( 2014) administered a battery of five speed of information processing tests to high school students (see Table Table1 1 Row 1). The reference lists of selected articles were reviewed independently by both authors for further relevant articles. Articles were reviewed independently for relevance by two authors (TM and DS). For the complete list of search terms and the number of results per term, please see Appendix B in the supplementary materials.Ībstracts were reviewed by the first author and selected for further review if they met all of the following criteria: (1) written in English (2) had a participant or group of participants identified as math experts or math gifted. Search criteria (described below) were then applied to 15,800 articles, of which 62 were selected. Articles obviously having nothing to do with math giftedness were discarded. From the 4,652,956 total results, Titles were scanned for appropriateness through the first 20 pages of Google Scholar and all pages for the other search engines. An electronic literature search was conducted, using the following database search engines without restriction on publication year: Google Scholar, Elsevier, PubMed, Scopus, and Web of Science. We used two search strategies: (1) a computer search of databases, and (2) a review of reference lists of all articles retrieved. In order to facilitate research in this potentially important area, here we systematically review all studies aiming to uncover cognitive correlates of gifted mathematicians. In contrast, those with high levels of mathematical giftedness received relatively little attention. To date, most psychological and neuroscience studies have examined potentially important factors only in children and adults with normal mathematics as well as in children with poor mathematical abilities (e.g., in children with mathematical learning disability or developmental dyscalculia). The current understanding is that human mathematical ability builds on an extensive network of cognitive skills and mathematics-specific knowledge, which are supported by motivational factors (Ansari, 2008 Beilock, 2008 Fias et al., 2013 Szűcs et al., 2014 Szűcs, 2016). However, we know surprisingly little about the cognitive structure supporting gifted mathematics. 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.Ī disproportionately large amount of scientific advancement throughout history has occurred due to cognitively gifted individuals. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting 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. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. 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. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. 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.
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