ABSTRACT Most studies have investigated brain activation changes after the course of arithmetic learning, and the question remains whether these changes are detectable during the course of learning, i.e., before memory consolidation. Twenty-four fifth graders solved multiplication problems while ongoing electroencephalography (EEG) was recorded. The arithmetic training revealed reduced errors together with a power increase in theta (4–7 Hz) but not in lower alpha (8–10 Hz) or upper alpha (10–13 Hz) bands. We conclude that increases in theta power subserved a shift from slow, procedural strategies to more efficient, automated procedural and retrieval strategies, which led to more efficient performance.

中文翻译：

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儿童算术学习期间的振荡脑电图变化

摘要 大多数研究调查了算术学习过程后大脑激活的变化，问题仍然是这些变化在学习过程中是否可以检测到，即在记忆巩固之前。24 名五年级学生解决了乘法问题，同时记录了正在进行的脑电图 (EEG)。算术训练显示误差减少以及 theta (4–7 Hz) 的功率增加，但在较低的 alpha (8–10 Hz) 或较高的 alpha (10–13 Hz) 频带中没有出现。我们得出结论，theta 功率的增加促进了从缓慢的程序策略向更高效、自动化的程序和检索策略的转变，从而提高了性能。