How learning number words changes children's brains
学习数字词如何改变孩子的大脑
基本信息
- 批准号:10393315
- 负责人:
- 金额:$ 4.05万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-05-08 至 2021-07-31
- 项目状态:已结题
- 来源:
- 关键词:5 year old6 year oldAchievementAdultAgeBilateralBooksBrainBrain imagingBrain regionChildDataData SetDevelopmentDevelopmental ProcessEarly identificationEconomicsFamilyFunctional ImagingFunctional Magnetic Resonance ImagingGoalsHearingHomeHome environmentIncomeIndividual DifferencesInferior frontal gyrusInterventionKnowledgeLearningLeftLifeLow incomeMapsMathematicsMediatingNeurobiologyNeurocognitiveNursery SchoolsOutcomeParentsParietalPhasePlayPovertyPredispositionPrefrontal CortexProcessRandomizedResearchResolutionRestRiskSchoolsSemanticsShapesSocioeconomic StatusStructureSupport SystemSystemTechniquesTestingVariantWorkagedbrain behaviordesigneconomic disparityevidence baseimprovedintraparietal sulcuslow socioeconomic statusmathematical abilitymathematical learningmathematics disabilitymultimodalityneural networkneurobiological mechanismneuroimagingneuromechanismpeerrecruitrelating to nervous systemsocioeconomicssuccesstherapy designtrendword learning
项目摘要
Project Summary/Abstract
Learning the meaning of number words and the cardinal principle is one of the first steps in children’s
developing mathematical abilities, and the age at which children master the cardinal principle is predictive of
later mathematical achievement. Children of low socioeconomic status (SES) backgrounds achieve this
milestone later than high SES peers contributing to an achievement gap in mathematics. It is therefore critical
to develop interventions that facilitate early number word learning, and understanding how the brain changes
as children learn the meaning of number words may facilitate this enterprise. The neurocognitive
mechanisms that support the acquisition of the verbal count list have not been mapped. Developmental
neuroimaging studies reveal important developmental trends in the neural processing of Arabic numerals and
nonsymbolic quantities such as a fronto-parietal shift whereby children engage the prefrontal cortex to a
greater extent than adults who recruit the intraparietal sulcus (IPS). However, no studies to date have used
functional imaging to examine how children’s brains change as they learn the meaning of number words or
how individual differences in brain structure and function might influence number word learning or susceptibility
to intervention. This proposal seeks to uncover the neurobiological substrates that support the acquisition of
the verbal count list, in addition to identifying how individual differences in home environment might shape this
process. During the K99 phase, Aim 1 will use fMRI paired with a newly developed number word mapping
paradigm to identify brain regions that are engaged when children process the meaning of number words. We
will examine whether neural activity in the IPS and frontal regions varies as a function of number word
knowledge. Aim 2 will examine differences in resting state functional connectivity and structural connectivity as
a function of cardinal principle knowledge. We will test whether the acquisition strengthens connections
between the right and left IPS, while connections from the IFG and IPS decrease. For both Aims 1 and 2 we
will examine whether SES and home numeracy modulate structural and functional brain interactions with
number word knowledge. Finally, in the R00 phase, Aim 3 will employ a brain imaging in-home number word
intervention to interrogate learning induced cortical reorganization in low income pre-numerate children. I will
implement an intervention designed to facilitate the acquisition of the cardinal principle and simultaneously
identify the structural and functional brain changes that accompany number word learning. Additionally, I will
examine whether individual differences in brain and behavior predict which children will benefit most from the
number word intervention. The results from these studies will elucidate the neural mechanisms involved in
learning number words – an important developmental milestone, which will improve targeted interventions for
children from diverse economic backgrounds.
项目概要/摘要
学习数字词的含义和基本原理是儿童学习的第一步
发展数学能力,孩子掌握基本原理的年龄可以预测
社会经济地位(SES)背景较低的儿童后来取得了数学成就。
里程碑晚于高SES同龄人,导致数学成绩差距,因此至关重要。
制定干预措施,促进早期数字词学习,并了解大脑如何变化
当孩子们学习数字词的含义时,可能会促进这项事业。
支持获取言语计数列表的机制尚未绘制出来。
神经影像学研究揭示了阿拉伯数字和数字神经处理的重要发展趋势
非符号量,例如额顶叶移位,从而使前额叶皮层参与到
比募集顶内沟 (IPS) 的成人更大程度。然而,迄今为止还没有研究使用过。
功能成像检查儿童在学习数字词或单词的含义时大脑如何变化
大脑结构和功能的个体差异如何影响数字词学习或易感性
该提案旨在揭示支持获得的神经生物学基础。
言语计数表,除了确定家庭环境中的个体差异如何影响这一点之外
在 K99 阶段,Aim 1 将使用功能磁共振成像与新开发的数字词映射。
识别儿童处理数字词含义时参与的大脑区域的范式。
将检查 IPS 和额叶区域的神经活动是否随数字词的变化而变化
目标 2 将检查静息状态功能连接和结构连接的差异:
我们将测试这种获取是否加强了联系。
左右 IPS 之间的连接,而 IFG 和 IPS 的连接则减少。对于目标 1 和 2,我们都减少了连接。
将检查 SES 和家庭算术是否调节大脑结构和功能的相互作用
最后,在 R00 阶段,Aim 3 将采用家庭脑成像技术。
我会干预调查低收入学龄前儿童学习引起的皮质重组。
实施旨在促进基本原则获得的干预措施,同时
识别伴随数字词学习而发生的大脑结构和功能变化。
检查大脑和行为的个体差异是否可以预测哪些孩子将从中受益最大
这些研究的结果将阐明参与数字词干预的神经机制。
学习数字词——一个重要的发展里程碑,这将改善有针对性的干预措施
来自不同经济背景的孩子。
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
The neural basis of number word processing in children and adults.
儿童和成人数字词处理的神经基础。
- DOI:
- 发表时间:2021-10
- 期刊:
- 影响因子:4.7
- 作者:Bugden, S;Park, A T;Mackey, A P;Brannon, E M
- 通讯作者:Brannon, E M
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{{ truncateString('Stephanie D Bugden', 18)}}的其他基金
How learning number words changes children's brains
学习数字词如何改变孩子的大脑
- 批准号:
9927659 - 财政年份:2019
- 资助金额:
$ 4.05万 - 项目类别:
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