ArticleBrain sciences2022
Reevaluating the Language of Learning Advantage in Bilingual Arithmetic: An ERP Study on Spoken Multiplication Verification.
Article in Brain sciences, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Baseline mathematical aptitude attenuates group differences in posterior P300 during arithmetic verification in high school athletes.Experimental brain research · 2026Article
- Neural Basis of Simple Arithmetic Processing in a Native and Second Language.Neurobiology of language (Cambridge, Mass.) · 2026Article
- Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2024Article
- Arithmetic in two languages: Localizing simple multiplication processing in the adult bilingual brain.Imaging neuroscience (Cambridge, Mass.) · 2024Article
- Bilingual problem size effect: an ERP study of multiplication verification and production in two languages.Translational issues in psychological science · 2023Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Many studies of bilingual arithmetic report better performance when verifying arithmetic facts in the language of learning (LA+) over the other language (LA-). This could be due to language-specific memory representations, processes established during learning, or to language and task factors not related to math. The current study builds on a small number of event-related potential (ERP) studies to test this question while controlling language proficiency and eliminating potential task confounds. Adults proficient in two languages verified single-digit multiplications presented as spoken number words in LA+ and LA-, separately. ERPs and correctness judgments were measured from solution onset. Equivalent P300 effects, with larger positive amplitude for correct than incorrect solutions, were observed in both languages (Experiment 1A), even when stimuli presentation rate was shortened to increase difficulty (Experiment 1B). This effect paralleled the arithmetic correctness effect for trials presented as all digits (e.g., 2 4 8 versus 2 4 10), reflecting efficient categorization of the solutions, and was distinct from an N400 generated in a word-picture matching task, reflecting meaning processing (Experiment 2). The findings reveal that the language effects on arithmetic are likely driven by language and task factors rather than differences in memory representation in each language.
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