Neurobehavioral Contributors to Math Failure: A Reward-Based Learning Framework

数学失败的神经行为因素：基于奖励的学习框架

基本信息

批准号：
8459120
负责人：
TERRY L. JERNIGAN
金额：
$ 58.23万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN DIEGO
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-09-28 至 2016-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8459120
关键词：
12 year old Accounting Achievement Address Affect Affective Animals Anisotropy Anxiety Architecture Area Association Learning Attention Behavioral Brain Child Childhood Choice Behavior Clinical Cognition Cognitive Complement Complex Data Development Discipline Emotional Emotions Ensure Exposure to Failure Genetic Genotype Grant Growth Human Image Individual Individual Differences Knowledge Learning Learning Disabilities Literature Longitudinal Studies Machine Learning Mathematics Measures Mentors Methods Modeling Neurocognition Neurocognitive Outcome Parietal Patient Self-Report Pediatric Research Perception Perceptual learning Phenotype Play Prefrontal Cortex Psychological reinforcement Relative (related person)Research Research Infrastructure Research Personnel Research Project Grants Resources Rewards Risk Role School-Age Population Scientist Statistical Methods Stimulus Surface System Time Work base classical conditioning computational neuroscience data sharing elementary school emotional factor experience genome-wide graduate student high risk imaging modality intraparietal sulcus mathematical model neurobehavioral neuroimaging novel preference programs prospective relating to nervous system response reward processing skills

项目摘要

DESCRIPTION (provided by applicant): In this set of applications, we propose to initiate a new Learning Disabilities Research Hub focusing initially on high risk for mathematics failure. We proposed to situate this new Hub within an existing strong infrastructure for pediatric neurobehavioral and imaging research, the Pediatric Neurocognition, Imaging, and Genetics (PING) data resource. PING infrastructure provides many important advantages for building a new cross disciplinary and multiple-investigator program, as it has already brought together a strong team of behavioral, clinical, imaging, computational, and genetics investigators as a closely integrated team, and most importantly has attracted a very talented group of young investigators and graduate students focused on the problems addressed in the proposed research. A unifying theme of the studies that our team has proposed is the notion that math failure, and perhaps academic failure more broadly, emerges gradually through interactions of putative early conceptual weaknesses, attributable in some cases to poor functioning and anomalous neural architecture in specific neural systems, with increasing reward-based biases that contribute, additively or non-additively, to suppression of the normal learning trajectory. Consistent with this theme we refer to our proposed research hub as the Roles of Emotion and Choice (REaCh) in Learning Disabilities Research Hub (LDRH). The proposed REaCh Hub has 3 components: a new research project to investigate key questions about learning and the neural architecture during eariy development in children at high risk for math failure, and two cores. The Administrative Core proposal describes the management plan for the new Hub and the PING infrastructure that will be adapted for the new studies; and focuses on a nested mentoring plan for ensuring close interaction between trainees at different levels with mid-level and senior investigators within focused workgroups. The assets of the Core for within-Hub and extra-Hub data sharing are also described. A Developmental Infrastructure Core proposal describes the administration of a small grant program to support novel work within the Hub by junior investigators, trainees, and investigators from disciplines outside ofthe original REaCh LDRH group. PUBLIC HEALTH RELEVANCE: A new Learning Disabilities Research Hub would be created to bring scientists with different kinds of expertise together to study learning disabilities, focuing initially on risk for math failure in young children. The scientists would study learning and brai development in children and focus specifically on the importance of the children's emotional responses to mathematical information.

描述（由申请人提供）：在这组申请中，我们建议启动一个新的学习障碍研究中心，最初重点关注数学失败的高风险。我们建议将这个新中心置于现有的强大儿科神经行为和影像研究基础设施、儿科神经认知、影像和遗传学 (PING) 数据资源中。 PING 基础设施为建立新的跨学科和多研究者项目提供了许多重要优势，因为它已经汇集了强大的行为、临床、成像、计算和遗传学研究人员团队作为一个紧密结合的团队，最重要的是吸引了一群非常有才华的年轻研究人员和研究生专注于拟议研究中解决的问题。我们团队提出的研究的一个统一主题是这样的概念：数学失败，也许更广泛的学术失败，是通过假定的早期概念弱点的相互作用逐渐出现的，在某些情况下可归因于特定神经系统中功能不良和异常的神经结构，随着基于奖励的偏见的增加，这些偏见会附加或非附加地抑制正常的学习轨迹。与这一主题相一致，我们将拟议的研究中心称为学习障碍研究中心 (LDRH) 中的情感和选择角色 (REaCh)。拟议的 REaCh 中心由 3 个组成部分组成：一个新的研究项目，旨在调查数学失败高风险儿童早期发育过程中的学习和神经结构的关键问题；以及两个核心。行政核心提案描述了新枢纽的管理计划和将适应新研究的 PING 基础设施；并重点关注嵌套式指导计划，以确保不同级别的学员与重点工作组内的中层和高级研究人员之间的密切互动。还描述了用于中心内和中心外数据共享的核心资产。发展基础设施核心提案描述了一项小额赠款计划的管理，以支持中心内由初级研究人员、实习生和来自原始 REaCh LDRH 小组以外学科的研究人员进行的新颖工作。公共健康相关性：将创建一个新的学习障碍研究中心，将具有不同专业知识的科学家聚集在一起研究学习障碍，首先关注幼儿数学失败的风险。科学家们将研究儿童的学习和大脑发育，并特别关注儿童对数学信息的情绪反应的重要性。