# On the role of visual experience in mathematical development: Evidence from blind mathematicians

Marie Amalric, Isabelle Denghien, Stanislas Dehaene

► To cite this version:

Marie Amalric, Isabelle Denghien, Stanislas Dehaene. On the role of visual experience in mathematical development: Evidence from blind mathematicians. Developmental Cognitive Neuroscience, 2018, 30, pp.314-323. 10.1016/j.dcn.2017.09.007. hal-01801515

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# On the role of visual experience in mathematical development: Evidence from blind mathematicians

<figure><img src="image_3.png" /></figure>

Marie Amalric<sup>a,c,*</sup>, Isabelle Denghien<sup>a</sup>, Stanislas Dehaene<sup>a,b,*</sup>

## ARTICLE INFO

**Keywords:**

Advanced mathematical development

Blindness

Functional MRI

## ABSTRACT

Advanced mathematical reasoning, regardless of domain or difficulty, activates a reproducible set of bilateral brain areas including intraparietal, inferior temporal and dorsal prefrontal cortex. The respective roles of genetics, experience and education in the development of this math-responsive network, however, remain unresolved. Here, we investigate the role of visual experience by studying the exceptional case of three professional mathematicians who were blind from birth (n = 1) or became blind during childhood (n = 2). Subjects were scanned with fMRI while they judged the truth value of spoken mathematical and nonmathematical statements. Blind mathematicians activated the classical network of math-related areas during mathematical reflection, similar to that found in a group of sighted professional mathematicians. Thus, brain networks for advanced mathematical reasoning can develop in the absence of visual experience. Additional activations were found in occipital cortex, even in individuals who became blind during childhood, suggesting that either mental imagery or a more radical repurposing of visual cortex may occur in blind mathematicians.

## 1. Introduction

Humans exhibit a unique ability for advanced mathematical thought. This ability seems to be rooted in evolutionarily ancient non-verbal systems for numbers and geometry that all humans possess from birth and share with other animal species. Indeed, human adults with or without full access to education, young infants, and a variety of non-human animal species all share a capacity to estimate numerosity from visual or auditory sets and to perform arithmetical operations over these quantities (Feigenson et al., 2004; Gilmore et al., 2007, 2010; Izard et al., 2009; Pica, 2004). Similarly, they are endowed with basic geometrical skills (Dehaene et al., 2006; Lee and Spelke, 2008; Spelke and Lee, 2012). Recent work has suggested that formal mathematics builds upon this core set of non-verbal proto-mathematical abilities. Behaviorally, some studies have revealed a correlation between the accuracy of the primitive approximate number system and math achievement at schools (Feigenson et al., 2013; Halberda et al., 2008; Libertus, 2015; Piazza et al., 2013; Starr, 2015). In geometry, it has been suggested that non-symbolic knowledge of geometry predicts the ability to use symbolic geometrical cues in 4-year-old children (Dillon et al., 2013). Furthermore, neuroimaging studies of advanced mathematical reflection (Amalric and Dehaene, 2016; Monti et al., 2012) and

deductive inference (Monti et al., 2007) have revealed that the neural substrate for advanced formal mathematics strongly overlaps regions involved in basic numerical and spatial abilities (Daitch et al., 2016; Husain and Nachev, 2007; Nieder and Dehaene, 2009; Shum et al., 2013).

However, the mechanisms by which formal mathematics emerges from proto-mathematical systems for numbers and space remain unknown. A possibility is that mathematical representations are rooted in visuospatial thinking and develop through visual experience. This hypothesis transpires in many mathematicians' introspective reports on their invention processes. For instance, Albert Einstein wrote to fellow mathematician Jacques Hadamard that "[t]he psychical entities which seem to serve as elements in thought are certain signs and more or less clear images which can be 'voluntarily' reproduced and combined.... The above mentioned elements are, in my case of visual and muscular type" (Hadamard, 1975). Support for this "visual" hypothesis can be found in several recent findings. In Stoianov and Zorzi (2012), a deep learning network trained with visual arrays containing different numbers of objects spontaneously developed representations of numerosity similar to those identified in monkeys (Nieder, 2005). Some studies also suggest that numerosity is an early visual feature whose extraction is grounded, at least in part, on a form of texture perception (Burr and

