2025-08-20 浙江大学(ZJU)
Dedifferentiation between executive function and mathematical ability
(X-axis: executive function score; Y-axis: math ability score; Pink: AMC Group; Green: Control Group)
<関連情報>
- https://www.zju.edu.cn/english/2025/0814/c19573a3074497/page.htm
- https://advanced.onlinelibrary.wiley.com/doi/full/10.1002/advs.202504518
学童における5年間のそろばん訓練後の実行機能と数学能力における脱分化と転移Dedifferentiation and Transfer in Executive Function and Math Ability Following a Five-Year Abacus Training in Schoolchildren
Tianyong Xu, Xinyang Liu, Hongjian He, Changsong Zhou, Andrea Hildebrandt, Feiyan Chen
Advanced Science Published: 11 July 2025
DOI:https://doi.org/10.1002/advs.202504518
Abstract
The cognitive differentiation of executive function (EF) and mathematical ability during child development, characterized by their decreasing correlation, is well established. However, the impact of long-term cognitive training on this developmental effect remains largely unexplored. The present study investigated this by analyzing behavioral and neuroimaging data from schoolchildren who participated in five years of abacus training. The findings indicate that, compared to the control group, the training group exhibits cognitive dedifferentiation, characterized by stronger correlations between EF and mathematical abilities, accompanied by lower inter-individual variability. These observations are consistent with the discovery of greater overlap in behavior-associated brain connectivity patterns and more uniform connectivity profiles across individuals. Furthermore, the individual-to-group similarity in connectivity pattern is significantly associated with EF and mathematical performance, suggesting a shared cognitive strategy shaped by prolonged training. The findings provide empirical evidence in support of neurocognitive plasticity, highlighting the capacity of targeted cognitive training to functionally reshape brain networks and modulate the developmental trajectory of cognitive traits.
