2017SchroederEtAl_StimulationReview_accepted.pdf (730.57 kB)
Download fileCognitive enhancement of numerical and arithmetic capabilities: a mini-review of available transcranial electric stimulation studies
journal contribution
posted on 2020-10-19, 08:50 authored by PA Schroeder, T Dresler, Julia BahnmuellerJulia Bahnmueller, C Artemenko, R Cohen Kadosh, H-C NuerkArithmetic capabilities are complex cognitive skills essential for handling
requirements of the modern world. At the same time, educational institutions are
challenged with math-related problems, e.g., developmental dyscalculia, math
anxiety, and also with less severe difficulties of arithmetic understanding. Thus, noninvasive techniques for cognitive enhancement have attracted researchers’ and
practitioners’ interest in the fields of education, psychology, and neuroscience.
Particularly, studies employing transcranial electric stimulation (tES) in arithmetic
learning, problem solving, and performance in numerical tasks and operations have
shaped an optimistic perspective of cognitive enhancement in these domains,
building on the fronto-parietal correlates of healthy and deficient arithmetic
performance and learning. However, the heterogeneity of stimulation approaches in
numerical cognition research – with different electrode montages, stimulation
protocols, tasks, outcomes, and combinations thereof – may also showcase a variety
of parameters relevant more generally to the cognitive domain. Here we present a
short overview of the different tES approaches to enhance arithmetic capabilities
within the general framework of cognitive enhancement. We conclude that
performance and training gains can be obtained from different strategical tES
configurations, but more standardization, better translation between
neurodevelopmental perspectives and tES principles, and controlled studies in critical
populations are needed.
Funding
LEAD Graduate School & Research Network [GSC1028]
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Cognitive EnhancementVolume
1Issue
1Pages
39 - 47Publisher
Springer Science and Business Media LLCVersion
- AM (Accepted Manuscript)
Rights holder
© SpringerPublisher statement
This is a post-peer-review, pre-copyedit version of an article published in Journal of Cognitive Enhancement. The final authenticated version is available online at: https://doi.org/10.1007/s41465-016-0006-zAcceptance date
2016-12-22Publication date
2017-01-19Copyright date
2017ISSN
2509-3290eISSN
2509-3304Publisher version
Language
- en