Common mechanisms of orthographic and arithmetic learning

Theoretical framework: Reading, spelling and arithmetic represent dynamic learning processes that similarly rely on encoding and retrieval of verbal knowledge stored in long-term memory (verbal learning). Typically, a strong association between these three skills is found. Research so far, however, assessed acquired knowledge in these three domains rather than studying the dynamics of verbal learning itself. An integrated framework about common neurocognitive mechanisms of verbal learning across different skill domains is thus missing. Moreover, strategies used for reading and spelling depend on the characteristics of the orthographic system and this might affect the association of written language processes with arithmetic. Research questions: The current project focuses on the association of reading, spelling and arithmetic with verbal learning mechanisms. The relationship of the three academic skills with domain-general and domain-specific cognitive measures predicting orthographic and arithmetic fact learning is investigated in typically developing children. The association of the three academic skills is tested across orthographies in German- and Italian-speaking children. This project further investigates neurofunctional correlates of verbal learning that are shared between the orthographic and arithmetic domains. Methods: The project is implemented in a cross- sectional design including two research streams. Research stream 1 focuses on the relationship among verbal learning mechanisms, cognitive dimensions and the three academic skills. Learning tasks addressing encoding and retrieval of orthographic and arithmetic fact knowledge are implemented with 2nd and 3rd graders. For the linguistic comparison, two studies are conducted, one in Graz (Austria) and one in Rome (Italy). Research stream 2 consists of three fMRI experiments with adult participants. It specifically aims to unravel common and distinct neural networks of encoding and retrieval of orthographic and arithmetic knowledge.