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Processing symbolic number in the human brain

This document presents the foundational research for my PhD project exploring the cognitive and neural mechanisms of symbolic number processing in the human brain. It reviews separate processing routes for nonsymbolic and symbolic numbers as proposed by Verguts & Fias (2004), and examines models that underscore the role of specific brain areas, such as the fusiform and angular gyrus, in numerical cognition and arithmetic. The project further investigates how these areas interact during different arithmetic operations, with implications for understanding dyscalculia and dyslexia.

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Processing symbolic number in the human brain

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  1. Processing symbolic number in the human brain Seppe Santens & Tom Verguts Seppe Santens - rekengroep - 26/10/2010

  2. my PhD project • Verguts and Fias (2004): separate routes for processing • nonsymbolic number: • symbolic number: PhD intro part I part II part III 2 4 Seppe Santens - rekengroep - 26/10/2010

  3. my PhD project PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  4. my PhD project PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  5. my PhD project PhD intro part I part II part III 3 Seppe Santens - rekengroep - 26/10/2010

  6. my PhD project PhD intro part I part II part III 3 Seppe Santens - rekengroep - 26/10/2010

  7. PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  8. my postdoc project ? PhD intro part I part II part III 3 Seppe Santens - rekengroep - 26/10/2010

  9. model of symbolic number processing (Dehaene et al., 2004) PhD intro part I part II part III based on earlier presented triple code model(s) Seppe Santens - rekengroep - 26/10/2010

  10. model of symbolic number processing (Dehaene et al., 2004) • fusiform (occipitotemporal) gyrus: • visual recognition of digits by assimilating features (“visual number form area”) • BUT: only sporadically reported / discussed in number processing / arithmetic imaging studies • angular gyrus: • verbal retrieval of numbers / arithmetic facts • BUT: exact role remains unclear PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  11. part I: in search of the visual number form area • adaptation design (Piazza et al., 2004, 2007): 323231321632 346033 25 32… • IPS: PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  12. part I: in search of the visual number form area • adaptation design: 323231321632 346033 25 32… • FuG: presenting a different number leads to adaptation, but in an all-or-nothing manner, not in a distance-dependent manner PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  13. part I: in search of the visual number form area • adaptation design: 32 323232 1632 346033 25 32… • visual areas: do not get adapted to the different presentation forms (font, size, color,…) of the same number PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  14. part II: investigating the role of FuG and AG during arithmetic • testing the functional connectivity • e.g. with dynamic causal modelling (DCM) analyses • between visual input areas, IPS, FuG and AG • while participants are doing arithmetic • subtraction vs multiplication PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  15. part II: investigating the role of FuG and AG during arithmetic • subtraction: PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  16. part II: investigating the role of FuG and AG during arithmetic • multiplication: PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  17. part I and part II • part I • identification of VNFA • part II • connectivity between different areas • result: basic neuroanatomical model of symbolic number processing PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  18. part III • FuG and especially AG have been implicated in dyscalculia • parallels between symbolic number processing and reading: • same areas involved (FuG, AG), both for normal and impaired functioning • high comorbidity between dyslexia and dyscalculia PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  19. part III • can the basic neuroanatomical model account for impaired processing in dyscalculia? • replication of part II • comparing connectivity between different brain areas between people with and without dyscalculia • how should the model be adapted to account for dyslexia? PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

  20. all suggestions are welcome… PhD intro part I part II part III Seppe Santens - rekengroep - 26/10/2010

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