Dedifferentiation and Transfer in Executive Function and Math Ability Following a Five-Year Abacus Training in Schoolchildren

The cognitive differentiation of executive function (EF) and mathematical ability during child development, characterized by their decreasing correlation, is well established. However, the impact of long-term cognitive training on this developmental effect remains largely unexplored. The present study investigated this by analyzing behavioral and neuroimaging data from schoolchildren who participated in five years of abacus training. The findings indicate that, compared to the control group, the training group exhibits cognitive dedifferentiation, characterized by stronger correlations between EF and mathematical abilities, accompanied by lower inter-individual variability. These observations are consistent with the discovery of greater overlap in behavior-associated brain connectivity patterns and more uniform connectivity profiles across individuals. Furthermore, the individual-to-group similarity in connectivity pattern is significantly associated with EF and mathematical performance, suggesting a shared cognitive strategy shaped by prolonged training. The findings provide empirical evidence in support of neurocognitive plasticity, highlighting the capacity of targeted cognitive training to functionally reshape brain networks and modulate the developmental trajectory of cognitive traits.