BRAIN AND BEHAVIOR INDEXES OF THE ARITHMETIC ORGANIZATION IN BILINGUALS

双语者算术组织的大脑和行为指数

基本信息

批准号：
8110478
负责人：
Nicole Yvonne Wicha
金额：
$ 6.94万
依托单位：
UNIVERSITY OF TEXAS SAN ANTONIO
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-15 至 2014-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8110478
关键词：
Accounting Address Adult Affect Appearance Behavior Behavioral Behavioral Assay Brain Brain Injuries Child Childhood Code Cognitive Country Data Development Digit structure Educational process of instructing Equilibrium Event-Related Potentials Home environment Improve Access Individual Judgment Language Language Development Lead Learning Learning Disabilities Light Link Matched Group Measures Mediation Memory Methodology Mexican Modeling Nature Pattern Performance Population Primary Schools Process Psyche structure Reaction Time Research Scalp structure School Teachers Schools Series Solutions Speed Stimulus Structure System Techniques Testing Time Training Veins abstracting base brain behavior brain electrical activity cognitive system cost elementary school experience improved indexing mathematics disability monoclonal antibody LL2 preference public health relevance relating to nervous system university student

项目摘要

DESCRIPTION (provided by applicant): Learning more than one language alters behavior and the structural and functional organization of the brain, with changes extending beyond the realm of language. Thus the bilingual cannot be viewed as simply two monolinguals in one brain, and in a country where 1 in 5 people speak a language other than English at home, it is essential to understand how being bilingual can impact other cognitive systems. This proposal aims to understand how arithmetic facts, such as multiplication tables, are represented and accessed for the multiple bilingual formats, digits and number words in each language. Language and arithmetic are thought to be tightly linked because arithmetic concepts are learned through verbalization. Thus, knowing more than one language may affect the way in which these concepts are organized and processed. We propose a series of studies that use event related potentials (ERPs) - a technique sensitive to the rapid temporal dynamics of cortical brain activity - along with behavioral assays of performance, to uncover qualitative and quantitative differences in processing arithmetic concepts in each format. We measure response times (RT) and ERPs to the solutions of simple multiplication problems (3x2=6) in which the congruence between operands and solutions is manipulated. Processing differences between congruent and incongruent trials across formats can shed light on the connections and basic structure of arithmetic fact representation. Preliminary data indicate that the language of learning for arithmetic (LolA), rather than the dominant language (L1), has stronger and more precise representations than the other language (LL2). Aim 1 tests the intercode connections between representations by manipulating the solution to create language switches between codes. This will allow us to determine any asymmetrical switching costs based on the direction of a switch and in turn test inhibitory mechanisms. Aim 2 will determine if the level of proficiency in Ll2 can improve the representation of arithmetic facts in this format. In a similar vein, Aim 3 asks whether experience specifically using arithmetic facts in Ll2 can improve the representations in this network. That is, can relearning through practice, such as for individuals teaching math in their second language, reverse the strong asymmetries between LolA and Ll2. We will first measure the speeded correctness judgments and accuracy for each aim, to uncover any overt behavioral differences across the codes. We will then measure 2 ERP components that are sensitive to arithmetic congruency and relatedness between arithmetic concepts, the N400, a negative wave peaking 400 ms post-stimulus onset sensitive to the spread of activation between entries in the mental lexicon, and the Late Positive Component, reflecting more controlled processing of unexpected solutions. Changes in amplitude, latency or distribution of these components can elucidate the connections within and between codes. Our studies will test the only current model for bilingual arithmetic, and lead to a better understanding of the brain organization for arithmetic, with consequences for learning and use under normal and abnormal conditions. PUBLIC HEALTH RELEVANCE: Studies have focused on the connection between language and arithmetic concepts (e.g., Dehaene et al., 2003; Campbell, et al., 1999; Campbell and Epp, 2004), but have not been able to show the relationship between these definitively in a single language system, nor have they elucidated the unique circumstances surrounding arithmetic processing in a brain with more than one language. The current project uses a direct measure of electrical brain activity - event related potentials - along with behavioral assays to uncover the connections between the conceptual representations for simple arithmetic in a bilingual's three codes (first and second languages and Arabic digits), as well as to understand the nature of the underlying cognitive and neural processes within each code. These studies will begin to elucidate the basis of performance differences observed across a bilingual's languages, and at the same time inform models of language and arithmetic more generally, which can ultimately inform our understanding of impaired processing in childhood learning disabilities, such as dyscalculia, as well as to improve teaching and testing methodologies taking into account differential processing strategies for bilinguals and monolinguals alike.

描述（由申请人提供）：学习多种语言会改变行为以及大脑的结构和功能组织，而变化超出了语言的范围。因此，双语不能仅仅是一个大脑中的两个单语言，而在一个在家中说英语以外的语言中有1个人在家中，必须了解双语如何影响其他认知系统。该提案旨在了解如何在每种语言中以多种双语格式，数字和数字单词来代表和访问算术事实，例如乘法表。语言和算术被认为是紧密相关的，因为算术概念是通过语言来学习的。因此，了解多种语言可能会影响这些概念的组织和处理方式。我们提出了一系列研究，该研究使用事件相关电位（ERP） - 一种对皮质大脑活动的快速时间动力学敏感的技术 - 以及性能的行为测定，以发现每种形式的加工算术概念中的定性和定量差异。我们测量响应时间（RT）和ERP对简单乘法问题（3x2 = 6）的解决方案进行测量，其中操纵和解决方案之间的一致性被操纵。跨格式的一致和不一致试验之间的处理差异可以阐明算术事实表示的联系和基本结构。初步数据表明，与其他语言（LL2）相比，算术学习语言（LOLA）而不是主导语言（L1）具有更强，更精确的表示。 AIM 1通过操纵解决方案以在代码之间创建语言开关来测试表示形式之间的分组连接。这将使我们能够根据开关的方向和测试抑制机制来确定任何不对称的切换成本。 AIM 2将确定LL2的熟练程度是否可以改善这种格式的算术事实的表示。同样，AIM 3询问LL2中专门使用算术事实的经验是否可以改善该网络中的表示形式。也就是说，可以通过练习来重新学习，例如个人用第二语言教数学，扭转Lola和LL2之间的强烈不对称。我们将首先衡量每个目标的加速正确性判断和准确性，以发现整个代码之间的任何明显的行为差异。然后，我们将测量对算术一致性和算术概念之间的相关性敏感的2个ERP组件，N400，负峰值峰值峰值峰值400 ms的刺激性发作敏感对精神词典中的入口和晚期正面成分之间激活的传播敏感，反映了出现意外解决方案的受控处理。这些组件的幅度，延迟或分布的变化可以阐明代码之间和之间的连接。我们的研究将测试双语算术的唯一当前模型，并可以更好地理解算术的大脑组织，并在正常和异常条件下学习和使用后果。公共卫生相关性：研究重点是语言与算术概念之间的联系（例如，Dehaene等，2003； Campbell等，1999； Campbell和Epp，2004），但在单一语言系统中也无法确定这些与单一语言系统中的关系，也没有使它们在语言上更加独特的语言处理。当前的项目使用直接衡量电动大脑活动 - 事件相关电位 - 以及行为测定，以发现双语的三个代码（第一语言和第二语言和阿拉伯数字）中简单算术的概念表示之间的联系，以及了解每个代码中的认知和神经过程的性质。这些研究将开始阐明双语语言观察到的绩效差异的基础，同时更广泛地了解语言和算术模型，这最终可以使我们对童期学习障碍中的不良处理的理解，例如衰减障碍，例如改善了差异化处理策略和综合策略。