Special Issue / Numéro thématique : The Development of the Mathematical Brain


Ansari, D. & Hyde, D. C. (ed.). (2018). The Development of the Mathematical Brain. Developmental Cognitive Neuroscience, 30, 236-343.

Lien vers tous les articles / Link to all articles


Advances in Understanding the Development of the Mathematical Brain

Pages 236-238

Daniel C. Hyde, Daniel Ansari


Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies

Pages 239-250

Marie Arsalidou, Matthew Pawliw-Levac, Mahsa Sadeghi, Juan Pascual-Leone


Where arithmetic and phonology meet: The meta-analytic convergence of arithmetic and phonological processing in the brain

Pages 251-264

Courtney Pollack, Nicole C. Ashby


Arithmetic in the developing brain: A review of brain imaging studies

Pages 265-279

Lien Peters, Bert De Smedt


Prospective relations between resting-state connectivity of parietal subdivisions and arithmetic competence

Pages 280-290

Gavin R. Price, Darren J. Yeo, Eric D. Wilkey, Laurie E. Cutting


Functional hyperconnectivity vanishes in children with developmental dyscalculia after numerical intervention

Pages 291-303

Lars Michels, Ruth O’Gorman, Karin Kucian


Resilience in mathematics after early brain injury: The roles of parental input and early plasticity

Pages 304-313

Dana E. Glenn, Özlem Ece Demir-Lira, Dominic J. Gibson, Eliza L. Congdon, Susan C. Levine


On the role of visual experience in mathematical development: Evidence from blind mathematicians

Pages 314-323

Marie Amalric, Isabelle Denghien, Stanislas Dehaene


Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children

Pages 324-332

Romain Mathieu, Justine Epinat-Duclos, Jessica Léone, Michel Fayol, ... Jérôme Prado


A neural basis for the visual sense of number and its development: A steady-state visual evoked potential study in children and adults

Pages 333-343

Joonkoo Park

Why Teens Should Understand Their Own Brains (And Why Their Teachers Should, Too!)

Pourquoi les adolescents devraient connaitre et comprendre leur cerveau (tout comme leurs enseignants!)



par / by : Elissa Nadworny - National Public Radio



"A teenage brain is a fascinating, still-changing place. There's a lot going on: social awareness, risk-taking, peer pressure; all are heightened during this period.

Until relatively recently, it was thought that the brain was only actively developing during childhood, but in the last two decades, researchers have confirmed that the brain continues to develop during adolescence — a period of time that can stretch from the middle school years into early adulthood.

'We were always under the assumption that the brain doesn't change very much after childhood,' explains Sarah-Jayne Blakemore, a professor of cognitive neuroscience at University College London.

But that's simply not the case, she says, and educators — and teens themselves — can learn a lot from this.

Blakemore has a new book, Inventing Ourselves, The Secret Life of the Teenage Brain — where she dives into the research and the science — and offers insights into how young adults are thinking, problem-solving and learning. Our conversation has been edited for length and clarity."

Click here to read more / Cliquer ici pour lire l'article

Numéro spécial / Special Issue

Numéro spécial sur les neurosciences dans la revue pédagogique Traces de Changements

Special issue on Neuroscience in the pedagogical journal Traces de Changements 
(in French only)

Traces de Changements, n°235 - Neurosciences - mars-avril 2018


Chronic effects of exercise implemented during school-break time on neurophysiological indices of inhibitory control in adolescents

Effets chroniques de l'exercice intégré lors des temps de pause à l'école sur les indices neurophysiologiques du contrôle inhibiteur des adolescents


Ludyga, S., Gerber, M., Herrmann, C., Brand, S., & Pühse, U. (2018). Chronic effects of exercise implemented during school-break time on neurophysiological indices of inhibitory control in adolescents. Trends in Neuroscience and Education10, 1-7.

DOI: 10.1016/j.tine.2017.11.001


The present study investigated the effects of an exercise intervention, which was implemented during school-break time, on the P300 component of event-related potentials and inhibitory control. Adolescents aged 12–15 years were allocated to an exercise and control group. The exercise group performed 20 min of aerobic and coordinative exercise per school day over a period of 8 weeks. Before and after the intervention, stimulus-locked event-related potentials were recorded during a Stroop task using electroencephalography. Cluster-based permutation testing revealed a greater increase of the P300 amplitude in the exercise compared to the control group, most pronounced for the parieto-occipital region. Additionally, increases in P300 amplitude were associated with decreases in incompatible reaction time on the Stroop task. An exercise program implemented during school-break time enhances adolescents' inhibitory control. This benefit seems to be due to an improved allocation of attentional resources towards the cognitive task.

P300; Event-related potentials; Stroop task; Coordinative exercise; Executive control; Physical activity; Inhibition

An Updated Survey on Statistical Thresholding and Sample Size of fMRI Studies

Seuils statistiques et tailles des échantillons des études en IRMf: une nouvelle recension de la littérature


Yeung, A. W. K. (2018). An Updated Survey on Statistical Thresholding and Sample Size of fMRI Studies. Frontiers in Human Neuroscience12, 16.

DOI: 10.3389/fnhum.2018.00016


Background: Since the early 2010s, the neuroimaging field has paid more attention to the issue of false positives. Several journals have issued guidelines regarding statistical thresholds. Three papers have reported the statistical analysis of the thresholds used in fMRI literature, but they were published at least 3 years ago and surveyed papers published during 2007–2012. This study revisited this topic to evaluate the changes in this field.

Methods: The PubMed database was searched to identify the task-based (not resting-state) fMRI papers published in 2017 and record their sample sizes, inferential methods (e.g., voxelwise or clusterwise), theoretical methods (e.g., parametric or non-parametric), significance level, cluster-defining primary threshold (CDT), volume of analysis (whole brain or region of interest) and software used.

Results: The majority (95.6%) of the 388 analyzed articles reported statistics corrected for multiple comparisons. A large proportion (69.6%) of the 388 articles reported main results by clusterwise inference. The analyzed articles mostly used software Statistical Parametric Mapping (SPM), Analysis of Functional NeuroImages (AFNI), or FMRIB Software Library (FSL) to conduct statistical analysis. There were 70.9%, 37.6%, and 23.1% of SPM, AFNI, and FSL studies, respectively, that used a CDT of p ≤ 0.001. The statistical sample size across the articles ranged between 7 and 1,299 with a median of 33. Sample size did not significantly correlate with the level of statistical threshold.

Conclusion: There were still around 53% (142/270) studies using clusterwise inference that chose a more liberal CDT than p = 0.001 (n = 121) or did not report their CDT (n = 21), down from around 61% reported by Woo et al. (2014). For FSL studies, it seemed that the CDT practice had no improvement since the survey by Woo et al. (2014). A few studies chose unconventional CDT such as p = 0.0125 or 0.004. Such practice might create an impression that the threshold alterations were attempted to show “desired” clusters. The median sample size used in the analyzed articles was similar to those reported in previous surveys. In conclusion, there seemed to be no change in the statistical practice compared to the early 2010s.