The figure captions were in the wrong order in the PDF and HTML versions of this paper.
Specifically, the captions for Figure 1 and Figure 2 were interchanged. The order has now been corrected.
The corrected caption of Figure 1 appears below.
“PA setup and timeline—modified with permission from (Bracco et al., 2018). Participants point to targets on a tablet screen (here depicted as curved surface, although the screen was flat). The dashed line marks the position on the screen of the visual target, while the arrow the pointing spot indicated by the participant. Pre-exposure (prismatic goggles off) involves pointing in free viewing conditions (both pointing movements and targets visible). During Exposure, participants wear the googles (rightward orientation) during free viewing pointing (exposure, goggles on). In post-exposure adaptation is then tested immediately after exposure with blinded pointing to targets (aftereffect).”
The corrected caption of Figure 2 appears below.
“CONSORT 2025 flow diagram of the progress through the phases of a randomised trial of two groups.”
A reference to Figure 1 was erroneously included in the wrong section.
A correction has been made to the Section 3 (Results), 3.2 (Main effects). This sentence previously stated: “Graphical representations are shown in Figure 1.” This sentence has been removed.
The original version of this article has been updated.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
adolescence, cognitive training, dyscalculia, higher-order cognitive processes, prismatic adaptation
Citation
Zotti L, Quadrana L, Conte G, Sbardella E, Dawe J, Garbo AD, Pezzuti L and Oliveri M (2026) Correction: Boosting executive functions and math abilities in adolescents with dyscalculia: the combined effect of prismatic adaptation and cognitive training. Front. Psychol. 17:1791373. doi: 10.3389/fpsyg.2026.1791373
Received
19 January 2026
Revised
19 January 2026
Accepted
26 January 2026
Published
12 February 2026
Volume
17 - 2026
Edited and reviewed by
Ann Dowker, University of Oxford, United Kingdom
Updates
Copyright
© 2026 Zotti, Quadrana, Conte, Sbardella, Dawe, Garbo, Pezzuti and Oliveri.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Lilian Zotti, lilian.zotti@uniroma1.it
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.