Two Times Four = Dos Por Cuatro: Simple Arithmetic Processing in the Bilingual Brain

dc.contributor.advisorWicha, Nicole Y.
dc.contributor.authorCerda, Vanessa
dc.contributor.committeeMemberMuzzio, Isabel
dc.contributor.committeeMemberWanat, Matthew
dc.contributor.committeeMemberTroyer, Todd
dc.contributor.committeeMemberMarian, Viorica
dc.creator.orcidhttps://orcid.org/0000-0001-9734-7462
dc.date.accessioned2024-02-09T20:19:21Z
dc.date.available2024-02-09T20:19:21Z
dc.date.issued2022
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractTypically, bilinguals learn multiplication facts in only one instruction language (LA+), leaving them at a disadvantage when performing multiplication in their other language (LA-). This behavioral disadvantage for LA- is consistently reported in the literature, sparking a debate over how bilinguals access these facts from memory across languages. Math cognition models, based on evidence from adults, suggest that the underlying neurocognitive processes used when bilinguals perform multiplication are different or less efficient in their LA-. However, no studies to date have determined the cognitive processes engaged for arithmetic across languages in bilingual children. In Experiment 1, event-related potentials (ERPs) were used a measure of real time brain activity to show that bilingual children elicit similar brain responses across languages. This finding was surprising given that the literature reports robust language differences. However, it is possible that these results reflect the balanced language abilities of our child sample, since many previous bilingual arithmetic studies tested adults with a range of language abilities. Indeed, findings from Experiment 2 suggest that balanced bilingual adults who learned both languages early in life also show no difference in the brain response to verifying multiplication facts across languages. However, Experiment 3 suggests that fluent bilingual adults can show subtle differences across languages when processing more difficult multiplication facts in comparison to easier, more practiced facts. Together, this suggests that the bilingual brain is dynamic and flexible when processing arithmetic, in contrast to the strict belief that early arithmetic learning was the sole driver of language differences.
dc.description.departmentNeuroscience, Developmental and Regenerative Biology
dc.format.extent236 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798841765509
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3155
dc.languageen
dc.subjectArithmetic
dc.subjectBilingualism
dc.subjectCognition
dc.subjectDevelopment
dc.subjectEvent-Related Potentials
dc.subjectArithmetic processing
dc.subject.classificationNeurosciences
dc.subject.classificationLanguage
dc.subject.classificationBilingual education
dc.titleTwo Times Four = Dos Por Cuatro: Simple Arithmetic Processing in the Bilingual Brain
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentNeuroscience, Developmental and Regenerative Biology
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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