![]() To evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and mathematically naive subjects of equal academic standing as they evaluated the truth of advanced mathematical and nonmathematical statements. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.The origins of human abilities for mathematics are debated: Some theories suggest that they are founded upon evolutionarily ancient brain circuits for number and space and others that they are grounded in language competence. If you believe you should have access to that content, please contact your librarian.įor librarians and administrators, your personal account also provides access to institutional account management. ![]() The institutional subscription may not cover the content that you are trying to access. Oxford Academic is home to a wide variety of products. View the institutional accounts that are providing access.View your signed in personal account and access account management features.Some societies use Oxford Academic personal accounts to provide access to their members.Ĭlick the account icon in the top right to: See below.Ī personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions. Some societies use Oxford Academic personal accounts to provide access to their members. If you do not have a society account or have forgotten your username or password, please contact your society. Do not use an Oxford Academic personal account. When on the society site, please use the credentials provided by that society.If you see ‘Sign in through society site’ in the sign in pane within a journal: Many societies offer single sign-on between the society website and Oxford Academic. Society member access to a journal is achieved in one of the following ways: If you cannot sign in, please contact your librarian. If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.Įnter your library card number to sign in. Following successful sign in, you will be returned to Oxford Academic.When on the institution site, please use the credentials provided by your institution.Select your institution from the list provided, which will take you to your institution's website to sign in.Click Sign in through your institution.Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. Theoretical and practical implications for researchers and educators are discussed. Results indicate there were domain-specific differences for RD and MD however, there were some similarities in the ancillary recruitment of executive functioning skills. For TD > AD comparisons, there were no similar or overlapping brain regions. ![]() Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions however, inherent threshold variability across imaging studies could diminish overlying regions. ![]() Overall, more studies examined RD ( n = 96) than MD ( n = 20). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Coordinates that directly compared TD with either RD or MD were entered into GingerALE ( ). A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. ![]()
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