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1. Foundational number sense training gains are predicted by hippocampal–parietal circuits

   https://doi.org/10.1523/JNEUROSCI.1005-21.2022  

   Chang, Hyesang; Chen, Lang; Zhang, Yuan; Xie, Ye; de Los Angeles, Carlo; Adair, Emma; Zanitti, Gaston; Wassermann, Demian; Rosenberg-Lee, Miriam; Menon, Vinod (May 2022, The Journal of Neuroscience)
2. Hyphylearn: A Domain Adaptation-Inspired Approach to Classification Using Limited Number of Training Samples

   https://doi.org/10.1109/MLSP52302.2021.9596469  

   Nooraiepour, Alireza; Bajwa, Waheed U.; Mandayam, Narayan B. (October 2021, Proc. IEEE Intl. Workshop Machine Learning for Signal Processing (MLSP'21))
3. Short‐term number sense training recapitulates long‐term neurodevelopmental changes from childhood to adolescence

   https://doi.org/10.1111/desc.13524  

   Park, Yunji; Zhang, Yuan; Chang, Hyesang; Menon, Vinod (May 2024, Developmental Science)

   Abstract Number sense is fundamental to the development of numerical problem‐solving skills. In early childhood, children establish associations between non‐symbolic (e.g., a set of dots) and symbolic (e.g., Arabic numerals) representations of quantity. The developmental estrangement theory proposes that the relationship between non‐symbolic and symbolic representations of quantity evolves with age, with increased dissociation across development. Consistent with this theory, recent research suggests that cross‐format neural representational similarity (NRS) between non‐symbolic and symbolic quantities is correlated with arithmetic fluency in children but not in adolescents. However, it is not known if short‐term training (STT) can induce similar changes as long‐term development. In this study, children aged 7–10 years underwent a theoretically motivated 4‐week number sense training. Using multivariate neural pattern analysis, we investigated whether short‐term learning could modify the relation between cross‐format NRS and arithmetic skills. Our results revealed a significant correlation between cross‐format NRS and arithmetic fluency in distributed brain regions, including the parietal and prefrontal cortices, prior to training. However, this association was no longer observed after training, and multivariate predictive models confirmed these findings. Our findings provide evidence that intensive STT during early childhood can promote behavioral improvements and neural plasticity that resemble and recapitulate long‐term neurodevelopmental changes that occur from childhood to adolescence. More generally, our study contributes to our understanding of the malleability of number sense and highlights the potential for targeted interventions to shape neurodevelopmental trajectories in early childhood. Research HighlightsWe tested the hypothesis that short‐term number sense training induces the dissociation of symbolic numbers from non‐symbolic representations of quantity in children.We leveraged a theoretically motivated intervention and multivariate pattern analysis to determine training‐induced neurocognitive changes in the relation between number sense and arithmetic problem‐solving skills.Neural representational similarity between non‐symbolic and symbolic quantity representations was correlated with arithmetic skills before training but not after training.Short‐term training recapitulates long‐term neurodevelopmental changes associated with numerical problem‐solving from childhood to adolescence. 

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4. A Hybrid Model-Based and Learning-Based Approach for Classification Using Limited Number of Training Samples

   https://doi.org/10.1109/OJSP.2021.3135254  

   Nooraiepour, Alireza; Bajwa, Waheed; Mandayam, Narayan (January 2022, IEEE Open Journal of Signal Processing)
5. Odd degree number fields with odd class number

   https://doi.org/10.1215/00127094-2017-0050  

   Ho, Wei; Shankar, Arul; Varma, Ila (April 2018, Duke Mathematical Journal)