An insect brain organizes numbers on a left-to-right mental number line

Young children intuitively organize numbers on straight, horizontal lines from left to right before the onset of formal instruction

The number line estimation task is frequently used to measure children's numerical magnitude understanding. It is unclear whether the resulting straight, horizontal, left-to-right-oriented estimate patterns indicate task constraints or children's intuitive number-space mapping. Three- to six-year-old children (N = 72, Mage = 4.89, 56% girls, 94% German citizenship) were asked to explain the meaning of numbers to a teddy by laying out a rope and attaching cards showing non-symbolic numerosities (dots) to it. Most children intuitively created straight, horizontal, and left-to-right-oriented representations. Characteristics of the line correlated with age, mathematical competencies, and home numeracy. This demonstrates the usefulness of the number line estimation task for assessing how children intuitively map numbers onto space.

What makes different number-space mappings interact?

Models of numerical cognition consider a visuo-spatial representation to be at the core of numerical processing, the 'mental number line'. Two main interference effects between number and space have been described: the SNARC effect reflects a small number/left side and large number/right side association (number-location mapping); the size-congruity effect (SCE) reflects a small number/small size and large number/large size association (number-size mapping). Critically, a thorough investigation on the representational source for these two number-space mappings is lacking, leaving open the question of whether the same representation underlies both phenomena. Here, we build on a recent study (Viarouge and de Hevia in Front Hum Neurosci 15:750964, 2021) in order to address this question in three experiments, by systematically manipulating the presence of the two conditions that might elicit an interaction between SNARC and SCE: (i) an implicit task whereby numerical and spatial information are task-irrelevant, (ii) a design in which the number-space congruency relative to both mappings vary at the same level -either both within or between blocks. Experiment 1 replicated the interaction between the two mappings when both factors were present. Experiments 2 and 3 dissociated the two factors by varying the two mappings at the same level but using an explicit comparison task (Experiment 2), or by using an implicit task but with mappings varying at different levels (Experiment 3). We found that both factors, either in combination or used in isolation, drive the interaction between the two number-space mappings. These findings are discussed in terms of the weight given to each mapping, suggesting that a single representation encompassing both number-space mappings is therefore activated whenever both mappings are given equal weight through task requirements.

Neurobiology of numerical learning

Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying numerical cognition in different species have long been appreciated, genetic and molecular techniques have more recently expanded the knowledge about the mechanisms underlying numerical learning. In this review, we discuss the status of the research related to the neurobiological bases of numerical abilities. We consider how genetic factors have been associated with mathematical capacities and how these link to the current knowledge of brain regions underlying these capacities in human and non-human animals. We further discuss the extent to which significant variations in the levels of specific neurotransmitters may be used as potential markers of individual performance and learning difficulties and take into consideration the therapeutic potential of brain stimulation methods to modulate learning and improve interventional outcomes. The implications of this research for formulating a more comprehensive view of the neural basis of mathematical learning are discussed.

Eye movements reveal that young school children shift attention when solving additions and subtractions

Adults shift their attention to the right or to the left along a spatial continuum when solving additions and subtractions, respectively. Studies suggest that these shifts not only support the exact computation of the results but also anticipatively narrow down the range of plausible answers when processing the operands. However, little is known on when and how these attentional shifts arise in childhood during the acquisition of arithmetic. Here, an eye-tracker with high spatio-temporal resolution was used to measure spontaneous eye movements, used as a proxy for attentional shifts, while children of 2nd (8 y-o; N = 50) and 4th (10 y-o; N = 48) Grade solved simple additions (e.g., 4+3) and subtractions (e.g., 3-2). Gaze patterns revealed horizontal and vertical attentional shifts in both groups. Critically, horizontal eye movements were observed in 4th Graders as soon as the first operand and the operator were presented and thus before the beginning of the exact computation. In 2nd Graders, attentional shifts were only observed after the presentation of the second operand just before the response was made. This demonstrates that spatial attention is recruited when children solve arithmetic problems, even in the early stages of learning mathematics. The time course of these attentional shifts suggests that with practice in arithmetic children start to use spatial attention to anticipatively guide the search for the answer and facilitate the implementation of solving procedures. RESEARCH HIGHLIGHTS: Additions and subtractions are associated to right and left attentional shifts in adults, but it is unknown when these mechanisms arise in childhood. Children of 8-10 years old solved single-digit additions and subtractions while looking at a blank screen. Eye movements showed that children of 8 years old already show spatial biases possibly to represent the response when knowing both operands. Children of 10 years old shift attention before knowing the second operand to anticipatively guide the search for plausible answers.

