Front. Psychol. Frontiers in Psychology Front. Psychol. 1664-1078 Frontiers Media S.A. 10.3389/fpsyg.2026.1791373 Correction Correction: Boosting executive functions and math abilities in adolescents with dyscalculia: the combined effect of prismatic adaptation and cognitive training Zotti Lilian 1 * Quadrana Lauro 2 Conte Giulia 2 Sbardella Eleonora 2 Dawe James 3 Garbo Agnese Di 4 Pezzuti Lina 1 Oliveri Massimiliamo 5 Department of Dynamic and Clinical Psychology and Health, Sapienza University of Rome, Rome, Italy Department of Human Neurosciences, Sapienza University of Rome, Rome, Italy Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy Restorative Neurotechnologies Srl, Palermo, Italy Department of Biomedicine, Neurosciences and Advanced Diagnostics, University of Palermo, Palermo, Italy Correspondence: Lilian Zotti, lilian.zotti@uniroma1.it 12 02 2026 2026 17 1791373 19 01 2026 19 01 2026 26 01 2026 Copyright © 2026 Zotti, Quadrana, Conte, Sbardella, Dawe, Garbo, Pezzuti and Oliveri. 2026 Zotti, Quadrana, Conte, Sbardella, Dawe, Garbo, Pezzuti and Oliveri https://creativecommons.org/licenses/by/4.0/ 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. A Correction on Boosting executive functions and math abilities in adolescents with dyscalculia: the combined effect of prismatic adaptation and cognitive training by Zotti, L., Quadrana, L., Conte, G., Sbardella, E., Dawe, J., Di Garbo, A., Pezzuti, L., and Oliveri, M. (2026). Front. Psychol. 16:1669090. doi: 10.3389/fpsyg.2025.1669090 adolescence cognitive training dyscalculia higher-order cognitive processes prismatic adaptation section-at-acceptance Educational Psychology

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.

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Edited and reviewed by: Ann Dowker, University of Oxford, United Kingdom