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Effects of training on the arithmetic problem-size effect: an event-related potential study

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Abstract

This study uses event-related brain potentials to examine the extent to which training in arithmetic calculation increases problem-solution associative strength and reduces the problem-size effect. Participants were presented with a classic equality verification task in two sessions. The problem size was manipulated by using small, medium and large problems. Since the problem-size effect has been related to a modulation of a late positive slow wave and explained in terms of differential frequency of use with problems, practice was expected to modify the amplitude of this positive component. Results showed that the amplitude of the positive slow wave increased with problem size and decreased with practice, suggesting that practice is an important determinant of the problem-size effect.

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Acknowledgments

This research was supported by grants Consolider-Ingenio 2010-CSD2007-00012 and SEJ2006-000496/PSIC from the Spanish Ministry of Science and Technology and SGR2005-00953 from the Generalitat de Catalunya.

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Authors and Affiliations

  1. Department of Behavioral Sciences Methods, Faculty of Psychology, University of Barcelona, Passeig Vall d’Hebron, 171, 08035, Barcelona, Spain

    María Isabel Núñez-Peña

  2. Cognitive Neuroscience Research Group, Department of Psychiatry and Clinical Psychobiology, Faculty of Psychology, University of Barcelona, Barcelona, Spain

    María Isabel Núñez-Peña

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  1. María Isabel Núñez-Peña
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Correspondence to María Isabel Núñez-Peña.

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Núñez-Peña, M.I. Effects of training on the arithmetic problem-size effect: an event-related potential study. Exp Brain Res 190, 105–110 (2008). https://doi.org/10.1007/s00221-008-1501-y

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  • DOI: https://doi.org/10.1007/s00221-008-1501-y

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