Magnitude shifts spatial attention from left to right in rhesus monkeys as in the human mental number line

Humans typically represent numbers and quantities along a left-to-right continuum. Early perspectives attributed number-space association to culture; however, recent evidence in newborns and animals challenges this hypothesis. We investigate whether the length of an array of dots influences spatial bias in rhesus macaques. We designed a touch-screen task that required monkeys to remember the location of a target. At test, monkeys maintained high performance with arrays of 2, 4, 6, or 10 dots, regardless of changes in the array's location, spacing, and length. Monkeys remembered better left targets with 2-dot arrays and right targets with 6- or 10-dot arrays. Replacing the 10-dot array with a long bar, yielded more accurate performance with rightward locations, consistent with an underlying left-to-right oriented magnitude code. Our study supports the hypothesis of a spatially oriented mental magnitude line common to humans and animals, countering the idea that this code arises from uniquely human cultural learning.

Quantity misperception by hymenopteran insects observing the solitaire illusion

Visual illusions are errors in signal perception and inform us about the visual and cognitive processes of different animals. Invertebrates are relatively less studied for their illusionary perception, despite the insight that comparative data provides on the evolution of common perceptual mechanisms. The Solitaire Illusion is a numerosity illusion where a viewer typically misperceives the relative quantities of two items of different colors consisting of identical quantity, with more centrally clustered items appearing more numerous. We trained European honeybees (Apis mellifera) and European wasps (Vespula vulgaris) to select stimuli containing a higher quantity of yellow dots in arrays of blue and yellow dots and then presented them with the Solitaire Illusion. Insects learnt to discriminate between dot quantities and showed evidence of perceiving the Solitaire Illusion. Further work should determine whether the illusion is caused by numerical cues only or by both quantity and non-numerical spatial cues.

Effect of egocentric and allocentric reference frames on spatial-numerical associations

From an embodied view of cognition, sensorimotor mechanisms are strongly involved in abstract processing, such as Arabic number meanings. For example, spatial cognition can influence number processing. These spatial-numerical associations (SNAs) have been deeply explored since the seminal SNAs of response code (SNARC) effect (i.e., faster left/right sided responses to small/large magnitude numbers, respectively). Although these SNAs along the transverse plane (left-to-right axis) have been extensively studied in cognitive sciences, no systematic assessment of other planes of the tridimensional space has been afforded. Moreover, there is no evidence of how SNAs organise themselves throughout the changes in spatial body-reference frames (egocentric and allocentric). Hence, this study aimed to explore how SNAs organise themselves along the transverse and sagittal planes when egocentric and allocentric changes are processed during body displacements in the environment. In the first experiment, the results revealed that, when the participants used an egocentric reference, SNAs were observed only along the sagittal plane. In a second experiment that used an allocentric reference, the reversed pattern of results was observed: SNAs were present only along the transverse plane of the body. Overall, these findings suggest that, depending on the spatial reference frames of the body, SNAs are strongly flexible.

tDCS effects in basic symbolic number magnitude processing are not significantly lateralized

Functional lateralization was previously established for various cognitive domains-but not for number processing. Although numbers are considered to be bilaterally represented in the intraparietal sulcus (IPS), there are some indications of different functional roles of the left vs. right IPS in processing number pairs with small vs. large distance, respectively. This raises the question whether number size plays a distinct role in the lateralization within the IPS. In our preregistered study, we applied anodal transcranial direct current stimulation (tDCS) over the left vs. right IPS to investigate the effect of stimulation as compared to sham on small vs. large distance, in both single-digit and two-digit number comparison. We expected that anodal tDCS over the left IPS facilitates number comparison with small distance, while anodal tDCS over the right IPS facilitates number comparison with large distance. Results indicated no effect of stimulation; however, exploratory analyses revealed that tDCS over the right IPS slowed down single-digit number processing after controlling for the training effect. In conclusion, number magnitude processing might be bilaterally represented in the IPS, however, our exploratory analyses emphasise the need for further investigation on functional lateralization of number processing.

