Brain and Behavior of multiplication fact learning in bilingual children

双语儿童乘法事实学习的大脑和行为

• 批准号: 8914326
• 负责人: Nicole Yvonne Wicha
• 金额: $ 20.88万
• 依托单位: UNIVERSITY OF TEXAS SAN ANTONIO
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-09 至 2017-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8914326
• 关键词: Adult; Age; Anterior; Arithmetic; Brain; Child; Child Language; Childhood; Development; Digit structure; Disadvantaged; Educational process of instructing; Environment; Event; Foundations; Goals; Immersion Investigative Technique; Individual; Language; Learning; Mathematics; Measures; Memory; Outcome; Outcome Study; Performance; Population; Process; Programming Languages; Quality of life; Relative (related person); Research; Retrieval; Scalp structure; Schools; Solutions; Staging; Students; Testing; Visual; base; bilingualism; brain behavior; experience; fifth grade; indexing; mathematical learning; novel; programs; public health relevance; third grade; voltage

 DESCRIPTION (provided by applicant): The goal of this proposal is to determine the neurodevelopmental trajectory for multiplication fact retrieval in bilingual children, who make up 21% of the US school population. Our research with bilingual adults shows that the language in which arithmetic was learned (LA+) has better access to arithmetic facts than the other language (LA-), and that experience using arithmetic facts in LA- can reduce this LA+ advantage in adulthood. However, what impact LA+, or experience using LA-, has on the foundational period in childhood for learning arithmetic is still unclear. Children transition from solving simple arithmetic problems procedurally (e.g., counting) to retrieving arithmetic facts from verbal memory (e.g., multiplication tables). The absence of this transition between strategies has been associated with poor higher math fluency. Bilingual children may be at a disadvantage compared to monolinguals when accessing facts from their weaker language. This proposal will test the overarching hypothesis that LA+ establishes the predominant memory network for arithmetic fact learning in bilingual children. We will use event-related brain potentials (ERPs), specifically the N400 component, to quantify this transition. Novice multipliers (3rd graders) and practiced multipliers (5th graders) will judge the correctness of single-digit multiplication problems, which will be presented as Arabic numerals (digits) or, in a novel cross-modal paradigm with the first and second operand spoken followed by a visual digit solution. Operands will be small (2x3) and large (9x8), to make the solutions easier or harder to retrieve from verbal memory, respectively. We will measure the changes in brain and behavior as verbal fluency increases in children from 3rd and 5th grades, and between languages in bilinguals to measure preferential access to math facts. Aim 1 will quantify the transition as children become experienced multipliers, comparing English-monolinguals and early Spanish-L1 bilinguals in both digit and spoken word formats. Aim 2 tests if bilingual children make this transition in one or both languages. We will compare 1) early Spanish-L1 bilinguals in an English immersion classroom, 2) native English-speaking bilinguals in a Dual Language (DL) classroom and 3) native Spanish-speaking DL bilinguals. Each group will perform the cross- modal multiplication task with English and Spanish operands, separately. First, performance and ERP indices of the transition to verbal memory should be observed for small, but not large multiplications. Second, the LA+ should establish the predominant arithmetic-learning trajectory, such that early bilinguals and monolinguals both tested in their LA+ (English) will have similar trajectories, and DL students who learn arithmetic in both languages will have strong learning trajectories in both. In contrast, early bilinguals will have limited access to multiplications in their LA-. Our researc will lay the foundation for identifying malleable factors in bilingual children transitioning to an efficient memory strategy for multiplication facts. Our finding will have important implications about bilingual learning environments for both typically and atypically developing bilingual children.

 描述（由应用程序提供）：该提案的目的是确定双语儿童的繁殖事实检索的神经发育轨迹，他们占美国学校人口的21％。我们对双语成年人的研究表明，与其他语言（LA-）相比，学习算术的语言（LA+）可以更好地获取算术事实，并且在La-la-中使用算术事实的经验可以在成年后降低LA+优势。但是，LA+或使用LA-的经验对学习算术的基础时期的影响仍然不清楚。儿童从过渡 从言语记忆（例如，乘法表）中检索算术事实，以过程（例如，计数）解决简单的算术问题。策略之间没有这种过渡与较高的数学流畅性有关。与单语言相比，双语儿童在从他们的语言较弱的情况下获得事实时可能处于不利地位。该建议将检验LA+建立双语儿童算术事实学习的主要记忆网络的总体假设。我们将使用与事件相关的大脑电位（ERP），特别是N400组件来量化此过渡。新手乘数 （三年级学生）和练习乘数（5年级学生）将判断单数乘法问题的正确性，这些问题将以阿拉伯数值（数字）或在新颖的跨模式范式中以视觉数字解决方案说的第一和第二操作数。操作数将很小（2x3）和大（9x8），以使解决方案分别从口头记忆中更容易或更难检索。随着三年级和5年级的儿童以及双语者的语言之间的言语流利度增加，我们将衡量大脑和行为的变化，以衡量对数学事实的优先访问。 AIM 1将量化过渡，因为儿童成为经验丰富的乘数，以数字和口语格式比较英语单词和早期的西班牙语L1双语。 AIM 2测试如果双语孩子以一种或两种语言进行过渡。我们将比较1）在英语沉浸式教室中的西班牙语早期双语者，2）用双语言（DL）教室和3）以西班牙语的DL双语者为单语言。每个组将分别执行英语和西班牙操作的跨模式乘法任务。首先，应观察到对小但大的乘法的性能和ERP指数。其次，LA+应该建立主要的算术学习轨迹，以便在LA+（英语）中测试的早期双语者和单语言都将具有类似的轨迹，并且在两种语言中学习算术的DL学生都将具有强大的学习轨迹。相比之下，早期双语者在LA-中获得乘法的机会有限。我们的研究将奠定基础，以确定双语儿童过渡到 乘法事实的有效内存策略。我们的发现将对通常和非典型发展双语儿童的双语学习环境具有重要意义。