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TRANSCRIPT
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Seppe Santens - rekengroep - 26/10/2010
Processing symbolic number in the human brain
Seppe Santens & Tom Verguts
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my PhD project
2 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
‣Verguts and Fias (2004): separate routes for processing
‧nonsymbolic number:
‧symbolic number:
2 4
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my PhD project
3 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
![Page 4: Slide 1 - Personal Site](https://reader036.vdocument.in/reader036/viewer/2022062901/58f2f66c1a28ab03358b456f/html5/thumbnails/4.jpg)
my PhD project
4 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
![Page 5: Slide 1 - Personal Site](https://reader036.vdocument.in/reader036/viewer/2022062901/58f2f66c1a28ab03358b456f/html5/thumbnails/5.jpg)
my PhD project
5 Seppe Santens - rekengroep - 26/10/2010
3
PhD
intro
part I
part II
part III
![Page 6: Slide 1 - Personal Site](https://reader036.vdocument.in/reader036/viewer/2022062901/58f2f66c1a28ab03358b456f/html5/thumbnails/6.jpg)
my PhD project
6 Seppe Santens - rekengroep - 26/10/2010
3
PhD
intro
part I
part II
part III
![Page 7: Slide 1 - Personal Site](https://reader036.vdocument.in/reader036/viewer/2022062901/58f2f66c1a28ab03358b456f/html5/thumbnails/7.jpg)
7 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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my postdoc project
8 Seppe Santens - rekengroep - 26/10/2010
3?PhD
intro
part I
part II
part III
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model of symbolic number processing (Dehaene et al., 2004)
9 Seppe Santens - rekengroep - 26/10/2010
based on earlier presented triple code model(s)
PhD
intro
part I
part II
part III
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model of symbolic number processing (Dehaene et al., 2004)
‣fusiform (occipitotemporal) gyrus:‧visual recognition of digits by assimilating
features (“visual number form area”)‧BUT: only sporadically reported / discussed in
number processing / arithmetic imaging studies‣angular gyrus:
‧verbal retrieval of numbers / arithmetic facts‧BUT: exact role remains unclear
10 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part I: in search of the visual number form area
‣adaptation design (Piazza et al., 2004, 2007):
32 32 31 32 16 32 34 60 33 25 32 …
‣IPS:
11 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part I: in search of the visual number form area
‣adaptation design:
32 32 31 32 16 32 34 60 33 25 32 …
‣FuG: presenting a different number leads to adaptation, but in an all-or-nothing manner, not in a distance-dependent manner
12 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part I: in search of the visual number form area
‣adaptation design:
32 32 32 32 16 32 34 60 33 25 32 …
‣visual areas: do not get adapted to the different presentation forms (font, size, color,…) of the same number
13 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part II: investigating the role of FuG and AG during arithmetic
‣testing the functional connectivity ‧e.g. with dynamic causal modelling (DCM)
analyses‣between visual input areas, IPS, FuG
and AG‣while participants are doing arithmetic
‧subtraction vs multiplication
14 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part II: investigating the role of FuG and AG during arithmetic
‣subtraction:
15 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part II: investigating the role of FuG and AG during arithmetic
‣multiplication:
16 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part I and part II
‣part I‧identification of VNFA
‣part II‧connectivity between different areas
‣result: basic neuroanatomical model of symbolic number processing
17 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part III
‣FuG and especially AG have been implicated in dyscalculia
‣parallels between symbolic number processing and reading:
‧same areas involved (FuG, AG), both for normal and impaired functioning‧high comorbidity between dyslexia and
dyscalculia
18 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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part III
‣can the basic neuroanatomical model account for impaired processing in dyscalculia?
‧replication of part II‧comparing connectivity between different
brain areas between people with and without dyscalculia
‣how should the model be adapted to account for dyslexia?
19 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III
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all suggestions are welcome…
20 Seppe Santens - rekengroep - 26/10/2010
PhD
intro
part I
part II
part III