<footnote><sup>a</sup> Cognitive Neuroimaging Unit, CEA DSV/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France</footnote>

<footnote><sup>b</sup> Collège de France, Paris, France</footnote>

<footnote><sup>c</sup> Sorbonne Universités, UPMC Univ Paris 06, IFD, 4 place Jussieu, Paris, France</footnote>

<footnote>* Corresponding author at: Cognitive Neuroimaging Unit, CEA DSV/I2BM, INSERM, Université Paris-Sud, Université Paris-Saclay, NeuroSpin center, 91191 Gif/Yvette, France.
E-mail addresses: marie.amalric@cea.fr (M. Amalric), stanislas.dehaene@cea.fr (S. Dehaene).</footnote>
Ross, 2008; Morgan et al., 2014). At a more abstract level, it has been suggested that the perception of specific features in our environment, such as symmetries or angles, shapes our basic understanding of geometry (Giaquinto, 2005; Howe and Purves, 2005). Visual processing has also proven to be relevant to mathematical problem solving, especially in the domain of algebra where the covert “movements” involved in resolving equations were found to interact with actual motion (Goldstone et al., 2010; Landy et al., 2008).

Neuroimaging studies of mathematical processing are also compa-
tible with the hypothesis of a visual support. In fact, the brain regions
involved in mathematical reflection, regardless of domain (arithmetic,
analysis, algebra, topology or geometry) or problem difficulty (Amalric
and Dehaene, 2016; Dehaene et al., 2003; Monti et al., 2012), include
the bilateral intraparietal sulci (IPS) and bilateral infero-temporal re-
gions. The latter are located just lateral to the ventral visual pathway
and overlap with the recently discovered “Visual number form areas”
(VNFA) (Shum et al., 2013) that systematically activate to the visual
presentation of Arabic numerals. Moreover, in (Amalric and Dehaene,
2016), during mathematical reflection, participants' ratings of image-
ability of highly-advanced mathematical statements correlated with
brain activity in a left occipito-temporal region close to the VNFA. As
for the parietal lobe, it is known to be involved in visually guided eye
and hand movements, but is also activated conjointly with frontal eye
fields during mental arithmetical problems (Knops et al., 2009). It also
intervenes in mental rotation (Culham and Kanwisher, 2001; O'Boyle
et al., 2005).

One major issue for a visual origin of mathematical abilities, how-
ever, lies in the fact that mathematical knowledge also develops in the
blind (Landau et al., 1981; Abboud et al., 2015; Kanjlia et al., 2016).
The so-called “visual” number form area may, in fact, be activated in
congenitally blind subjects when numerals are presented auditorily via
visual-to-auditory sensory substitution (Abboud et al., 2015). Blind
subjects may even become professional mathematicians, although this
is much less documented scientifically (Jackson, 2002). There are ac-
tually many examples of famous blind mathematicians in the history of
mathematics, such as Leonhard Euler who was blind during the two last
decades of his life, or Nicholas Saunderson who went blind in his first
year and yet became the Lucasian professor of Mathematics at Cam-
bridge University. In fact, blind mathematicians can be top-of-the-class
geometers, like the French mathematician Bernard Morin who first
constructed a sphere eversion, topologists such as the famous Russian
mathematician Pontryagin, or analysts like the American mathemat-
cian Lawrence Baggett.

