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SUMMARY:Specifying brain function involved in number processing. Insights 
 from interindividual differences - Dr Anja K. Ischebeck\, Research Fellow\
 , Department of Psychology\, University Graz\, Austria
DTSTART:20100202T163000Z
DTEND:20100202T180000Z
UID:TALK20954@talks.cam.ac.uk
CONTACT:Nichola Daily
DESCRIPTION:  Given the ubiquity of numbers in modern society\, it is comp
 aratively surprising how little attention the investigation of number proc
 essing skills has received by the neuroscientific community\, especially w
 hen compared to reading.\n\n  During the past seven years we have investig
 ated different aspects of the human 'number sense' with behavioral as well
  as with neuroimaging methods\, such as functional magnetic resonance imag
 ing. Although a few brain areas subserving number processing\, such as\, i
 n particular\, the intraparietal sulcus and the left angular gyrus\, have 
 been identified\, their precise function is still unclear.\n\n  In the las
 t four years\, we tested specific hypotheses about their function\, exploi
 ting differences within as well as between individuals. As an example for 
 the former\, we used learning by repetion in arithmetic. We could confirm 
 that the left angular gyrus plays an important role in the retrieval of th
 e solution from long-term memory\, and that it also shows some domain spec
 ificity for arithmetic fact knowledge. With regard to interindividual diff
 erences\, we found that mathematical ability also modulated brain activati
 on in performing arithmetic systematically. Mathematically skilled individ
 uals appeared to rely more strongly on memory retrieval in solving arithme
 tic problems than less skilled individuals.\n\n  In our most recent experi
 ments we investigated how preferred cognitive style and calculation strate
 gy influenced performance and brain activation in arithmetic. With this re
 search we would like to demonstrate that interindividual differences betwe
 en participants\, which have long been considered a liability rathern than
  an asset in brain imaging research\, can be used productively to test spe
 cific hypotheses about brain function. 
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge (Rm 2S8 Donald 
 McIntyre Building)
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