HBP: Learning a foreign language does not affect brain arithmetic activities

Previous research on the brain basis of arithmetic did not pay attention to (or even describe) the language background of the participants
.

However, unlike monolinguals, early bilinguals were able to solve arithmetic problems in two languages

Previous research on the brain basis of arithmetic did not pay attention to (or even describe) the language background of the participants

This raises the question of whether this ability, or any other experience brought about by bilingualism, will affect the arithmetic activity of the bilingual's brain relative to the monolingual

Guinevere F.

The purpose of this study is to compare the brain activity of monolingual English speakers and bilingual Spanish-English speakers during arithmetic
.

Since arithmetic operations and time and age also affect the neural correlation of arithmetic, the research design includes two different operations (subtraction and addition) and two different age groups (adults and children ).

The purpose of this study is to compare the brain activity of monolingual English speakers and bilingual Spanish-English speakers during arithmetic

The study used factorial design to test the main effects of bilingual experience

Participants are 25 English monolingual adults (age 18-29 years) , 19 English monolingual children (6-12 years old ), 26 Spanish-English bilingual adults (18-28 years old) 18 Years old) and 18 Spanish-English bilingual children (7-12 years old) .
The ages of monolingual and bilingual children and bilingual and monolingual adults are similar: analysis of variance on the effects between age groups shows that language experience (monolingual/bilingual) has no major effect (F(1,84)=0.
48, p=0.
49) There is no interaction between language experience and age groups (adults and children) (F(1,84)=0.
02, p=0.
89); there is the main effect of age group, F(1,84)=342.
5, p< 0.
001) .
Similarly, there was no significant difference in the gender distribution between the groups (X2[3, N=88]=4.
88, p=0.
18) .
The Edinburgh dominant hand test (Oldfield, 1971) was used to evaluate the dominant hand (in English) .
All participants were right-handed, and only three bilingual children were left-handed .
In order to exclude participants with learning disabilities based on mathematics, the Woodcock-Johnson III Achievement Calculating Test subtest was used to assess mathematics ability for screening purposes (English) .
All the standard scores are greater than 85 points, indicating that their mathematical ability is within the normal range or above .
   

Participants are 25 English monolingual adults (age 18-29 years) , 19 English monolingual children (6-12 years old ), 26 Spanish-English bilingual adults (18-28 years old) 18 Years old) and 18 Spanish-English bilingual children (7-12 years old) .

The ages of monolingual and bilingual children and bilingual and monolingual adults are similar: analysis of variance on the effects between age groups shows that language experience (monolingual/bilingual) has no major effect (F(1,84)=0.
48, p=0.
49) There is no interaction between language experience and age groups (adults and children) (F(1,84)=0.
02, p=0.
89); there is the main effect of age group, F(1,84)=342.
5, p< 0.
001) .

The study used functional magnetic resonance imaging to measure the brain activation of participants when performing one-digit arithmetic tasks

Group pictures of brain activity of monolingual (yellow) and bilingual (blue) during arithmetic (compared to active control tasks) (threshold p<.

001 p>