Two alternative hypotheses may account for the existence of ta-
lented blind mathematicians. The first one assumes that blind mathe-
maticians learn mathematics by compensating through other mod-
alities. In this case, the same behavioral outcome – high-level
mathematics – would arise from very different cerebral substrates (e.g.
areas involved in auditory or tactile processing). The second hypothesis
assumes that mathematical activity is in fact based on highly abstract
representations which are amodal rather than primarily visual. Several
findings indeed suggest that the mental representation of numbers
consists of highly abstract entities that can be accessed indifferently
from visual, auditory or tactile input (Piazza et al., 2006; Riggs et al.,
2006; Tokita et al., 2013). There is also evidence of integration of nu-
merical information presented in two different modalities in newborns
(Izard et al., 2009), in 6-month old infants (Feigenson, 2011), in chil-
dren (Barth et al., 2005), in human adults (Barth et al., 2003) and in
monkeys (Jordan et al., 2005; Jordan et al., 2008).

Recently, Kanjlia et al. (2016) used fMRI to investigate the brain
mechanisms of mental arithmetic in the blind. Congenitally blind adults
were asked to decide whether two equations (e.g. 7 – 2 = x;
6 – 1 = x) had the same result. The results indicated that (1) they
performed similarly to blindfolded sighted participants and (2) they
activated a classical bilateral fronto-parietal network, very similar to
what was observed in sighted subjects, the only difference being an

additional activity in occipital cortex. These findings show that nu-
merical thinking can develop in the absence of visual experience and is
rooted in typical number-related brain circuits, therefore lending sup-
port to our second hypothesis.

Many mathematicians, however, argue that simple numerical
knowledge may not be representative of the broader field of mathe-
matics, which encompasses domains such as geometry or topology
which might conceivably depend on visual experience. Here, we in-
tended to bring some light to bear on this topic through neuroimaging
studies of advanced mathematical concepts (rather than the basic ar-
ithmetic studied by Kanjlia et al., 2016) in three exceptional cases of
blind professional mathematicians. Those subjects accepted to partici-
pate in two fMRI experiments similar to our prior work (Amalric and
Dehaene, 2016). During fMRI, they were asked to quickly evaluate the
truth value of various auditory mathematical and nonmathematical
statements with high-level content.

Note that, although our fMRI images were acquired in adults and therefore reflected the end point of a long developmental process, they should still be informative on the role of visual experience in mathematical development. This is because, amongst our three participants, one was blind from birth and all had become blind before the age of 11, and therefore acquired high-level mathematical concepts in the absence of visual experiment. If visual experience plays a dominant role in shaping cerebral representations of advanced mathematical concepts, then different brain regions should activate in the blind compared to sighted mathematicians. In this case, even the two blind mathematicians who have developed basic mathematical knowledge while they could still see may recruit different brain regions for advanced mathematical concepts. On the contrary, if mathematical representations develop independently of visual experience, then the same brain regions should activate during mathematical reflection irrespective of blindness. Finally, if occipital cortex can be recycled (Dehaene and Cohen, 2007) or re-used in blind subjects, as previously observed for instance by Kanjlia et al. (2016) for arithmetic and by Bedny et al. (2011) for language processing, then we might expect an additional activation of occipital cortex in blind subjects.

2. Results

2.1. *Description of the blind participants*

Subject A, a 46-years-old male, progressively became blind over a
period extending from 3 to 10 years of age, because of optic nerve
damage arising from a neurological impairment that also caused facial
hemiplegia. He nevertheless followed regular schooling and exhibited
precocious mathematical skills. Notably, he explained that mathema-
tical Braille was not well adapted to mathematical lessons in high
school, so that he had to do mathematics only mentally. He is now
teaching arithmetic and geometry in a top-ranking French university.
Surprisingly perhaps, he declared having strong number-color sy-
nesthesia to this present day.

Subject B, a 54-years-old male, became blind at the age of 11 as a
combined result of glaucoma and Marfan syndrome, a genetic disorder
of connective tissue that commonly affects the eyes by inducing lens
dislocation. He is a prominent mathematician, essentially known for a
major breakthrough in the domain of contact geometry. Like subject A,
subject B reported a vivid number-color synesthesia.

