Domain-general and Domain-specific Contributions to the Development of Numerical Cognition

Domain-general and Domain-specific Contributions to the Development of Numerical Cognition

Exploring the non-symbolic and symbolic arithmetic competencies in two groups of children (5-, and 7-year-olds). Additionally, we explored the relationship with domain-general factors such as inhibition and attention. Recorded fMRI.

Using T2*-weighted eip imaging, we measured BOLD response in two cohorts of healthy children while they were doing different cognitive tasks in the scanner. These tasks included solving non-symbolic (i.e. sets of elements) and symbolic (i.e. Arabic digits) addition and subtraction problems, a color control task, an attentional task measuring different facets of spatial attention, and a task measuring inhibition. We also recorded a high-resolution anatomical scan of the brain.

Inclusion Criteria:

• school enrollment
• French as mother tongue
• right-handed
• normal medical, neurological and neuroradiological examinations - parents affiliated to a social security scheme

Exclusion Criteria:

• not within age range
• monocygotic twins
• - contraindications to an MRI examination (neurosensory stimulator or implantable defibrillator, cochlear implants, ferromagnetic ocular or cerebral foreign bodies close to nerve structures, metal prostheses, patient agitation: uncooperative or agitated patients, claustrophobic subjects, ventriculoperitoneal neurosurgical shunt valves, dental apparatus, etc.).
• sudden onset of cognitive problems that could indicate a stroke; a history of head trauma with loss of consciousness lasting more than 1 hour, or encephalitis; - a chronic neurological, psychiatric, endocrine, hepatic or infectious condition
• a history of major illness (diabetes, chronic lung disease, severe cardiac, metabolic, hematological, endocrinological or immunological disorders, cancer); - medication likely to interfere with brain imaging measurements
• color blindness or uncorrected visual disorders
• inability to take part in the study for geographical or psychiatric reasons
• presence of pervasive developmental and/or acquisition disorders identified by parents or legal guardians and/or teachers
• cerebral palsy
• impaired fine motor skills
• parents or legal guardians not affiliated to a social security scheme
• unaccompanied by parent(s) or legal guardian(s) during visits.
• tattoo not compatible with MRI
• children and parents under legal protection