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Single‐subject research can provide adequate justification when developing successful evidence‐based educational practices for children with autism spectrum disorder (ASD), which can help such students thrive academically. This research investigates whether point‐of‐view video modelling effectively improved the word problem‐solving addition performances of primary‐school‐aged students with ASD. The effectiveness of the intervention on each participant's ability to solve single‐digit addition by a single digit, effectively view the video on a tablet and generalise a learned skill was investigated by utilising a design that included several participant baselines. All participants saw an improvement in their ability to solve simple addition problems due to using point‐of‐view video modelling. Between the baseline and intervention phases, each participant's rate of digits correctly entered per minute and total number of steps completed significantly increased. A generalisation phase was performed at home. After receiving the intervention, people with ASD could independently complete word problems involving addition with a single digit. The findings suggest that this technology could practically support the education of the growing number of children and young people with ASD by mollifying the particular learning obstacles their impairment brings. [ABSTRACT FROM AUTHOR]

Biological motion perception is an essential part of the cognitive process. Stress can affect the cognitive process. The present study explored the intrinsic ERP features of the effects of acute psychological stress on biological motion perception. The results contributed scientific evidence for the adaptive behavior changes under acute stress. After a mental arithmetic task was used to induce stress, the paradigm of point-light displays was used to evaluate biological motion perception. Longer reaction time and lower accuracy were found in the inverted walking condition than in the upright walking condition, which was called the "inversion effect". The P2 peak amplitude and the LPP mean amplitude were significantly higher in the local inverted perception than in the local upright walking condition. Compared to the control condition, the stress condition induced lower RT, shorter P1 peak latency of biological motion perception, lower P2 peak amplitude and LPP mean amplitude, and higher N330 peak amplitude. There was an "inversion effect" in biological motion perception. This effect was related to the structural characteristics of biological motion perception but unrelated to the state of acute psychological stress. Acute psychological stress accelerated the reaction time and enhanced attention control of biological motion perception. Attention resources were used earlier, and less attentional investment was made in the early stage of biological motion perception processing. In the late stage, a continuous weakening of inhibition was shown in the parieto-occipital area. [ABSTRACT FROM AUTHOR]

Objective: This longitudinal study aimed to quantitatively document and evaluate the implementation and outcomes of the Open Dialogue (OD) approach within Italian Mental Health Departments (MHDs), focusing on the ratings of OD-network meetings by patients and their families and assessing the clinical outcomes over a span of 12 months. Results: Over the course of the study, 58 patients participated in 517 OD-network meetings, demonstrating a high level of satisfaction with the care received, as evidenced by the Session Rating Scale (SRS) and Outcome Rating Scale (ORS). Clinically, significant improvements were observed in the Global Assessment of Functioning (GAF), Clinical Outcomes in Routine Evaluation (CORE-OM), and the Lubben Social Network Scale (LSNS), indicating enhanced psychological and social functioning. The SRS scores showed that satisfaction with the meetings increased over time, while the ORS indicated that both patients and their social networks perceived gradual improvements throughout the therapy. Conclusion: The OD approach within Italian MHDs was successfully implemented and well-received by patients and their social networks, yielding significant clinical improvements. These findings suggest the feasibility and effectiveness of integrating the OD model into the Italian public mental health system, supporting its potential for broader application in diverse healthcare settings. The study highlights the importance of continuous engagement and evaluation to maintain high standards of practice and suggests that OD can be a valuable addition to existing mental health care practices, promoting recovery through inclusive, dialogue-based interventions. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to investigate the contribution of different cognitive processes to specific math abilities in students with autism spectrum disorder (ASD) and typically developing (TD) students. The study involved a group of students with ASD without intellectual disabilities (n = 26) and a group with TD students (n = 52). The two groups aged from six to 20 years old and were matched for age, sex ratio and visuospatial reasoning. To assess math abilities, four math tasks were administered: arithmetic facts, mental calculation, mathematical inferences and math problem solving. Concerning cognitive processes, participants were tested on vocabulary, verbal working memory, visuospatial working memory, response inhibition and interference control. The group with ASD showed lower scores on all specific math measures than the TD group; cognitive processes differently contributed to diverse math abilities, and vocabulary and verbal working memory were stronger associated to specific math abilities in the group with ASD than in the TD group. The current results suggest that students with ASD had lower math abilities that are generalized to different math tasks. Implications for research and clinical assessment and intervention were discussed. [ABSTRACT FROM AUTHOR]

While individuals fail to assess their mental health subjectively in their day-to-day activities, the recent development of consumer-grade wearable devices has enormous potential to monitor daily workload objectively by acquiring physiological signals. Therefore, this work collected consumer-grade physiological signals from twenty-four participants, following a four-hour cognitive load elicitation paradigm with self-chosen tasks in uncontrolled environments and a four-hour mental workload elicitation paradigm in a controlled environment. The recorded dataset of approximately 315 hours consists of electroencephalography, acceleration, electrodermal activity, and photoplethysmogram data balanced across low and high load levels. Participants performed office-like tasks in the controlled environment (mental arithmetic, Stroop, N-Back, and Sudoku) with two defined difficulty levels and in the uncontrolled environments (mainly researching, programming, and writing emails). Each task label was provided by participants using two 5-point Likert scales of mental workload and stress and the pairwise NASA-TLX questionnaire. This data is suitable for developing real-time mental health assessment methods, conducting research on signal processing techniques for challenging environments, and developing personal cognitive load assistants. [ABSTRACT FROM AUTHOR]

The article explores the concept of "doxastic agent's awareness," which refers to an individual's awareness of their beliefs. The author argues that this awareness extends beyond intentional actions and includes beliefs as well. They propose that this awareness is grounded in our experience of performing mental actions, such as deliberating and forming beliefs. The article also discusses the significance of doxastic agent's awareness for self-knowledge and the study of agency. The author remains neutral on the preferred account of doxastic agency and provides funding information and a list of works cited. [Extracted from the article]

Previous research has shown the importance of conducting early interventions in mathematics in disadvantaged children. Solving arithmetical word problems is a field in which children particularly fail. In this study, preschoolers from disadvantaged French public schools (n = 101; Mage = 5–6) were taught strategies for using fingers to solve arithmetic word problems and compared with a control group. The intervention consisted of collective rituals based on learning finger patterns and 7 sessions spread over 4 weeks, for about 20 min, focusing on explaining how to use the fingers to solve problems. The results showed that the intervention has a significant post-test impact on the targeted transformation problem-solving skill and that children with lower performances in problem-solving at the pre-test benefited more from the intervention. The intervention also indirectly benefited the other problem-solving skills. However, there was no intervention effect on the arithmetic addition task. Our research highlights that an intervention focused on the explicit teaching of finger strategies for problem-solving can be successfully implemented into ecological learning contexts, especially in disadvantaged areas. [ABSTRACT FROM AUTHOR]