Subject C, a 36-years-old male, is congenitally blind due to bilateral
anophthalmia. He followed typical university training in mathematics
and computer sciences, and defended a PhD thesis on Lambda calculus.
He now works as a research engineer in a French computer science
laboratory.

## 2.2. Experiment 1: advanced mathematical statements

In a first experiment, participants were presented with the difficult
A Experiment 1

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Fig. 1. Experimental paradigms and behavioral results. (A) In experiment 1, auditory math and non-math statements were announced by a beep and followed by a 4 s reflection period. Another beep announced the 2 s response period during which subjects were asked to press one of three buttons placed in right hand to indicate whether they judged the statement as true, false, or meaningless. A resting period of 7 s ended each trial. (B) Experiment 2 was similar to experiment 1 except that math and non-math statements were simpler so that subjects were asked for a speeded response during a single 2.5 s period ending with a beep. (C) The two bar plots represent the percentage of correct responses in experiments 1 and 2 (bars = one standard error of the mean). On average, sighted and blind mathematicians performed virtually identically. Dashed lines represent the chance level (33.3% in experiment 1, 50% in experiment 2).

B Experiment 2

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C % correct in experiment 1

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% correct in experiment 2

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one occipital focus near the calcarine sulcus (Fig. 3E, Table S2). Ex-
amination of the time course of activation in bilateral IPS and IT also
revealed a sharp and sustained activation for all categories of math, a
slow deactivation for declarative nonmath facts, and no activation for
auditory control beeps. We note here that, while complex statements
from experiment 1 did not elicit any mental imagery in subject C, he
informally reported vivid mental imagery for trigonometry, complex
numbers and geometrical statements in this experiment.

At the group level, pooling over our three blind mathematicians, math versus nonmath problems elicited activation in bilateral IPS, occipito-parietal junction, left IT regions and left MFG (Fig. 3B). There was again a significant intersection of the math > nonmath networks in sighted and blind mathematicians in bilateral intraparietal sulci, left inferior temporal cortex and MFG (BA9). The only group difference between blind and sighted mathematicians during the resolution of math problems more than during the resolution of nonmath problems, was located in two bilateral occipital regions located close to but slightly anterior and inferior to the left occipital region identified in experiment 1 (Fig. 4). Examination of the fMRI signal over time in these regions revealed a profile of activation similar to the one observed in the rest of the math-responsive network: a fast activation for all types of math problems and no activation or even a slow deactivation for non-math problems and the auditory control condition.

**3. Discussion**

In two high-resolution fMRI experiments contrasting math versus nonmath reflection, we observed in blind mathematicians a consistent and systematic activation of the math-responsive network that we had previously identified in sighted professional mathematicians (Amalric and Dehaene, 2016). Indeed, bilateral intraparietal, inferior temporal and dorsal prefrontal sites were activated in both experiments in the group of sighted mathematicians as well as in each individual blind mathematician. The only exception was in experiment 1 for subject C

who exhibited very little activation. This negative finding may be due
to the fact that subject C received less math training than the others and
found experiment 1 harder. In experiment 2, however, subject C ex-
hibited activations to simpler math statements in a set of areas that
were very similar to the network exhibited in the sighted group and in
subjects A and B.

Previous studies have shown that the parietal lobe, involved in
mathematical skills, also houses a diversity of areas for visuospatial
functions such as orienting of visual gaze and attention, visually guided
hand movements, mental rotation of objects, or the maintenance of
visuospatial information in working memory (Hubbard et al., 2005;
Husain and Nachev, 2007; Simon et al., 2002; Zacks, 2008). Similarly,
inferior temporal activation during mathematical reflection has pre-
viously been linked to the recognition of visual Arabic numerals (Shum
et al., 2013) and visually presented mathematical expressions (Amalric
and Dehaene, 2016). Nevertheless, the present results, together with
similar prior findings on number recognition and calculation in blind
subjects (Abboud et al., 2015; Kanjlia et al., 2016) refute the hypothesis
of a link between mathematical expertise and visual experience. In-
stead, they suggest that cortical representations of advanced mathe-
matics, involving the IPS and inferior temporal regions as essential
nodes, can develop independently of visual experience.

