Neurally efficient math learning in adolescence

A considerable body of neurophysiological evidence (also from the work group of the project applicant) shows that brighter individuals` brains function more efficiently during cognitive performance than those of less intelligent individuals. Recent research has elaborated on this "neural efficiency phenomenon" by re-vealing important moderating variables (like sex and verbal vs. visuo-spatial task domain) and by showing that the efficiency of brain function might also be influenced by the amount of knowledge (or expertise) a person has acquired. Together with first results of short-term learning experiments, in which practice or training has increased the level of neural efficiency, these findings corroborate the importance of efficient learning processes for cognitive performance in various domains. The proposed project shall extend this research by focussing on an age range where learning and the acquisition of knowledge is the primary focus of people`s lives, viz. the (high) school time. Furthermore, the problem of considerable discrepancies be-tween the intellectual potential and scholastic performance in some individuals (the so-called underachiev-ers) shall be considered here, especially in the societal important domain of mathematics. Finally, the gender issue shall be dealt with: Why do girls - in spite of an equal potential in mathematics - do perform worse in school? How can underachievers (and especially girls) profit from a special computerized training of visuo-spatial skills that are considered central to math performance? Does this training also increase their neural efficiency? In consideration of the currently strongly discussed need to promote the cognitive development of each individual according to his/her (mathematical) potential, and current trends towards their neuroscien-tific explanations, we endeavour to take first steps on the way to a better understanding of ability- performance discrepancies in school and if and how they can be reduced through training of skills that are considered basic to mathematics performance. The study proposed here deals with the well documented gen-der difference in (complex) mathematical skills and the (neuroscientific) reasons for the usually observable male advantage. Starting from current behavioural and neurophysiological evidence suggesting a strong link between superior mathematical performance and figural-spatial skills and strategies, we propose a pretest-training-posttest design, by which (a) stable neurophysiological correlates of individual differences in mathematical potential in males and females with higher vs. lower mathematical school performance can be uncovered, and (b) these groups` behavioural and especially neurophysiological reactions to a training of visuo-spatial skills shall be investigated thoroughly. With respect to the gender gap, it will be examined whether this gap can be diminished through training and if this makes the females` brains also more efficient when solving mathematical tasks. From the proposed study, we expect to gain psycho-educational as well as neurophysiological knowledge on the reasons for (mathematical) underachievement (especially in girls but also in boys) possibly gaining insights into how ability- performance discrepancies could be overcome. Po-tential implications for the `treatment` of underachievement are expected for psycho-educational as well as neurophysiological interventions (including neurofeedback).

A considerable body of neurophysiological evidence (also from the work group of the project applicant) shows that brighter individuals` brains function more efficiently during cognitive performance than those of less intelligent individuals. Recent research has elaborated on this "neural efficiency phenomenon" by revealing important moderating variables (like sex and verbal vs. visuo-spatial task domain) and by showing that the efficiency of brain function might also be influenced by the amount of knowledge (or expertise) a person has acquired. Together with first results of short-term learning experiments, in which practice or training has increased the level of neural efficiency, these findings corroborate the importance of efficient learning processes for cognitive performance in various domains. The proposed project shall extend this research by focussing on an age range where learning and the acquisition of knowledge is the primary focus of people`s lives, viz. the (high) school time. Furthermore, the problem of considerable discrepancies between the intellectual potential and scholastic performance in some individuals (the so-called underachievers) shall be considered here, especially in the societal important domain of mathematics. Finally, the gender issue shall be dealt with: Why do girls - in spite of an equal potential in mathematics - do perform worse in school? How can underachievers (and especially girls) profit from a special computerized training of visuo-spatial skills that are considered central to math performance? Does this training also increase their neural efficiency? In consideration of the currently strongly discussed need to promote the cognitive development of each individual according to his/her (mathematical) potential, and current trends towards their neuroscientific explanations, we endeavour to take first steps on the way to a better understanding of ability- performance discrepancies in school and if and how they can be reduced through training of skills that are considered basic to mathematics performance. The study proposed here deals with the well documented gender difference in (complex) mathematical skills and the (neuroscientific) reasons for the usually observable male advantage. Starting from current behavioural and neurophysiological evidence suggesting a strong link between superior mathematical performance and figural-spatial skills and strategies, we propose a pretest-training-posttest design, by which (a) stable neurophysiological correlates of individual differences in mathematical potential in males and females with higher vs. lower mathematical school performance can be uncovered, and (b) these groups` behavioural and especially neurophysiological reactions to a training of visuo-spatial skills shall be investigated thoroughly. With respect to the gender gap, it will be examined whether this gap can be diminished through training and if this makes the females` brains also more efficient when solving mathematical tasks. From the proposed study, we expect to gain psycho-educational as well as neurophysiological knowledge on the reasons for (mathematical) underachievement (especially in girls but also in boys) possibly gaining insights into how ability- performance discrepancies could be overcome. Potential implications for the "treatment" of underachievement are expected for psycho-educational as well as neurophysiological interventions (including neurofeedback).