Early detection of and relevant information on children's mathematical difficulties is important to initiate targeted teaching and intervention. This study investigated the extent to which strategy use in single-digit addition provides additional predictive information about 61 grade one children's (6-year-old) mathematical achievement 3 years later that is not available from a standardised mathematics achievement test. Four predictors available in year one (arithmetic strategy use, mathematical achievement, non-verbal reasoning skills and sex) explained 54% of the variation in grade four mathematics achievement. Arithmetic strategy use was the most important single predictor of year four mathematics achievement (R2 = 30%) and explained an additional 12% variation if added to a model comprised by the three other year one predictors. This result suggests that systematically obtained measures of how young children solve single-digit arithmetic problems might provide useful information about their foundational number knowledge, which in turn may reveal how well they achieve later in school. [ABSTRACT FROM AUTHOR]

The effect of stress on risk‐taking or risk‐averse behavior in decision‐making has been inconclusive in previous research, with few studies revealing the underlying neural mechanisms. This study employed event‐related potentials technique and combined a social cold pressor assessment test with a mental arithmetic task to induce stress responses, aiming to investigate the influence of exogenous stress on the risk decision‐making process. Stress induction results indicated that, in addition to raising heart rate and blood pressure, stress responses were accompanied by enhanced negative emotions, diminished positive emotions, and alterations in neural activity. The outcomes of risk decision‐making showed that stress did not significantly affect risk preference or time of choice but did reduce the feedback‐related negativity/reward positivity, with a particularly significant effect observed for large outcomes. Stress also altered the amplitude of the P3 component, with stress decreasing the P3 value for winning outcomes relative to losing outcomes. The study suggests that understanding how stress affects risk preference should consider the emotional valence induced by stress. Contrary to the reward sensitivity hypothesis, stress weakened reward sensitivity. Stress led to changes in the allocation of cognitive resources for outcome evaluation: compared to negative outcomes, stress reduced cognitive resources for positive outcomes, which might be related to the enhanced negative emotions induced by stress. The study highlights the importance of focusing on the subjective emotional experience induced by stress in future research on stress and risk decision‐making. We find that stress with negative emotions weakens reward sensitivity, which challenges the reward sensitivity hypothesis. Stress also modifies cognitive resource allocation for outcome evaluation: compared to negative outcomes, stress reduced cognitive resources for positive outcomes. This study underscores the significance of incorporating emotional experiences induced by stress into future investigations about stress and risk decision‐making. [ABSTRACT FROM AUTHOR]

When faced with the need to transform an object, idea, or situation, people have a tendency to favor adding new components rather than removing existing ones. This is called the additive bias. Previous research, along with historical and anecdotal examples, shows that this bias may significantly reduce problem‐solving abilities and have a detrimental impact on the innovation process. In this study, our objective was to develop a novel tool, the additive bias implicit association test (ad‐IAT), to investigate the reasons underlying people's preference for additive actions. By using this tool, we empirically demonstrated that people displayed an inherent tendency to assign a positive valence to additive concepts and to perceive additive actions as safer and more functional than subtractive concepts. Importantly, we also found that implicit preference for addition resulted in participants favoring additive actions while neglecting subtractive alternatives when engaged in a problem‐solving task. Collectively, our series of experiments substantiated the effectiveness of our ad‐IAT in uncovering and quantifying the additive bias. This, in turn, provided a deeper comprehension of the underlying factors contributing to the bias and its impact on people's behavior. [ABSTRACT FROM AUTHOR]

Performing dual-task (DT) activities is essential for independent living among elderly people. No study has investigated motor performance in various cognitive-motor DT activities, utilizing the Timed Up and Go (TUG) test. This study aimed to compare motor performance between four cognitive-motor DT tests in community-dwelling older adults. The sample consisted of 60 older women. The cognitive tasks performed with the TUG test were (a) mental calculation, (b) memory recall, (c) verbal fluency, and (d) reaction to a stimulus. Lower limb muscle strength was assessed with the 30-Second Chair Stand Test, balance with the Four Square Step Test, and balance confidence with the Activities-specific Balance Confidence Scale. Completion times and DT costs were calculated. Mental calculation (r = 0.63, p < 0.01) and verbal fluency (r = 0.65, p < 0.01) tasks were similarly correlated with the TUG test, and significantly impacted motor performance compared to other DT tests. The reaction to a stimulus test showed a high relationship with the TUG test (r = 0.89, p < 0.01) and had the least impact on motor performance. These findings suggest that the cognitive task type can significantly influence motor performance during DT activities. Adding a cognitive load to the TUG test may improve its ability to identify older adults at risk for falls, aiding in the development of targeted interventions. Further research is required to validate these findings. [ABSTRACT FROM AUTHOR]

Performing mathematical calculations is a cognitive activity that can affect biological signals. This study aims to examine the changes in electroencephalogram (EEG) and electrocardiogram (ECG) signals of 36 healthy subjects during the performance of arithmetic tasks. To process EEG signals in different frequency bands, the energy and entropy of entropy (EoE) were extracted from the power spectrum and phase spectrum, respectively. Statistical analysis was conducted to determine meaningful features. These features were sent into support vector machine (SVM) and multi-layer perception (MLP) classifiers to assess their capability in separating math and rest classes. Results indicated the highest classification accuracy of 98.4% for classifying good counters in math and rest state using the MLP method. Based on the majority of features selected for each EEG channel, discriminative brain areas were identified. Analyzing EEG signals proved that math calculation may have multiple influences on various parts of the brain. By comparing good counters' brain activities to those in a resting state, prominent changes were observed in the F4, C4, T4, T5, P3, and O2 areas. However, O1 and O2 channels showed significant changes in the brain of bad counters compared to the resting state. Considering ECG signals also demonstrated that during math calculation the number of heart rates per minute surpasses the rest state. These alterations can occur due to cognitive abilities or emotional processes which were observed to be prominent in subjects who performed more accurate calculations. [ABSTRACT FROM AUTHOR]