It may seem surprising that all blind participants exhibited activa-
tion in bilateral inferior temporal regions that have been described as
the visual number form areas (VNFA), because these areas have been
reported to be specifically responsive to written Arabic numerals (Shum
et al., 2013). However, a similar activation was observed using sight-to-
sound sensory substitution in congenitally blind individuals trained to
hear colored-shapes and asked to interpret the shapes I, V, and X as
Roman numerals (Abboud et al., 2015). Our result thus supports the
idea that the VNFA encodes mathematical symbols and concepts in an
abstract way, regardless of any specific sensory modality. Indeed, we
found that this area is also responsive to written mathematical formulas
in professional mathematicians (Amalric and Dehaene, 2016). A recent
<figure><img src="image_10.png" /><figcaption>**Fig. 2.** Math-responsive network in blind and sighted mathematicians in experiment 1. Whole-brain inflated maps and coronal slice showing the contrast of meaningful math versus meaningful nonmath reflection in 15 sighted mathematicians (A), 3 blind mathematicians (B), and each blind subject individually (C–E). Contrast maps are display at *p*<sub>unc</sub> < 0.001 uncorrected at the voxel level, and *p*<sub>FDR</sub> < 0.05 corrected for multiple comparisons at the cluster level. (F) Average time course of the fMRI signal in subjects A, B and C in representative areas of activation: bilateral intraparietal sulci (IPS) and inferior temporal (IT) regions.</figcaption></figure>

Note: explore these data yourself at http://www.unicog.org/webdemo/Amalric_oct2016/.
<figure><img src="image_11.png" /><figcaption>Fig. 3. Math-responsive network in blind and sighted mathematicians in experiment 2. Same format as Fig. 2.</figcaption></figure>

intracranial study indicates that this region contains distinct but in-
termingled sites sensitive to Arabic numerals and to calculation itself
(Daitch et al., 2016). Thus, the contribution of this region to mathе-
matics appears to be much broader than its label suggests, and it is
probably only because of difficulties in imaging this temporal region

with fMRI that this region was not previously considered as a core re-
gion for number sense.

The behavioral performance of sighted and blind mathematicians
did not provide any evidence that training via nonvisual modalities
gives blind individuals any specific advantage or disadvantage in
<figure><img src="image_12.png" /><figcaption>**Fig. 4.** Additional occipital activation elicited by math in blind mathematicians. (A) Occipital coronal slices showing the interaction of group (Blind > Sighted) and statement type (math > non-math) in experiment 1 (top panel) and experiment 2 (bottom panel). (B) Occipital coronal slices show the activation elicited by math > nonmath in each blind subject and each experiment. (C) Temporal profile of activation in left and right occipital cortices in subject A in each experiment.</figcaption></figure>

mathematical processing compared to sighted individuals. Indeed, unlike in (Castronovo and Seron, 2007) where blind participants performed better in numerosity estimation than sighted subjects, blind individuals in our tasks did not judge the truth value of mathematical statements significantly better than sighted participants. However, we examined only the endpoint of mathematical training in adults, and our findings do not preclude the possibility that differences in mathematical skills and conceptual understanding would be observed during development.

Turning to brain-imaging results, a comparison of blind and sighted participants in our experiments revealed an additional activation in the occipital cortex of blind mathematicians while they were thinking about math problems. This finding is compatible with many recent observations that blindness does not lead to a lack of activity of “visual” cortex during tactile or auditory tasks (Bedny et al., 2011; Raz et al., 2005). In particular, a similar activation of occipital cortex has recently been observed in congenitally blind adults performing mental calculation (Kanjlia et al., 2016). To the best of our knowledge, however, this is the first time that occipital activation is observed in an activity as abstract and high-level as professional mathematics.

