How writing shapes cognition : an investigation of the neural underpinning of human handwriting production and its influence on mathematical cognition

Abstract

Mathematics has been recognized as a driving force behind the rapid development of science and technology, and the enhancement of mathematics teaching and learning has become a central agenda for educational systems across the world. In light of this, it is of paramount importance to identify key factors that influence mathematics achievement. On the other hand, cross-cultural comparisons based on international large-scale assessments have revealed that East Asian students, especially Chinese students, consistently outperform their Western counterparts in mathematic achievements. This intriguing phenomenon has triggered extensive research in trying to identify factors for mathematics achievement from various angles, but questions about what the key factors are remain. This thesis hypothesized handwriting system as a partial yet substantial account to the cross-cultural difference and designed several studies to investigate the relationships between handwriting and mathematics cognition. Chinese and English are representatives of logographic and alphabetic writing systems that are distinct from each other. Chinese characters are composed of multiple different strokes with specified writing sequence and layout confined in identical imaginary squares; in contrast, English letters are much less complex in spatial layout and writing style. The distinction between these two types of writing system may shape visuospatial abilities differently after decade-long practice, which may further impact students’ mathematics cognition, particularly in spatial ability. These associations have not yet been investigated. Based on the above rationales, this thesis systematically investigated the association between handwriting and mathematical ability at both behavioral and neural levels. Three inter-related studies were conducted. Study 1 developed and validated a method to characterize the neural dynamics associated with handwriting production in a naturalistic context. An innovative system for real-time synchronization between EEG signals and handwriting kinematics was devised and the neural activities associated with the most basic unit of handwriting (writing a single stroke) was obtained based on this system. This handwriting activity was termed “writing ERP” (event-related potential) – a standard signal representing brain responses to an event. The reliability and validity of the writing ERPs were demonstrated through multi-dimensional data analyses. This system served as the technical foundation for conducting Study 2 and Study 3. Study 2 and Study 3 examined the associations among visual-motor integration, different mathematical abilities, and processes of handwriting three different language scripts (i.e., Chinese, English, and Arabic number) at both behavioral and neural levels based on structural equation modeling. The results showed that handwriting and mathematical abilities were linked through the basic cognitive construct of visual-motor integration, and Chinese handwriting showed a unique association with visual-motor integration at the neural level, which was not found in other scripts (i.e., English and Arabic numbers). In sum, this work suggests a potential contribution of Chinese handwriting to Chinese students’ mathematics learning through the pathway of strengthening visual-motor integration. This thesis laid the foundations for studying the neural underpinnings of handwriting, the cognitive and functional signatures of handwriting and the association between handwriting and mathematical cognition, which bears strong implication for educational neuroscience research.