Eye tracking technology is a high-potential tool for different mathematic cognition research areas. Moreover, there is a dire need for more studies that provide detailed information on the quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the examination of mathematical cognition, focusing specifically on primary school students completing a computerized mental arithmetic task. Results suggested that the eye tracking device effectively captured high-quality eye movement data when primary school children engaged in this specific task. Furthermore, significant negative correlations have been found between task performance and number of eye fixations. Finally, eye movements distinctions between "Areas of Interest" have been found, indicating different visual tracking associated with different components of arithmetic calculations. This study underscores the extensive possibilities for future research employing eye tracking devices during computerized calculation tasks as assessment tools to explore the complex visual and cognitive processes. [ABSTRACT FROM AUTHOR]

Studies of the impact of brain injury on memory processes often focus on the quantity and episodic richness of those recollections. Here, we argue that the organization of one's recollections offers critical insights into the impact of brain injury on functional memory. It is well‐established in studies of word list memory that free recall of unrelated words exhibits a clear temporal organization. This temporal contiguity effect refers to the fact that the order in which word lists are recalled reflects the original presentation order. Little is known, however, about the organization of recall for semantically rich materials, nor how recall organization is impacted by hippocampal damage and memory impairment. The present research is the first study, to our knowledge, of temporal organization in semantically rich narratives in three groups: (1) Adults with bilateral hippocampal damage and severe declarative memory impairment, (2) adults with bilateral ventromedial prefrontal cortex (vmPFC) damage and no memory impairment, and (3) demographically matched non‐brain‐injured comparison participants. We find that although the narrative recall of adults with bilateral hippocampal damage reflected the temporal order in which those narratives were experienced above chance levels, their temporal contiguity effect was significantly attenuated relative to comparison groups. In contrast, individuals with vmPFC damage did not differ from non‐brain‐injured comparison participants in temporal contiguity. This pattern of group differences yields insights into the cognitive and neural systems that support the use of temporal organization in recall. These data provide evidence that the retrieval of temporal context in narrative recall is hippocampal‐dependent, whereas damage to the vmPFC does not impair the temporal organization of narrative recall. This evidence of limited but demonstrable organization of memory in participants with hippocampal damage and amnesia speaks to the power of narrative structures in supporting meaningfully organized recall despite memory impairment. [ABSTRACT FROM AUTHOR]

Background: Identifying covert consciousness in intensive care unit (ICU) patients with coma and other disorders of consciousness (DoC) is crucial for treatment decisions, but sensitive low-cost bedside markers are missing. We investigated whether automated pupillometry combined with passive and active cognitive paradigms can detect residual consciousness in ICU patients with DoC. Methods: We prospectively enrolled clinically low-response or unresponsive patients with traumatic or nontraumatic DoC from ICUs of a tertiary referral center. Age-matched and sex-matched healthy volunteers served as controls. Patients were categorized into clinically unresponsive (coma or unresponsive wakefulness syndrome) or clinically low-responsive (minimally conscious state or better). Using automated pupillometry, we recorded pupillary dilation to passive (visual and auditory stimuli) and active (mental arithmetic) cognitive paradigms, with task-specific success criteria (e.g., ≥ 3 of 5 pupillary dilations on five consecutive mental arithmetic tasks). Results: We obtained 699 pupillometry recordings at 178 time points from 91 ICU patients with brain injury (mean age 60 ± 13.8 years, 31% women, and 49.5% nontraumatic brain injuries). Recordings were also obtained from 26 matched controls (59 ± 14.8 years, 38% women). Passive paradigms yielded limited distinctions between patients and controls. However, active paradigms enabled discrimination between different states of consciousness. With mental arithmetic of moderate complexity, ≥ 3 pupillary dilations were seen in 17.8% of clinically unresponsive patients and 50.0% of clinically low-responsive patients (odds ratio 4.56, 95% confidence interval 2.09–10.10; p < 0.001). In comparison, 76.9% healthy controls responded with ≥ 3 pupillary dilations (p = 0.028). Results remained consistent across sensitivity analyses using different thresholds for success. Spearman's rank analysis underscored the robust association between pupillary dilations during mental arithmetic and consciousness levels (rho = 1, p = 0.017). Notably, one behaviorally unresponsive patient demonstrated persistent command-following behavior 2 weeks before overt signs of awareness, suggesting prolonged cognitive motor dissociation. Conclusions: Automated pupillometry combined with mental arithmetic can identify cognitive efforts, and hence covert consciousness, in ICU patients with acute DoC. [ABSTRACT FROM AUTHOR]

Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A total of 1,501 Chinese primary school students from urban and rural areas were recruited to complete nine cognitive tasks: two in arithmetic performance (subtraction and multiplication), one in phonological processing (word rhyming), two in quantity processing (numerosity and number comparison), one in visuo-spatial processing (mental rotation), as well as a mathematical reasoning task (number-series completion) as a contrast with arithmetic processing and two general cognitive tasks (choice reaction time and Raven's progressive matrices). The results showed that Chinese urban children had superior performance in arithmetic, which was eliminated after controlling for phonological ability, but not after controlling for quantity or visuo-spatial performance or general cognitive factors. Urban children also showed better performance in mathematical reasoning than did rural children, but residence difference in mathematical reasoning was not eliminated by any of the cognitive factors. The above result suggests that phonological processing explains the relationship between residence and arithmetic performance. [ABSTRACT FROM AUTHOR]

Air Traffic Controllers' (ATCos) mental workload is likely to remain the specific greatest functional limitation on the capacity of the Air Traffic Management (ATM) system. Developing computational models to monitor mental workload and task complexity is essential for enabling ATCOs and ATM systems to adapt to varying task demands. Most methodologies have computed task complexity based on basic parameters such as air-traffic density; however, literature research has shown that it also depends on many other factors. In this paper, we present a study in which we explored the possibility of predicting task complexity and performance through mental workload measurements of participants performing an ATM task in an air-traffic control simulator. Our findings suggest that mental workload measurements better predict poor performance and high task complexity peaks than other established factors. This underscores their potential for research into how different ATM factors affect task complexity. Understanding the role and the weight of these factors in the overall task complexity confronted by ATCos constitutes one of the biggest challenges currently faced by the ATM sphere and would significantly contribute to the safety of our sky. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate current trends in research of math anxiety (MA) through bibliometric perspective. Three main clusters were formed based on author keywords: cognitive correlates (working memory, attention, numerical cognition, mental arithmetic), psychological factors and effects (self-concept and self-efficacy, motivation, confidence, attitudes), and educational context (PISA, measurement, gender differences, math achievement, math education, assessment). Analysis of the index keywords revealed somewhat different organization with two dominant clusters: the experimental cluster in which the most frequent are psychophysiological measures and terms and the correlational cluster in which the topics of MA psychosocial factors are most represented. The map of bibliographic coupling showed several relatively separated groups of authors with different focus in cited references. However, a map of co-citation of authors revealed closeness of these separated groups, with Beilock, S. L. and Ashcraft, M. H. by far the most-cited authors in this field. [ABSTRACT FROM AUTHOR]