We note in passing that, in our study, even though all three blind mathematicians exhibited occipital activation during mathematical thinking, the amount and location of such activation differed among the three individuals. While an extensive activation was seen in bilateral occipital cortex in subject A, who became blind between the age of 3 and 10, smaller clusters of activation in right occipital cortex and in the calcarine sulcus were observed in subject B (who became blind at the age of 11), and only very small but significant activation was seen in the calcarine sulcus in subject C (who was congenitally blind). It is however hard to explain such inter-individual differences by applying the conclusions extracted from group analysis in the literature. Indeed, our results do not agree for example with studies showing greater occipital activation to auditory verbal tasks in early-blind than in late-blind people (Bedny et al., 2012; Burton, 2003). Note however that all our participants became blind before ages that usually mark the limit between early and late blindness, i.e. 14 (Cohen et al., 1999; Wan et al., 2010) or 16 (Sadato et al., 2002). Some studies have also suggested that the visual cortex is recruited at a level that depends on performance (Amedi et al., 2008; Amedi et al., 2003). However, again, this claim does not seem to apply to the present study, given that subject B
performed slightly better than subject A but showed less activation in occipital cortex. In the present study, it would in fact be bold to draw any conclusions regarding the causes of the observed differences in occipital activation in only three subjects whose individual histories differed massively in the onset and the cause of blindness (optic nerve damage, glaucoma, and anophthalmia).

How can we account for the additional occipital activation in blind participants compared to sighted subjects? We might first speculate that they entertained a form of mental imagery. Indeed, subject A, who exhibited the most extensive occipital activation, also reported a great amount of imageability during math in experiment 1. Furthermore, the two participants who were not congenitally blind reported number-color synesthesia. Subject C also reported that statements dealing with trigonometry or geometry elicited vivid mental imagery. Similar reports of mental imagery have already been discussed in blind individuals during mental rotation of objects (Arditi et al., 1988), drawing (Amedi et al., 2008), or Braille reading (Striem-Amit et al., 2012). There is nothing contradictory in the possibility that blind subjects develop sufficient intuitions of what vision is as to end up forming and manipulating mental images. Indeed, Denis Diderot, in his celebrated Letter on the Blind (1749), already noted how

> “Saunderson was extremely successful as professor of mathematics at the University of Cambridge. He gave lessons in optics, he lectured on the nature of light and colors, he explained the theory of vision; he wrote on the properties of lenses, the phenomena of the rainbow, and many other subjects connected with sight and its organ.”

Assuming the mental imagery hypothesis, our results however query the necessity of mental imagery to mathematical processing. Indeed, the amount of occipital activation varied across blind participants, even though they all performed similarly in experiment 2. We might thus think that the mathematical concepts that we studied here are likely to be encoded in an abstract manner, allowing blind individuals to manipulate them through nonvisual representations. According to this view, vision could simply be the preferred or the most “advantageous” (Poincaré, 1902) modality by which to convey mathematical information in sighted people. This hypothesis is compatible with studies showing that visual features are relevant to mathematical understanding (Goldstone et al., 2010; Stoianov and Zorzi, 2012).

Furthermore, the mental imagery hypothesis conflicts with the fact that occipital activations were absent in sighted participants, even though they too reported high levels of imageability. An alternative to this hypothesis, therefore, is that the occipital activation reflects “neuronal recycling” (Dahaene and Cohen, 2007), i.e. a repurposing of part of the visual cortex towards a related function which would be useful to mathematical processing. Indeed, activation in occipital cortices of blind individuals overlap with areas that, in sighted individuals, are heavily influenced by top-down visual attention (Martínez et al., 1999) and include retinotopic maps or topographically organized visual areas that may constitute a topographic buffer (Kosslyn, 2005) depicting shapes (Vinberg and Grill-Spector, 2008). Such retinotopic maps might therefore be particularly appropriate to support the mental manipulation of geometrical shapes or spatial diagrams that are central to mathematics, regardless of the modality in which they are initially conveyed.