Associations between physical size and space are strongly asymmetrical

The spatial-size association of response codes (SSARC) effect describes the phenomenon that left responses are faster and more accurate to small stimuli whereas right responses are faster and more accurate to large stimuli, as compared to the opposite mapping. The effect indicates associations between the mental representations of physical size and space. Importantly, the theoretical accounts of SSARC effects make different predictions about the reciprocity and/or symmetry of spatial-size associations. To investigate the reciprocity of SSARC effects, we compared compatibility effects in two verbal choice-response tasks: a size-location (typical SSARC) task and a location-size (reciprocal SSARC) task. In the size-location task, participants responded verbally to a small/large stimulus by saying "left"/"right". In the location-size task, participants responded verbally to a left-/right-side stimulus by saying "small"/"large". Participants completed both tasks with a compatible (small-left, large-right; left-small, right-large) and an incompatible (small-right, large-left; left-large, right-small) mapping. A regular SSARC effect emerged in the size-location task. However, no reciprocal SSARC effect emerged in the location-size task if outliers were excluded. If outliers were not excluded, small reciprocal SSARC effects occurred. Associations underlying the SSARC effect are thus strongly asymmetrical: Physical (stimulus) size can prime spatial responses much more strongly than spatial (stimulus) position can prime size-related responses. The finding of asymmetrical associations between size and space is in line with some theoretical accounts of the SSARC effect but at odds with others.

Larger on the right: Honeybees represent quantities spatially

Giurfa, Marcout, Hilpert, Thevenoy, and Rugani (PNAS, https://doi.org/10.1073/pnas.22035841192022 ) report the first evidence of spatial representation of quantity in invertebrates. In an exciting and well-controlled series of experiments, the authors present evidence that honeybees, like humans, non-human primates, and birds, represent small quantities on one side of space and large quantities on the other side of space.

Expression Profile, Regulatory Network, and Putative Role of microRNAs in the Developmental Process of Asian Honey Bee Larval Guts

MiRNAs, as a kind of key regulators in gene expression, play vital roles in numerous life activities from cellular proliferation and differentiation to development and immunity. However, little is known about the regulatory manner of miRNAs in the development of Asian honey bee (Apis cerana) guts. Here, on basis of our previously gained high-quality transcriptome data, transcriptome-wide identification of miRNAs in the larval guts of Apis cerana cerana was conducted, followed by investigation of the miRNAs' differential expression profile during the gut development. In addition to the regulatory network, the potential function of differentially expressed miRNAs (DEmiRNAs) was further analyzed. In total, 330, 351, and 321 miRNAs were identified in the 4-, 5-, and 6-day-old larval guts, respectively; among these, 257 miRNAs were shared, while 38, 51, and 36 ones were specifically expressed. Sequences of six miRNAs were confirmed by stem-loop RT-PCR and Sanger sequencing. Additionally, in the "Ac4 vs. Ac5" comparison group, there were seven up-regulated and eight down-regulated miRNAs; these DEmiRNAs could target 5041 mRNAs, involving a series of GO terms and KEGG pathways associated with growth and development, such as cellular process, cell part, Wnt, and Hippo. Comparatively, four up-regulated and six down-regulated miRNAs detected in the "Ac5 vs. Ac6" comparison group and the targets were associated with diverse development-related terms and pathways, including cell, organelle, Notch and Wnt. Intriguingly, it was noticed that miR-6001-y presented a continuous up-regulation trend across the developmental process of larval guts, implying that miR-6001-y may be a potential essential modulator in the development process of larval guts. Further investigation indicated that 43 targets in the "Ac4 vs. Ac5" comparison group and 31 targets in the "Ac5 vs. Ac6" comparison group were engaged in several crucial development-associated signaling pathways such as Wnt, Hippo, and Notch. Ultimately, the expression trends of five randomly selected DEmiRNAs were verified using RT-qPCR. These results demonstrated that dynamic expression and structural alteration of miRNAs were accompanied by the development of A. c. cerana larval guts, and DEmiRNAs were likely to participate in the modulation of growth as well as development of larval guts by affecting several critical pathways via regulation of the expression of target genes. Our data offer a basis for elucidating the developmental mechanism underlying Asian honey bee larval guts.

Children grow upwards, and so does the number line: Evidence from a directional number line paradigm

Technological advancements give researchers the opportunity to explore the internal metric that allows to mentally place numbers in a spatial and ordered way to establish relationships between quantities. In this study, we implement the cMNL, an embodied number line paradigm to investigate the configuration of children's number space mappings under multiple conditions. A sample of 185 primary school children aged 8-10years old completed digitally an embodied number line task encompassing directionality and modality as variables. Contrary to the premise of a fixed internal number line moving from left to right in many Western scripts, our results suggest that children's number-space mapping is more robust along a vertical axis. In addition, children's embodied number line estimation differed depending on input modality. The findings provide insight into the variability in children's number line estimation, and the usability of digital assessment in understanding the mechanisms of the developing number-space system.