Abstract Eye tracking technology is a high-potential tool for different mathematic cognition research areas. Moreover, there is a dire need for more studies that provide detailed information on the quality of registered eye data. This study aimed to illustrate the applicability of eye tracking in the examination of mathematical cognition, focusing specifically on primary school students completing a computerized mental arithmetic task. Results suggested that the eye tracking device effectively captured high-quality eye movement data when primary school children engaged in this specific task. Furthermore, significant negative correlations have been found between task performance and number of eye fixations. Finally, eye movements distinctions between “Areas of Interest” have been found, indicating different visual tracking associated with different components of arithmetic calculations. This study underscores the extensive possibilities for future research employing eye tracking devices during computerized calculation tasks as assessment tools to explore the complex visual and cognitive processes.

Background: Previous studies have produced conflicting results concerning the extent of magnitude representation deficit and its relationship with arithmetic achievement in children with 22q11.2 deletion syndrome. More specifically, it remains unclear whether deficits are restricted to visuospatial content or are more general and whether they could explain arithmetical impairment. Methods: Fifteen 5- to 12-year-old children with 22q11.2 deletion syndrome and 23 age-matched healthy controls performed a non-symbolic magnitude comparison task. Depending on the trial, participants had to compare stimuli with high or low visuospatial load (visuospatial stimuli or temporal sequence of visual stimuli). The participants also completed a battery of arithmetic skills (ZAREKI-R) and a battery of global cognitive functioning (WISC-V or WPPSI-IV), from which working memory and visuospatial indices were derived. Results: Children with 22q11.2DS responded as fast as healthy controls did but received fewer correct responses, irrespective of visuospatial load. In addition, their performance in the non-symbolic magnitude comparison task did not correlate with the ZAREKI total score, while the working memory index did. Conclusion: Children with 22q11.2DS might suffer from a global magnitude representation deficit rather than a specific deficit due to visuospatial load. However, this deficit alone does not seem to be related to arithmetic achievement. Working memory might be a better concern of interest in favoring arithmetic skills in patients with 22q11.2 deletion syndrome. Trial registration: Clinicaltrials, NCT04373226. Registered 16 September 2020. [ABSTRACT FROM AUTHOR]

AbstractBecause word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language bilingual programs in the United States—which have the goal of simultaneously supporting content and language learning—it is important to understand the linguistic complexity of word problems and their translations. Therefore, we adopted a sociolinguistic perspective to recognize the inextricable relationship between language and mathematics and conducted a linguistic content analysis of Grades 1 and 4 addition/subtraction word problems in a widely used U.S. elementary curriculum. We analyzed the ways in which word problems were linguistically complex and how complexity differed between English, French, and Spanish translations. We found that word problems were complex due to vocabulary inconsistencies, assumed cultural knowledge, verb tenses, and errors. The French and Spanish translations also had more errors and inconsistencies than the English source text. Findings have implications for curriculum and assessment developers related to multilingual editing and linguistic and contextual consistency, as well as for teachers to support students’ engagement with language and mathematics. [ABSTRACT FROM AUTHOR]

Purpose: Previous studies have indicated an association between education and myopia, suggesting that numerous stress events during the educational process may influence eye health. This study aimed to investigate the impact of mental stress induced by mental arithmetic (MA) on choroidal thickness (CT). Methods: This study included 33 participants aged between 19 and 29 years. Swept-source optical coherence tomography (SS-OCT) was used to capture images of the posterior segment of the left eye during baseline and MA to assess changes in the CT. After denoising and compensation, the baseline images and MA images that had been rigidly registered and resampled to the baseline images were segmented using a deep learning-based method. Based on the segmentation results, the CT within the regions of 1 mm and 3 mm diameter centered at the lowest point of the fovea was calculated. Results: Significant increases were observed in both CT1mm and CT3mm during MA, with mean changes of 2.742 ± 7.098 μm (p = 0.034) and 3.326 ± 6.143 μm (p < 0.001), respectively. Conclusions: Thickening of the choroid has been observed during acute mental stress. We speculate that long-term or chronic mental stress could have a potential adverse impact on myopia progression. [ABSTRACT FROM AUTHOR]

Post‐traumatic stress disorder (PTSD) is associated with increased cardiovascular disease (CVD) risk. Compared with males, females are twice as likely to develop PTSD after trauma exposure, and cardiovascular reactivity to stress is a known risk factor for CVD. We aimed to examine hemodynamic responses to acute mental stress in trauma‐exposed females with and without a clinical diagnosis of PTSD. We hypothesized that females with PTSD would have higher heart rate (HR), blood pressure (BP), and lower blood flow velocity (BFV) responsiveness compared with controls. We enrolled 21 females with PTSD and 21 trauma‐exposed controls. We continuously measured HR using a three‐lead electrocardiogram, BP using finger plethysmography, and brachial BFV using Doppler ultrasound. All variables were recorded during 10 min of supine rest, 5 min of mental arithmetic, and 5 min of recovery. Females with PTSD were older, and had higher BMI and higher resting diastolic BP. Accordingly, age, BMI, and diastolic BP were covariates for all repeated measures analyses. Females with PTSD had a blunted brachial BFV response to mental stress (time × group, p = 0.005) compared with controls, suggesting greater vasoconstriction. HR and BP responses were comparable. In conclusion, our results suggest early impairment of vascular function in premenopausal females with PTSD. [ABSTRACT FROM AUTHOR]

