during mental calculation? Neuroscience Letters, 266(1), 25–28. doi:10.1016/s0304-3940(99)00244-x Harmony T. (2013). The functional significance of delta oscillations in cognitive processing. Frontiers in Integrative Neuroscience, 7, 83. doi:10.3389/fnint.2013.00083 Heubner L, Cipora K, Soltanlou M, Schlenker M-L, Lipowska K, Gobel SM, Domahs F, Haman M, y Nuerk H-C (2018). A mental odd-even continuum account: Some numbers may be “more odd” than others and some numbers may be “more even” than others. Frontiers of Psychology, 9, 1081. https://doi.org/10.3389/fpsyg.2018.01081 Hinault, T., y Lemaire, P. (2016). What does EEG tell us about arithmetic strategies? A review. International Journal of Psychophysioly, 106, 115–126. doi:10.1016/j.ijpsycho.2016.05.006 Klimesch W. (2012). α-band oscillations, attention, and controlled access to stored information. Trends in Cognitive Science, 16, 606–617. doi:10.1016/j.tics.2012.10.007 Malik, A.S. y Amin, H.U. (2017). Designing EEG Experiments for Studying the Brain: Design Code and Example Datasets. Elsevier. Nunez-Pena, M. I. (2008). Effects of training on the arithmetic problem-size effect: an event-related potential study. Experimental Brain Research, 190, 105–110. https://doi.org/10.1007/s00221-008-1501-y Pesonen, M., Hamalainen, H., y Krause, C. M. (2007). Brain oscillatory 4–30 hz responses during a visual nback memory task with varying memory load. Brain Research, 1138, 171–177. https://doi.org/10.1016/j.brainres.2006.12.076 Peters, L., y De Smedt, B. (2018). Arithmetic in the developing brain: A review of brain imaging studies. Developmental Cognitive Neuroscience, 30, 265–279. https://doi.org/10.1016/j.dcn.2017.05.002 Rosenberg-Lee, M., Barth, M., y Menon, V. (2011). What difference does a year of schooling make? Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem solving. NeuroImage, 57(3), 796–808. https://doi.org/10.1016/j.neuroimage.2011.05.013 Soltanlou, M., Artemenko, C., Ehlis, A. C., Huber, S., Fallgatter, A. J., Dresler, T., y Nuerk, H. C. (2018). Reduction but no shift in brain activation after arithmetic learning in children: A simultaneous fNIRSEEG study. Scientific Reports, 8(1), 1707. doi.org/10.1038/s41598-018-20007-x Spuler, M., Walter, C., Rosenstiel, W., Gerjets, P., Moeller, K., y Klein, E. (2016). EEG-based prediction of cognitive workload induced by arithmetic: a step towards online adaptation in numerical learning. ZDM Mathematics Education, 48, 267–278. https://doi.org/10.1007/s11858-015-0754-8 Tatum, W.O., Husain, A.M., Benbadis, S.L., y Kaplan, P. (2008). Handbook of EEG Interpretation. Demos. Van Atteveldt, N., van Kesteren, M., Braams, B., y Krabbendam, L. (2018). Neuroimaging of learning and development: improving ecological validity. Frontline Learning Research, 6(3), 186–203. doi:10.14786/flr.v6i3.366 Van de Rijt, B. A. M., van Luit, J. E. H., y Pennings, A. H. (1999). The 541 construction of the Utrecht early mathematical competence scales. Educational and Psychological Measurement, 59(2), 289–309. https://doi.org/10.1177/0013164499592006 Van Mier, H. I., Schleepen, T., y Van den Berg, F. (2019). Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders. Frontiers in Psychology, 9, 2690. https://doi.org/10.3389/fpsyg.2018.02690 Vourkas, M., Karakonstantaki, E., Simos, P. G., Tsirka, V., Antonakakis, M., Vamvoukas, M., Stam, C., Dimitriadis, S., y Micheloyannis, S. (2014). Simple and difficult mathematics in children: a minimum spanning tree EEG network analysis. Neuroscience Letters, 576(1), 28–33. doi.org/10.1016/j.neulet.2014.05.048 Wu, S. S., Barth, M., Amin, H., Malcarne, V., y Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3, 162. https://doi.org/10.3389/fpsyg.2012.00162