Search

© 2021 American Neurological Association, Objective: Knowing explicitly where we are is an interpretation of our spatial representations. Reduplicative paramnesia is a disrupting syndrome in which patients present a firm belief of spatial mislocation. Here, we studied the largest sample of patients with delusional misidentifications of space (i.e. reduplicative paramnesia) after stroke to shed light on their neurobiology. Methods: In a prospective, cumulative, case-control study, we screened 400 patients with acute right-hemispheric stroke. We included 64 cases and 233 controls. First, lesions were delimited and normalized. Then, we computed structural and functional disconnection maps using methods of lesion-track and network-mapping. The maps were compared, controlling for confounders. Second, we built a multivariate logistic model including clinical, behavioural and neuroimaging data. Finally, we performed a nested cross-validation of the model with a support-vector machine analysis. Results: The most frequent misidentification subtype was confabulatory mislocation (56%), followed by place reduplication (19%) and chimeric assimilation (13%). Our results indicate that structural disconnection is the strongest predictor of the syndrome and included two distinct streams, connecting right fronto-thalamic and right occipito-temporal structures. In the multivariate model, the independent predictors of reduplicative paramnesia were the structural disconnection map, lesion sparing of right dorsal fronto-parietal regions, age and anosognosia. Good discrimination accuracy was demonstrated (area under the curve = 0.80[0.75-0.85]). Interpretation: Our results localize the anatomical circuits that may have a role in the abnormal spatial-emotional binding and in the defective updating of spatial representations underlying reduplicative paramnesia. This novel data may contribute to better understand the pathophysiology of delusional syndromes after stroke., The authors acknowledge our colleagues from the Department of Neurology and from the Language Research Laboratory for their contribution to patient screening. This work received funding from “PRÉMIO JOÃO LOBO ANTUNES” – SCML (grant to P.N.A.), from “Bolsa de Investigação em Doenças Vasculares Cerebrais 2017”–SPAVC (grant to P.N.A.) and from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program (grant agreement No. 818521 to M.T.S.).“Data were provided in part bythe Human Connectome Project, WU-Minn Consortium(Principal Investigators: David Van Essen and KamilUgurbil; 1U54 MH091657) funded by the 16 NIH Institutes and Centers that support the NIH Blueprint for Neuroscience Research; and by the McDonnell Center for Systems Neuroscience at Washington University.

International audience; Mental calculation is thought to be tightly related to visuospatial abilities. One of the strongest evidence for this link is the widely replicated operational momentum (OM) effect: the tendency to overestimate the result of additions and to underestimate the result of subtractions. Although the OM effect has been found in both infants and adults, no study has directly investigated its developmental trajectory until now. However, to fully understand the cognitive mechanisms lying at the core of the OM effect it is important to investigate its developmental dynamics. In the present study, we investigated the development of the OM effect in a group of 162 children from 8 to 12 years old. Participants had to select among five response alternatives the correct result of approximate addition and subtraction problems. Response alternatives were simultaneously presented on the screen at different locations. While no effect was observed for the youngest age group, children aged 9 and older showed a clear OM effect. Interestingly, the OM effect monotonically increased with age. The increase of the OM effect was accompanied by an increase in overall accuracy. That is, while younger children made more and non-systematic errors, older children made less but systematic errors. This monotonous increase of the OM effect with age is not predicted by the compression account (i.e., linear calculation performed on a compressed code). The attentional shift account, however, provides a possible explanation of these results based on the functional relationship between visuospatial attention and mental calculation and on the influence of formal schooling. We propose that the acquisition of arithmetical skills could reinforce the systematic reliance on the spatial mental number line and attentional mechanisms that control the displacement along this metric. Our results provide a step in the understanding of the mechanisms underlying approximate calculation and an important empirical constraint for current accounts on the origin of the OM effect.

