Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

Abstract

Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.

Keywords: correlates of math giftedness; high math performance; math achievement; math expertise; math gifted; math prodigy.

Figure 1

Power to detect medium sized effects in studies with various age groups (D = 0.5 for studies with math gifted and control groups; r = 0.3 for studies finding correlations with one group). Power does not change with age group. Power was relatively high in only eight out of 28 studies and was outstandingly high in a study with very large sample size (Robinson et al., ; N = 310).