Abacus‐based mental calculation (AMC) is a widely used educational tool for enhancing math learning, offering an accessible and cost‐effective method for classroom implementation. Despite its universal appeal, the neurocognitive mechanisms that drive the efficacy of AMC training remain poorly understood. Notably, although abacus training relies heavily on the rapid recall of number positions and sequences, the role of memory systems in driving long‐term AMC learning remains unknown. Here, we sought to address this gap by investigating the role of the medial temporal lobe (MTL) memory system in predicting long‐term AMC training gains in second‐grade children, who were longitudinally assessed up to fifth grade. Leveraging multimodal neuroimaging data, we tested the hypothesis that MTL systems, known for their involvement in associative memory, are instrumental in facilitating AMC‐induced improvements in math skills. We found that gray matter volume in bilateral MTL, along with functional connectivity between the MTL and frontal and ventral temporal‐occipital cortices, significantly predicted learning gains. Intriguingly, greater gray matter volume but weaker connectivity of the posterior parietal cortex predicted better learning outcomes, offering a more nuanced view of brain systems at play in AMC training. Our findings not only underscore the critical role of the MTL memory system in AMC training but also illuminate the neurobiological factors contributing to individual differences in cognitive skill acquisition. A video abstract of this article can be viewed at https://youtu.be/StVooNRc7T8. Research Highlights: We investigated the role of medial temporal lobe (MTL) memory system in driving children's math learning following abacus‐based mental calculation (AMC) training.AMC training improved math skills in elementary school children across their second and fifth grade.MTL structural integrity and functional connectivity with prefrontal and ventral temporal‐occipital cortices predicted long‐term AMC training‐related gains. [ABSTRACT FROM AUTHOR]

AbstractMotor assessment has emerged as complementary evidence for the detection of late life cognitive disorders. Clinicians lack inexpensive, accurate, and portable tools for this purpose. To fill this void, the current study piloted measures from the Mizzou Point-of-care Assessment System a multimodal sensor platform. We examined the ability of these motor function measures to distinguish neurocognitive status and assessed their associations with cognitive performance. Data came from 42 older adults, including 16 with mild cognitive impairment (MCI). Participants performed dual task gait, pairing walking with serial subtraction by sevens, along with aa neuropsychological test battery. T-tests revealed that individuals with MCI demonstrated slower stride times (d = .55) and shorter stride lengths (d = .98) compared to healthy older adults. Results from hierarchical regression showed that stride time and stride length predicted cognitive performance across several domains, after controlling for cognitive status and demographics. Cognitive status moderated this relationship for global cognition and attention, wherein gait measures were significantly related to these outcomes for the cognitively normal group, but not the MCI group. Evidence from the current study provided preliminary support that MPASS measures demonstrate expected associations with cognitive performance and can distinguish amongst those with and without cognitive impairment. [ABSTRACT FROM AUTHOR]

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With rising average temperatures and extreme heat events becoming more frequent, understanding the ramifications for cognitive performance is essential. I estimate the effect of outside air temperature on performance in mental arithmetic training games. Using data from 31,000 individuals and 1.15 million games played, I analyze frequent engagement in a cognitively challenging task in a non-stressful and familiar environment. I find that, above a threshold of 16.5 ∘ C, a 1 ∘ C increase in outside air temperature leads to a performance reduction of 0.13%. The effect is mostly driven by individuals living in relatively cold areas, who are less adapted to hot temperatures. [ABSTRACT FROM AUTHOR]

Naturally sourced pH‐sensitive indicator films are of interest for real‐time monitoring of food freshness through color changes because of their safety. Therefore, natural pigments for indicator films are required. However, pigment stability is affected by environmental factors, which can in turn affect the sensitivity and color stability of the pH‐sensitive indicator film. First, natural pigments (anthocyanin, betalain, curcumin, alizarin, and shikonin) commonly used in pH‐sensitive indicator films are presented. Subsequently, the mechanisms behind the change in pigment color under different pH environments and their applications in monitoring food freshness are also described. Third, influence factors, such as the sources, types, and pH sensitivity of pigments, as well as environmental parameters (light, temperature, humidity, and oxygen) of sensitivity and color stability, are analyzed. Finally, methods for improving the pH‐sensitive indicator film are explored, encapsulation of natural pigments, incorporation of a hydrophobic film‐forming matrix or function material, and protective layer have been shown to enhance the color stability of indicator films, the addition of copigments or mental ions, blending of different natural pigments, and the utilization of electrospinning have been proved to increase the color sensitivity of indicator films. This review could provide theoretical support for the development of naturally sourced pH‐sensitive indicator films with high stability and sensitivity and facilitate the development in the field of monitoring food freshness. [ABSTRACT FROM AUTHOR]

The study examined the relationship between neuroticism and individual psychological and physiological health, particularly by analyzing how neuroticism affected stress reactivity and recovery, serving as a potential mechanism linking neuroticism to negative health outcomes. In an observational study involving 30 healthy males (mean age = 21.43, SD = 1.10 years), we employed a standardized mental arithmetic task to induce acute psychological stress. All participants completed the Big Five Personality Neuroticism Scale, a Self-Report Stress Level Scale, and measurements of heart rate (HR) and heart rate variability (HRV). The results showed that individuals characterized by high neuroticism were significantly associated with increased stress reactivity and recovery, as evidenced by elevated low-frequency (LF) components of HRV, an increased low-frequency to high-frequency ratio (LF/HF), and greater changes in heart rate. In contrast, a negative correlation was observed with the high-frequency (HF) component of HRV in terms of stress reactivity and recovery. Nonetheless, the study did not identify a significant relationship between neuroticism and the subjective experience of emotional stress. In summary, neuroticism influences the pattern of stress response in individuals, leading to heightened physiological stress reactivity and diminished physiological stress recovery. These findings suggest that individuals with elevated neuroticism may exhibit non-adaptive physiological responses to acute psychological stress, which could further contribute to negative health outcomes. [ABSTRACT FROM AUTHOR]