Published: 04 July 2018. Neuroimaging has undergone enormous progress during the last two and a half decades. The combination of neuroscientific methods and educational practice has become a focus of interdisciplinary research in order to answer more applied questions. In this realm, conditions that hamper learning success and have deleterious effects in the population – such as learning disorders (LD) – could especially profit from neuroimaging findings. At the moment, however, there is an ongoing debate about how far neuroscientific research can go to inform the practical work in educational settings. Here, we put forward a theoretical translational framework as a method of conducting neuroimaging and bridging it to education, with a main focus on dyscalculia and dyslexia. Our work seeks to represent a theoretical but mainly empirical guide on the benefits of neuroimaging, which can help people working with different aspects of LD, who need to act collaboratively to reach the full potential of neuroimaging. We provide possible ideas regarding how neuroimaging can inform LD at different levels within our multidirectional framework, i.e., mechanisms, diagnosis/prognosis, training/intervention, and community/education. In addition, we discuss methodological, conceptual, and structural limitations that need to be addressed by future research. TD was funded by the LEAD Graduate School & Research Network (GSC1028), which is funded within the framework of the Excellence Initiative of the German federal and state governments. YW was funded by the Zhejiang Provincial Natural Science Foundation of China (LY14C090003). ML was supported by the Spanish Government (PSI2015-65338-P) and BCBL acknowledges funding from Ayuda Centro de Excelencia Severo Ochoa SEV-2015-0490. We acknowledge support by Deutsche Forschungsgemeinschaft and Open Access Publishing Fund of University of Tübingen.

The approximate number system (ANS) has been consistently found to be associated with math achievement. However, little is known about the interactions between the different instantiations of the ANS and in how many ways they are related to exact calculation. In a cross-sectional design, we investigated the relationship between three measures of ANS acuity (non-symbolic comparison, non-symbolic estimation and non-symbolic addition), their cross-sectional trajectories and specific contributions to exact calculation. Children with mathematical difficulties (MD) and typically achieving (TA) controls attending the first six years of formal schooling participated in the study. The MD group exhibited impairments in multiple instantiations of the ANS compared to their TA peers. The ANS acuity measured by all three tasks positively correlated with age in TA children, while no correlation was found between non-symbolic comparison and age in the MD group. The measures of ANS acuity significantly correlated with each other, reflecting at least in part a common numerosity code. Crucially, we found that non-symbolic estimation partially and non-symbolic addition fully mediated the effects of non-symbolic comparison in exact calculation.

Magnitude processing is one of the most central cognitive mechanisms that underlie persistent mathematics difficulties. No consensus has yet been reached about whether these difficulties can be predominantly attributed to deficits in symbolic or nonsymbolic magnitude processing. To investigate this issue, we assessed symbolic and nonsymbolic magnitude representations in children with low or typical achievement in school mathematics. Response latencies and the distance effect were comparable between groups in both symbolic and nonsymbolic tasks. The results indicated that both typical and low achievers were able to access magnitude representation via symbolic and nonsymbolic processing. However, low achievers presented higher error rates than typical achievers, especially in the nonsymbolic task. Furthermore, measures of nonsymbolic magnitude explained individual differences in school mathematics better than measures of symbolic magnitude when considering all of the children together. When examining the groups separately, symbolic magnitude representation explained differences in school mathematics in low achievers but not in typical achievers. These results suggest that symbolic magnitude is more relevant to solving arithmetic problems when mathematics achievement is particularly low. In contrast, individual differences in nonsymbolic processing appear to be related to mathematics achievement in a more general manner.

Previous neuroimaging studies have offered unique insights about the spatial organization of activations and deactivations across the brain, however these were not powered to explore the exact timing of events at the subsecond scale combined with precise anatomical source information at the level of individual brains. As a result, we know little about the order of engagement across different brain regions during a given cognitive task. Using experimental arithmetic tasks as a prototype for human-unique symbolic processing, we recorded directly across 10,076 brain sites in 85 human subjects (52% female) using intracranial electroencephalography (iEEG). Our data revealed a remarkably distributed change of activity in almost half of the sampled sites. Notably, an orderly successive activation of a set of brain regions - anatomically consistent across subjects-was observed in individual brains. Furthermore, the temporal order of activations across these sites was replicable across subjects and trials. Moreover, the degree of functional connectivity between the sites decreased as a function of temporal distance between regions, suggesting that information is partially leaked or transformed along the processing chain. Furthermore, in each activated region, distinct neuronal populations with opposite activity patterns during target and control conditions were juxtaposed in an anatomically orderly manner. Our study complements the prior imaging studies by providing hitherto unknown information about the timing of events in the brain during arithmetic processing. Such findings can be a basis for developing mechanistic computational models of human-specific cognitive symbolic systems., Significance Statement: Our study elucidates the spatiotemporal dynamics and anatomical specificity of brain activations across >10,000 sites during arithmetic tasks, as captured by intracranial EEG. We discovered an orderly, successive activation of brain regions, consistent across individuals, and a decrease in functional connectivity as a function of temporal distance between regions. Our findings provide unprecedented insights into the sequence of cognitive processing and regional interactions, offering a novel perspective for enhancing computational models of cognitive symbolic systems.