| Reference : Arithmetic in the Bilingual Brain: an fMRI study |
| Scientific congresses, symposiums and conference proceedings : Unpublished conference | |||
| Social & behavioral sciences, psychology : Neurosciences & behavior Social & behavioral sciences, psychology : Theoretical & cognitive psychology | |||
| http://hdl.handle.net/10993/16965 | |||
| Arithmetic in the Bilingual Brain: an fMRI study | |
| English | |
Van Rinsveld, Amandine  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Dricot, Laurence [Université Catholique de Louvain - UCL] | |
| Guillaume, Mathieu [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Rossion, Bruno [Université Catholique de Louvain - UCL] | |
| Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| May-2014 | |
| Yes | |
| BAPS annual meeting | |
| 27-05-2014 | |
| Katholieke Universiteit Leuven | |
| Leuven | |
| [en] Arithmetic ; Addition solving ; Bilingualism ; fMRI | |
| [en] How do bilinguals solve arithmetic problems in their different languages? We investigated this question with functional magnetic resonance imaging (fMRI) by exploring the neural substrates of arithmetic processing in bilinguals in comparison to monolinguals. Bilingual participants were highly proficient both in German and French as they attended primary school in German and secondary school and higher education in French. This bilingual combination is particularly interesting because the order of two-digit number words is inversed in these languages: decade-unit in French but unit-decade in German. 21 German-French bilinguals and 12 French-speaking monolinguals were scanned while performing different types of arithmetic problems: additions of different complexity levels (from simple to complex additions) and multiplication facts. We presented different types of operations in order to disentangle arithmetic computation from pure memory retrieval that occurs in very simple additions or multiplications. Arithmetic problems were presented via headsets in a verification paradigm and bilinguals performed the tasks in both languages.
Results showed that all arithmetic tasks elicited a broad fronto-parietal network in both groups and for both of bilinguals’ language sessions. However, we observed that complex additions involved more left frontal activity (i.e. inferior frontal gyrus, anterior cingulate gyrus) in bilinguals than in monolinguals. It is important to notice that these frontal activation differences occurred both for the arithmetic acquisition language (i.e. German) and the second language (i.e. French). These BOLD differences between bilingual and monolingual participants were observed despite the fact that both groups solved the arithmetic problems with equivalent accuracy rates. Moreover, localization of the regions activated by complex additions in bilinguals differed from the typical activation pattern reported for mental arithmetic in recent meta-analyses (Arsalidou & Taylor, 2011). Taken together, our results indicate that highly proficient bilinguals rely on differential activation patterns than monolinguals to solve complex additions. The differences in left frontal activations might reflect different degrees of language-related automaticity when computing complex arithmetic problems. Executive functions that are necessary to control language context and access for bilinguals’ respective languages might also play a role. Further insights about the role of language in arithmetic solving process in bilingual and non-bilingual individuals will be discussed. | |
| http://hdl.handle.net/10993/16965 |
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