Effects on nonverbal numerical acuity performance after a single-session transient random noise stimulation over the intraparietal sulcus or dorsolateral prefrontal cortex

TL;DR

This study explores how a single session of brain stimulation affects number estimation skills, finding that stimulating one brain region improves accuracy but not speed.

Contribution

The study demonstrates that tRNS over the intraparietal sulcus improves numerical acuity accuracy in a single session.

Findings

tRNS to the intraparietal sulcus improved accuracy on a number line estimation task.

tRNS to the dorsolateral prefrontal cortex had no significant effects on task performance.

A single session of tRNS can enhance numerical acuity without affecting response speed.

Abstract

We investigated the effects of cognitive training with transcranial random noise stimulation (tRNS) applied to the intraparietal sulcus (IPS) or dorsolateral prefrontal cortex (DLPFC) on improving a multidirectional number line estimation task. We predicted that a single session of tRNS targeting IPS would enhance accuracy without affecting response speed, while a single session of tRNS targeting the DLPFC would improve response speed without influencing accuracy. Through a repeated measure within-between-subject design, 39 healthy participants (M = 21.39, SD = 2.64) were divided into either an IPS (n = 20) or DLPFC (n = 19) bilateral stimulation group, whereby in a counterbalanced order, the participants received a sham session and a session of tRNS separated by 1 week. Stimulation was paired with training tasks focused on the approximate number system. Participants were measured by their speed and accuracy on a multidirectional number line estimation task. Findings partially support predictions, tRNS to the IPS improved accuracy but not speed on the number line estimation task after a single session. Contrary to expectations on tRNS to the DLPFC, no effects were observed. Findings contribute to our understanding of using a single session tRNS as a tool in interventions aimed at maths low achievers.

The online version contains supplementary material available at 10.1038/s41598-025-21890-x.

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