Finally, a third account of the occipital activation may also be proposed, namely a radical reorientation of visual cortex for a completely novel use, unrelated to the normal role of this region in forming retinotopic maps and processing shapes. Indeed, several studies have shown that occipital cortex may be also activated in congenitally blind individuals during nonmathematical tasks such as sentence processing and verbal working memory, with a profile similar to the one observed in Broca's area (Amedi et al., 2003; Bedny et al., 2011; Lane et al., 2015; Röder et al., 2002). It is hard to see what kind of visual imagery or neuronal recycling could explain these language-related occipital

activations. Rather, it seems plausible that a broad form of plasticity, particularly in the developing brain, could lead to a radical repurposing of occipital cortices towards high-level cognitive functions, including mathematical thinking. This radical plasticity hypothesis, however, would still need to explain the recent observation that, in the blind, distinct and reproducible sectors of occipital cortex are allocated to number-related and language-related functions, whose resting-state activity patterns correlate respectively with the frontoparietal number network and the left-hemispheric language network (Kanjlia et al., 2016). This result, suggesting that pre-existing connectivity to distant areas may account for the specialization of occipital cortex in the blind, is in agreement with the neuronal recycling hypothesis (Hannagan et al., 2015). We acknowledge that, at present, our observations are simply insufficient to convincingly distinguish among those three interpretations of occipital activation during mathematical processing in the blind.

Regarding our original question, however, the results are unambiguous in supporting the hypothesis that visual experience is not necessary for the development of a normal cerebral representation of advanced mathematical concepts. Given that the activation during mathematical judgments overlapped with regions classically involved in the mental representation of space and number, in both sighted and blind subjects, our results are compatible with the hypothesis that advanced mathematics builds upon abstract and amodal systems for number and space, which can develop in the absence of visual experience.

# 4. Methods

## 4.1. Participants

Three blind mathematicians and 20 sighted mathematicians participated in this study. The latter were all professional mathematicians, i.e. full-time researchers and/or professors in mathematics. For more details regarding the subjects who participated in the first experiment (n = 15), see Amalric and Dahaene (2016). The second experiment (n = 14) comprised 5 subjects who already participated in experiment 1 and 9 new subjects with equivalent academic background. All experiments were approved by the regional ethical committee for biomedical research, and subjects gave informed consent after they read or heard (in case of the blind) consent information.

## 4.2. Experiment 1

Participants were presented, in semi-random order, with spoken mathematical statements that belonged to analysis, algebra, topology and geometry, and to non-mathematical statements. Within each category, 6 statements were true, 6 were false, and 6 were meaningless. All meaningful statements bore upon non-trivial facts which required logical reflection. Immediately after fMRI, a paper questionnaire allowed to reexamine all statements in the same order. For each of them, participants were asked to rate, on a scale from 0 to 7, several subjective features such as their confidence in their answer or the “imageability” of the statements. Blind participants were read each question by the experimenter and responded orally.

## 4.3. Experiment 2

Participants were exposed to a simpler set of spoken mathematical and non-mathematical statements than in experiment 1. Each statement was either true or false. One category of mathematical statements consisting in canonical algebraic identities and trigonometric formulae was likely to be known by heart. Another category consisted in algebraic equations. The three remaining categories (trigonometry, complex numbers, and geometry) required to visualize a simple mathematical fact concerning the trigonometric circle, the complex plane, or
geometrical shapes. Finally, non-mathematical statements were de-
clarative facts about music, painting, literature or movies. Series of pure
tone beeps with the same average duration as the statements were also
presented as a control for the presence of auditory activation. When the
last beep had a higher pitch than the others, subjects were asked to
respond "true", and "false" otherwise. This experiment was divided into
7 runs of 12 statements each, including at least one exemplar of each
sub-category.

All statements were recorded using Audacity by a female native French speaker who was familiar with mathematical concepts. Within each experiment, statements from the different categories were matched in syntactic construction, number of syllables and duration.