Importance: Brain fog is associated with significant morbidity and reduced productivity and gained increasing attention after COVID-19. However, this subjective state has not been systematically characterised. Objective: To characterise self-reported brain fog. Design: We systematically studied the cross-sectional associations between 29 a priori variables with the presence of "brain fog." The variables were grouped into four categories: demographics, symptoms and functional impairments, comorbidities and potential risk factors (including lifestyle factors), and cognitive score. Univariate methods determined the correlates of brain fog, with long-COVID and non-long-COVID subgroups. XGBoost machine learning model retrospectively characterised subjective brain fog. Bonferroni-corrected statistical significance was set at 5%. Setting: Digital application for remote data collection. Participants: 25,796 individuals over the age of 18 who downloaded and completed the application. Results: 7,280 of 25,796 individuals (28.2%) reported experiencing brain fog, who were generally older (mean brain fog 35.7 ± 11.9 years vs. 32.8 ± 11.6 years, p < 0.0001) and more likely to be female (OR = 1.2, p < 0.001). Associated symptoms and functional impairments included difficulty focusing or concentrating (OR = 3.3), feeling irritable (OR = 1.6), difficulty relaxing (OR = 1.2, all p < 0.0001), difficulty following conversations (OR = 2.2), remembering appointments (OR = 1.9), completing paperwork and performing mental arithmetic (ORs = 1.8, all p < 0.0001). Comorbidities included long-COVID-19 (OR = 3.8, p < 0.0001), concussions (OR = 2.4, p < 0.0001), and higher migraine disability assessment scores (MIDAS) (+34.1%, all p < 0.0001). Cognitive scores were marginally lower with brain fog (-0.1 std., p < 0.001). XGBoost achieved a training accuracy of 85% with cross-validated accuracy of 74%, and the features most predictive of brain fog in the model were difficulty focusing and following conversations, long-COVID, and severity of migraines. Conclusions and relevance: This is the largest study characterising subjective brain fog as an impairment of concentration associated with functional impairments in activities of daily living. Brain fog was particularly associated with a history of long-COVID-19, migraines, concussion, and with 0.1 standard deviations lower cognitive scores, especially on modified Stroop testing, suggesting impairments in the ability to inhibit cognitive interference. Further prospective studies in unselected brain fog sufferers should explore the full spectrum of brain fog symptoms to differentiate it from its associated conditions. [ABSTRACT FROM AUTHOR]

AbstractArithmetic achievement holds particular significance in contemporary times; however, students continue to encounter difficulties in this domain. Researchers and organizations are actively seeking factors that can support students in navigating mathematical content. To address this gap, we propose an examination of the role played by six soft skills (adaptability, curiosity, initiative, leadership, perseverance, and social awareness), alongside self-regulated learning strategies, academic motivation, achievement emotions, and fluid reasoning abilities, in students’ performance on standardized arithmetic tasks. Data were gathered from 551 Italian students aged 11–18 through classroom-based paper-and-pencil tasks and questionnaires. Path analysis results reveal that only fluid reasoning abilities, academic motivation, and negative achievement emotions significantly correlate with arithmetic performance. Soft skills demonstrate an indirect relationship with arithmetic performance, mediated by negative achievement emotions and academic motivation (while not mediated by positive achievement emotions and self-regulated learning strategies). These findings underscore the increasingly recognized significance of soft skills and expand their relevance to arithmetic achievement, potentially suggesting novel psychoeducational interventions to bolster students’ performance in this realm. [ABSTRACT FROM AUTHOR]

Bringing out brain activity through the interpretation of EEG signals is a challenging problem that involves combined methods of signal analysis. The issue of classifying mental states induced by arithmetic tasks can be solved through various classification methods, using diverse characteristic parameters of EEG signals in the time, frequency, and statistical domains. This paper explores the results of an experiment that aimed to highlight arithmetic mental tasks contained in the PhysioNet database, performed on a group of 36 subjects. The majority of publications on this topic deal with machine learning (ML)-based classification methods with supervised learning support vector machine (SVM) algorithms, K-Nearest Neighbor (KNN), Linear Discriminant Analysis (LDA), and Decision Trees (DTs). Also, there are frequent approaches based on the analysis of EEG data as time series and their classification with Recurrent Neural Networks (RNNs), as well as with improved algorithms such as Long Short-Term Memory (LSTM), Bidirectional Long Short-Term Memory (BLSTM), and Gated Recurrent Units (GRUs). In the present work, we evaluate the classification method based on the comparison of domain limits for two specific characteristics of EEG signals: the statistical correlation of pairs of signals and the size of the spectral peak detected in theta, alpha, and beta bands. This study provides some interpretations regarding the electrical activity of the brain, consolidating and complementing the results of similar research. The classification method used is simple and easy to apply and interpret. The analysis of EEG data showed that the theta and beta frequency bands were the only discriminators between the relaxation and arithmetic calculation states. Notably, the F7 signal, which used the spectral peak criterion, achieved the best classification accuracy (100%) in both theta and beta bands for the subjects with the best results in performing calculations. Also, our study found the Fz signal to be a good sensor in the theta band for mental task discrimination for all subjects in the group with 90% accuracy. [ABSTRACT FROM AUTHOR]

The improvement of mental calculation skills in sixth-grade students of basic general education (EGB) is a pressing need given the importance of these competencies in the academic and everyday environment. This study addresses this problem through the implementation and evaluation of a methodological strategy designed to enhance these skills. The main objective is to investigate the impact of this intervention on the development of mental arithmetic skills. The sample consisted of two groups: an experimental and a control group at the Basic Fiscal school Humberto García Ortiz during the period 2023-2024. The strategy was implemented over a defined period of time, using a variety of practical activities, including project-based learning sessions, collaborative learning, gamification and problem solving. Pre-test and post-tests were used to assess student progress, as well as Student's t-test to compare differences between groups. The results revealed significant improvements in mental calculation accuracy and speed in the experimental group compared to the control group. These findings suggest that the methodological strategy implemented was effective in improving mental arithmetic skills in sixth-grade students. [ABSTRACT FROM AUTHOR]

The plans of international space agencies to return to the Moon and explore deep space, including Mars, highlight the challenges of human adaptation and stress the need for a thorough analysis of the factors that facilitate, limit and modify human performance under extreme environments. This study investigates the influence of partial gravity on behavioural (error rate and reaction time) and neuronal parameters (event-related potentials) through parabolic flights. Brain cortical activity was assessed using EEG from 18 participants who solved a neurocognitive task, consisting of a mental arithmetic task and an auditory oddball paradigm, during Earth (1G), Lunar (0.16G + 0.25G) and Martian gravity (0.38G + 0.5G) for 15 consecutive parabolas. Data shows higher electrocortical activity in Earth gravity compared to Lunar and Martian gravity in the parietal lobe. No differences in participants' performance were found among the gravity levels. Event-related potentials displayed gravity-dependent variations, though limited stimuli recording suggests caution in interpretation. Data suggests a threshold between Earth and Martian gravity within the different gravities responsible for physiological changes, but it seems to vary greatly between individuals. The altered neuronal communication could be explained with a model developed by Kohn and Ritzmann in 2018. The increasing intracranial pressure in weightlessness changes the properties of the cell membrane of neurons and leads to a depolarisation of the resting membrane potential. The findings underscore the individuality of physiological changes in response to gravity alterations, signalling the need for further investigations in future studies. [ABSTRACT FROM AUTHOR]

