Neuroimaging of the Development of Neural Mechanisms for Number Processing

数字处理神经机制发展的神经影像学

基本信息

批准号：
8212419
负责人：
Kevin A Pelphrey
金额：
$ 28.46万
依托单位：
YALE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-04-10 至 2013-01-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8212419
关键词：
4 year old 5 year old 7 year old 8 year old Academic achievement Achievement Address Adult Animals Biological Brain Brain region Child Childhood Cognition Color Comparative Study Data Dependency Development Disease Educational Curriculum Educational Intervention Exhibits Foundations Functional Magnetic Resonance Imaging Future Goals Human Image Impairment Individual Differences Infant Inferior Intelligence Laboratories Lead Learning Link Lobule Longitudinal Studies Magnetic Resonance Imaging Mathematics Measures Neurobiology Numerical value Parietal Parietal Lobe Pattern Perception Process Reading Recruitment Activity Research Research Design Risk Sampling Scanning Shapes Staging Structure Sum Visual Work angular gyrus base behavior measurement design early childhood intervention program intraparietal sulcus mathematical ability mathematics disability neural circuit neurodevelopment neuroimaging neuromechanism novel programs relating to nervous system remediation spelling standardize measure

项目摘要

DESCRIPTION (provided by applicant): The non-verbal numerical abilities identified in non-human animals as well as human infants and young children are hypothesized to represent biological and developmental precursors of adult humans' more sophisticated numerical and mathematical abilities. Information regarding the neural basis for the processing of number during childhood may therefore prove critical to our understanding of individual differences in mathematical abilities, including such disorders of mathematical abilities as acalculia and developmental dyscalculia. Numerical cognition and the perception of numerosity have been linked via functional neuroimaging studies of adults to activity in regions of parietal cortex including the inferior and superior parietal lobules, the angular gyri, and the horizontal segment of the intraparietal sulci. However, little is known about the neural correlates of number processing in children or about the changes in brain function that support the development of numerosity perception and numerical cognition during childhood. Likewise, the neurobiological basis of individual differences in mathematical abilities in children and adults remains poorly understood. The overarching goal of the proposed research is to characterize, using functional magnetic resonance imaging (fMRI), the patterns of change in brain activity associated with developmental changes in aspects of number perception and numerical cognition during early childhood. An additional goal is to identify potential correlations between individual differences in mathematical abilities and individual differences in patterns of developmental change in brain activity. By evaluating how the neural circuitry supporting number processing normally develops over the 4- to 8-year-old period, and how it differs from or is similar to that of adults, the proposed research will begin to explore systematically the longitudinal development and neural bases for the representation and manipulation of number. This project will set the stage for comparative studies of children with impairments in mathematical abilities. Moreover, this work will provide a methodological foundation for future work aimed at evaluating the neural mechanisms underlying successful educational interventions for remediation of deficits in mathematical abilities in children. Consistent with these goals, we will analyze the longitudinal fMRI data and laboratory and standardized measures of number processing and mathematics achievement to identify potential neural predictors of individual differences in math abilities in the children we scan. This research will inform our basic understand of how changes in the brain relate to developmental changes in the ways in which children perceive and think about numbers. This basic understanding, in turn, might inform our understanding of individual differences in math abilities. This program of research could eventually lead to improvements in math curriculum and intervention programs for children at risk for developing difficulties in learning math.This research will inform our basic understand of how changes in the brain relate to developmental changes in the ways in which children perceive and think about numbers. This basic understanding, in turn, will inform our understanding of individual differences in math abilities. This program of research could eventually lead to improvements in math curriculum and intervention programs for children at risk for developing difficulties in learning math.

描述（由申请人提供）：假设在非人类动物以及人类和幼儿中鉴定出的非语言数值能力代表成人人类更复杂的数值和数学能力的生物学和发育前体。因此，有关儿童期间数量处理的神经基础的信息可能对我们对数学能力的个体差异的理解至关重要，包括数学能力的疾病和诸如Acalculia和发育障碍障碍。数值认知和对数字的感知已通过对成年人的功能神经影像学研究与顶叶皮质区域的活性联系起来，包括下层和上顶叶，角度Gyri，Angular Gyri以及室内硫磺的水平段。但是，关于儿童数量处理的神经相关性或脑功能的变化几乎没有知识，这些变化支持了儿童时期数字感知和数值认知的发展。同样，儿童和成年人数学能力的个体差异的神经生物学基础仍然很少了解。拟议的研究的总体目标是使用功能磁共振成像（fMRI）表征与童年期间数量感知方面和数值认知方面变化相关的大脑活动变化模式。另一个目标是确定数学能力的个体差异与大脑活动发展模式的个体差异之间的潜在相关性。通过评估支持数量处理的神经回路通常在4至8岁的时期中如何发展，以及它与成年人的不同或与成年人的不同之处，拟议的研究将开始系统地探索纵向发展和神经底座以表示和操纵数量。该项目将为对数学能力受损的儿童进行比较研究奠定了基础。此外，这项工作将为未来的工作提供一个方法论基础，旨在评估成功的教育干预措施的神经机制，以解决儿童数学能力的缺陷。与这些目标一致，我们将分析数量处理和数学成就的纵向fMRI数据以及实验室以及标准化的度量，以确定我们扫描的儿童数学能力中个体差异的潜在神经预测指标。这项研究将使我们对大脑的变化如何与儿童感知和思考数字的方式有关。反过来，这种基本的理解可能会使我们对数学能力中个体差异的理解有所了解。这项研究计划最终可能会改善数学课程和干预计划，以探讨学习数学上困难的风险。这项研究将为我们的基本了解大脑的变化与儿童感知和思考数量的方式与发展的变化如何相关。反过来，这种基本的理解将为我们对数学能力的个体差异的理解提供信息。这项研究计划最终可能会改善数学课程和干预计划，以面对发展数学困难的风险。