Note that all statements used in experiments 1 and 2 can be found
online at http://www.unicog.org/webdemo/Amalric_oct2016/.

4.4. Procedure

In both experiments, the only display on screen was a fixation cross
on a black background, which sighted participants had to fixate con-
tinuously. Each trial started with a beep and a color change of the
fixation cross (which turned to red), announcing the onset of the
statement. In experiment 1, participants were given a fixed reflection
period of 4 s following auditory presentation. In experiment 2, they
were asked to answer as quickly as they could. In the latter case, a
maximum of 2.5 s was left for the reflection and the response. In both
experiments, the response period started and ended with a beep, and
was signaled by the fixation cross turning to green. In experiment 1,
subjects gave their evaluation of the sentence (true, false, or mean-
ingless) by pressing one of three corresponding buttons held in the right
hand. In experiment 2, they pressed the button held in the right hand
for true, and held in the left hand for false. Each trial ended with a 7-s
resting period (Fig. 1).

4.5. fMRI data acquisition and analysis

We used two 3-T whole body systems (Siemens Trio and Prisma) with high-resolution multiband imaging sequences developed by the Center for Magnetic Resonance Research (CMRR) (Xu et al., 2013) (multiband factor = 4, Grappa factor = 2, 80 interleaved axial slices, 1.5 mm thickness and 1.5 mm isotropic in-plane resolution, matrix = 128 × 128, TR = 1500 ms, TE = 32 ms). For sighted mathematicians, a 32 channel head-coil was used for experiment 1 and a 64 channel head-coil for experiment 2. All three blind mathematicians were scanned with a 32 channel head-coil.

Using SPM8 software, functional images were first corrected for
slice timing, realigned, normalized to the standard MNI brain space,
and spatially smoothed with an isotropic Gaussian filter of 2 mm
FMWH. A two-level analysis was then implemented in SPM8. For each
participant, fMRI images were high-pass filtered at 128s. Then, time
series from experiment 1 and experiment 2 were modelled separately.
For experiment 1, two regressors were defined for each sentence, one
capturing the activation to the sentence itself (kernel = sentence
duration) and the other capturing the activation during reflection
 kernel = reflection duration). For experiment 2, time series was
modelled using a single regressor per statement, with a kernel corre-
sponding to statement presentation plus the mean reaction time for that
subject. We then defined subject-specific contrasts by comparing the
activation evoked by two subsets of sentences during the reflection
period. We also used subjective imageability ratings of math statements
to compute a normalized and centered SPM contrast. Regressors of non-
interest included the six movement parameters for each run. Within
each auditory run, additional regressors of non-interest were added to
model activation to the alert signals and to the button presses.

For the second-level group analysis, individual contrast images for
each of the experimental conditions relative to rest were smoothed with
an isotropic Gaussian filter of 5 mm FWHM, and entered into a second-

level whole-brain ANOVA with stimulus category as within-subject
factor. All brain activation results are reported with a clusterwise
threshold of p < 0.05 corrected for multiple comparisons across the
whole brain, using an uncorrected voxelwise threshold of p < 0.001.
Individual and averaged time courses of activation were plotted after
averaging over spheres of 6 mm centered on the principal peaks of
activation observed in the contrast of math versus nonmath statements
when pooling across both experiments.

Acknowledgments

This research was funded by INSERM, CEA, Collège de France,
Université Paris-Sud, the Bettencourt-Schueller Foundation, an ERC
"NeuroSyntax" grant to S.D., and a PhD award from Région Ile-de-
France (to M.A.). We thank Ghislaine Dehaene-Lambertz, Lucie Hertz-
Pannier, and the NeuroSpin teams for technical support. We are parti-
cularly grateful to the mathematicians who volunteered for those ex-
periments.

**Appendix A. Supplementary data**

Supplementary data associated with this article can be found, in the
online version, at http://dx.doi.org/10.1016/j.dcn.2017.09.007

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