Introduction: Arithmetic calculation is a fundamental skill for mathematical learning and daily life. However, elementary school students often make errors in practice. Methods: Grounded in the schema theory and the memory retrieval theory of mental arithmetic, this study employs a controlled experiment to investigate the effect of a schema-based method in correcting persistent errors in mental arithmetic, specifically in the context of simple addition operations. The experimental group utilizes a schema-based method to help participants rectify incorrect answers in memory retrieval, while the control group did not receive this treatment. Results: The results showed that significant differences emerged between the experimental and control groups in both the post-test performance and the reduction of persistent error count, indicating that the experimental group had rectified incorrect answers in memory; and persistent errors in simple addition were indeed caused by interference from incorrect answers during memory retrieval; and the schema-based method proves to be effective. Discussion: The findings of this study contribute to enhancing practical mental arithmetic instruction, assisting students in correcting relevant errors, and improving their mental arithmetic abilities. Not only does it offer directive guidance for teaching practices, but it also provides an enlightening reference for promoting innovative teaching methods. [ABSTRACT FROM AUTHOR]

This article reports a study about mental calculation in a group of elementary school students. Mental arithmetic, nowadays, is recognized as a subject of interest by several authors and educational systems. The latter have tried to design programs to develop it according to the flexibility of strategies, mathematical concepts, properties of the number system, and number sense. Several authors point out that tasks or activities should be incorporated with the intention of attending to this priority and not under a memoristic or strict teaching. In this sense, this qualitative research aimed to explore and describe the processes, strategies, operations, and skills (Rathgeb-Schnierer and Green 2019) used by six students studding sixth grade primary school in Puebla, Mexico. These students were 11 years old at the time they used the Broken Calculator application as a milieu to solve tasks; and it is shown that different strategies are developed when faced with the same tasks: some are predominant, others with a simple level of complexity, and how different calculation trains are elaborated according to the mastery of the strategies. [ABSTRACT FROM AUTHOR]

Mental subtraction, involving numerical processing and operation, requires a complex interplay among several brain regions. Diverse studies have utilized scalp electroencephalograph, electrocorticogram, or functional magnetic resonance imaging to resolve the structure pattern and functional activity during subtraction operation. However, a high resolution of the spatial-temporal understanding of the neural mechanisms involved in mental subtraction is unavailable. Thus, this study obtained intracranial stereoelectroencephalography recordings from 20 patients with pharmacologically resistant epilepsy. Specifically, two sample-delayed mismatch paradigms of numeric comparison and subtracting results comparison were used to help reveal the time frame of mental subtraction. The brain sub-regions were chronologically screened using the stereoelectroencephalography recording for mental subtraction. The results indicated that the anterior cortex, containing the frontal, insular, and parahippocampous, worked for preparing for mental subtraction; moreover, the posterior cortex, such as parietal, occipital, limbic, and temporal regions, cooperated during subtraction. Especially, the gamma band activities in core regions within the parietal-cingulate-temporal cortices mediated the critical mental subtraction. Overall, this research is the first to describe the spatiotemporal activities underlying mental subtraction in the human brain. It provides a comprehensive insight into the cognitive control activity underlying mental arithmetic. [ABSTRACT FROM AUTHOR]

The development of science has shifted the process of learning mathematics from previously only involving numbers to numbers that have meaning, one of which is in the form of stories. However, many problems still need to be solved with the concept of addition and subtraction in the form of story problems. This research aims to improve student learning outcomes in addition and subtraction material through story problems. This research used the Teacher Action Research (TAR) approach with 14 second-grade students at Ciren Elementary School, Indonesia as participants. This research also used two data collection methods: providing mathematical worksheets and observations carried out by special observers. Data analysis was carried out by looking at the mean student scores, reflecting through FGDs with observers, and filling in observation sheets by the teacher. Furthermore, the results of this research are presented in the form of teacher observation sheet scores and mathematical worksheet work results. The score results on the observation sheet show an increase in scores from learning in cycle 1 to cycle 2. In addition, the average score of students' mathematical worksheets after intervention in the form of dienes block media and mathematical worksheets always increases with pre-cycle details (48), cycle I (80), and cycle II (84). Thus, using dienes block media assisted by mathematical worksheets can have direct implications for improving mathematics learning in addition and subtraction operation material. [ABSTRACT FROM AUTHOR]

Mental arithmetic is a method of rapid mental calculation using the Japanese abacus. The Japanese abacus is composed of an odd number of vertical rows on which marbles are strung. By moving the marbles up and down different arithmetic operations are performed - addition, subtraction, multiplication, division, square root, cube root. As a result of mental arithmetic training, students learn to calculate very fast complex arithmetic problems. Mental arithmetic classes are known in the literature to have a beneficial effect on cognitive processes and mathematical abilities. It is well known that mathematical abilities can be seen as a variety of intellectual abilities, and it is mathematics education that appears to be one of the most effective means of developing intellect. The aim of the present study is to determine the impact of mental arithmetic training on the intellectual abilities of primary school students. The study is part of a larger research that will take place from October 2021 to May 2025. It involved 44 first grade students (6-7 years old) who study in the same school in Sofia (Bulgaria) under the same school system. The students were divided into two groups - experimental, which includes 22 students (13 girls and 9 boys) and control group, which also consists of 22 students (11 girls and 11 boys). The experimental group have been taught mental arithmetic within one school year, while the control group have never been taught mental arithmetic. The students in the experimental group received mental arithmetic training from October 2021 to May 2022. Students in the control group have no experience in abacus calculus and are not familiar with this method of calculus. At the beginning and at the end of the school year, all students were assessed with Raven's test to measure their intellectual level.The results showed a decrease in the number of students with low and average intellectual level and a serious increase in the number of students with high intellectual level in the group that received mental arithmetic training within one school year. In addition, there were significant differences in the rise of intelligence level in favor of the experimental group compared to the control group. From the experimental work conducted and the measurement of students' intelligence using the Raven's test, it became clear that mental arithmetic instruction has a high potential to enhance the intellectual abilities of primary school students. [ABSTRACT FROM AUTHOR]

Episodic future thinking (EFT) is a fundamental cognitive capacity that enables individuals to mentally simulate and prepare for possible future events. This capacity involves two distinct phases: construction and elaboration. How state anxiety affects the event construction and elaboration in EFT remains unclear. Therefore, the present study aims to address this issue by adopting a verbal cueing paradigm, taking into account familiarity and emotional valence. To induce state anxiety, our study employed a mental arithmetic task coupled with immediate feedback and the investigator's supervision. Cue words were associated with either high-familiar or low-familiar future events, as well as different emotional valences (positive, neutral or negative). In the cueing task, each participant was required to construct a specific episodic event and then elaborate on it based on the provided cues. Subsequently, subjective ratings of the imagined event were collected after each imagination. The results revealed that individuals experiencing state anxiety took longer to elaborate events compared to the control group. Notably, there were asymmetric results in high- and low-familiarity conditions when considering cue words with different emotional valence. Overall, this study suggests that the influence of state anxiety on EFT is constrained to the elaboration phase and does not extend to the construction phase. [ABSTRACT FROM AUTHOR]

Our objective was to elucidate the effects of tea consumption on refreshment and stress reduction/recovery through examining the multiple associations among factors such as various physiological responses and task performance. Participants included 20 healthy young men who performed a mental arithmetic task while 11 physiological responses were measured. The experiments were conducted twice under different beverage consumption conditions on separate days. The mental arithmetic task was executed six times in 1 day; participants ingested hot water, green tea, or roasted green tea (hojicha) before each task. Several subjective assessments: subjective fatigue, stress, mental workload, and flow were evaluated after each task. The R–R intervals, heart rate variability spectral components, the Poincaré plot indices (SD1 and SD2) and plethysmogram amplitude tended to decrease during task periods compared to resting periods. Tissue blood volume/flow (TBV, TBF) and near-infrared spectroscopy responses (NIRS) were lower in the tea condition than in the hot water condition. By scrutinizing various indicators, we found that aromatic stimulation of Japanese tea beverages has the potential to induce positive effects, enhance mental task performance, promote refreshment, and alleviate feelings of fatigue. These positive effects were observed even in small quantities and within a short duration, mirroring responses observed in daily consumption. [ABSTRACT FROM AUTHOR]

Background: A fundamental grasp of the variability observed in healthy individuals holds paramount importance in the investigation of neuropsychiatric conditions characterized by sex-related phenotypic distinctions. Functional magnetic resonance imaging (fMRI) serves as a meaningful tool for discerning these differences. Among deep learning models, graph neural networks (GNNs) are particularly well-suited for analyzing brain networks derived from fMRI blood oxygen level-dependent (BOLD) signals, enabling the effective exploration of sex differences during adolescence. Method: In the present study, we introduce a multi-modal graph isomorphism network (MGIN) designed to elucidate sex-based disparities using fMRI task-related data. Our approach amalgamates brain networks obtained from multiple scans of the same individual, thereby enhancing predictive capabilities and feature identification. The MGIN model adeptly pinpoints crucial subnetworks both within and between multi-task fMRI datasets. Moreover, it offers interpretability through the utilization of GNNExplainer, which identifies pivotal sub-network graph structures contributing significantly to sex group classification. Results: Our findings indicate that the MGIN model outperforms competing models in terms of classification accuracy, underscoring the benefits of combining two fMRI paradigms. Additionally, our model discerns the most significant sex-related functional networks, encompassing the default mode network (DMN), visual (VIS) network, cognitive (CNG) network, frontal (FRNT) network, salience (SAL) network, subcortical (SUB) network, and sensorimotor (SM) network associated with hand and mouth movements. Remarkably, the MGIN model achieves superior sex classification accuracy when juxtaposed with other state-of-the-art algorithms, yielding a noteworthy 81.67% improvement in classification accuracy. Conclusion: Our model's superiority emanates from its capacity to consolidate data from multiple scans of subjects within a proven interpretable framework. Beyond its classification prowess, our model guides our comprehension of neurodevelopment during adolescence by identifying critical subnetworks of functional connectivity. [ABSTRACT FROM AUTHOR]

BACKGROUND: Studies have reported that breath-holding duration (BHD) in humans varies and can be influenced by several factors. The breaking point is an involuntary respiratory act that overrides the urge to hold one's breath, preventing unconsciousness. This study investigated the effects of the isometric handgrip test, cold pressor test and mental arithmetic task on BHD and its breakpoint in young, healthy Saudi Arabian subjects. METHODS: This interventional study, with a single-arm design, involved 78 young adults. Before conducting breath-holding duration (BHD) testing, their age, gender, height, weight, and systolic and diastolic blood pressure were recorded. BHD was assessed under various experimental conditions, such as rest, during an isometric handgrip test, a cold pressor test, and mental arithmetic tasks. Blood pressure (BP) and oxygen saturation (SpO2) levels were continuously monitored. RESULTS: The study subjects had a mean age of 21.23 years, with 47 (60.3%) females and 31 (39.7%) males. The mean Body Mass Index was 24.14 kg/m². During rest, the mean BHD value was 29.67 seconds, while it was 26.21 seconds during isometric handgrip. The cold pressor test recorded a mean value of 32.69 seconds, and the mental arithmetic test recorded a mean value of 33.08 seconds. CONCLUSION: The findings of this study indicate a reduction in BHD during isometric handgrip and augmentation during the cold pressor and mental arithmetic tests. [ABSTRACT FROM AUTHOR]

IntroductionMonitoring and controlling one's performance are essential skills for children's cognitive development and academic success. Metacognitive control, operationalized as post-error adjustments, is, however, often measured in conflict tasks, but the findings of such studies may not be readily generalizable to academic domains, such as arithmetic. Yet, investigating how children control their performance in arithmetic is crucial in understanding the large individual differences within this specific academic domain. This longitudinal study investigated how children control their performance through post-error slowing and accuracy improvement in arithmetic. We additionally examined this development of metacognitive control in a working memory task, to further unravel its domain-generality or the lack thereof.MethodsA cohort of 127 typically developing children, followed up longitudinally from 7–8 years old (2nd grade of primary school) to 8–9 years old (3rd grade of primary school), completed an arithmetic and working memory task at two time points.Results and discussionMeticulous comparison of response times and accuracy rates following errors with those following correct answers revealed the presence of metacognitive control at each time point. We observed significant positive correlations between children's metacognitive control and their arithmetic accuracy at 7–8 years old, underscoring a possible adaptive role of metacognitive control in the learning phase of arithmetic. No correlations were found between the post-error adjustments in the arithmetic task and those in the working memory task, challenging previous evidence for domain-generality of post-error adjustments.