Improving Math Ability via Primitive Number Sense Training

通过原始数感训练提高数学能力

基本信息

批准号：
9262261
负责人：
ELIZABETH M BRANNON
金额：
$ 39.17万
依托单位：
UNIVERSITY OF PENNSYLVANIA
依托单位国家：
美国
项目类别：
财政年份：
2014
资助国家：
美国
起止时间：
2014-04-10 至 2019-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9262261
关键词：
3 year old Academic achievement Adult Animals Arithmetic Basic Science Behavioral Brain Brain region Child Cognition Cognitive Cognitive Science Data Development Early Intervention Foundations Functional Imaging Functional Magnetic Resonance Imaging Future General Population Goals Health Human Human Development Incidence Individual Differences Intervention Intervention Studies Investigation Jordan Lead Left Letters Life Link Longitudinal Studies Mathematics Meta-Analysis Methods Neurosciences Nursery Schools Outcome Pattern Performance Plant Roots Procedures Psyche structure Psychological Transfer Psychophysics Readiness Research Sampling Schools Series Standardization System Testing Training Width Work base behavioral study brain behavior cognitive neuroscience efficacy testing experimental study first grade imaging study improved innovation intraparietal sulcus literacy mathematical ability mathematical difficulties mathematics disability mental representation neuromechanism novel operation public health relevance relating to nervous system response scaffold school district skills socioeconomics success

项目摘要

DESCRIPTION (provided by applicant): Mathematical ability is essential for almost every aspect of human existence and yet there is large variability in math competency in adults and extremely poor math ability is linked with long-term health problems and higher criminality (Parsons and Bynner, 2005). Math skills at school-entry predict later math achievement and are a better predictor of later overall academic achievement than literacy skills (Jordan, et al., 2009 Duncan et al., 2007). Therefore improving early math skills in very young children could have global effects on academic success and perhaps life outcomes. The goal of this proposal is to build upon a recent finding from our research group demonstrating that training with approximate nonsymbolic arithmetic (ApprA) using dot arrays leads to positive transfer in exact symbolic arithmetic (SymA) performance (Park and Brannon, In press). In Aim 1 we ask why ApprA training improves SymA. We decompose the cognitive ingredients of ApprA training to assess which aspects are critical for improving symbolic arithmetic. In Aim 2 we test specific predictions about how overlap in the brain regions that support approximate nonsymbolic arithmetic and exact symbolic arithmetic give rise to this transfer effect. For example, we ask whether ApprA training changes the neural tuning curves in the intraparietal sulcus, which are known to embody the mental representation of quantity. Such a finding would provide strong evidence that ApprA improves SymA by changing the primitive number sense. Finally Aim 3 proposes an iPad intervention study in a diverse public school district to test the efficacy of ApprA training to improve SymA in young children. Pilot data is presented for all three aims. Understanding the relationship between ApprA and SymA could have broad implications for understanding the roots of human mathematics. While ApprA training is unlikely to be practically useful as an avenue for improving math competency in adults or older children who have mastered the symbolic number system it could be critically important for improving math ability in very young children who have yet to master the symbolic number system.

描述（由申请人提供）：数学能力对于人类生存的几乎每个方面都是必不可少的，但是成人数学能力的差异很大，而且数学能力极差与长期健康问题和更高的犯罪性有关（Parsons and Bynner，2005）。学校入学的数学技能可以预测后来的数学成就，并且比扫盲技能更好地预测了以后的整体学术成就（Jordan等，2009 Duncan等，2007）。因此，提高年幼的孩子的早期数学技能可能会对学术成就以及生活成果产生全球影响。该提案的目的是建立在我们的研究小组的最新发现的基础上，该发现表明，使用DOT阵列进行近似非符号算术（评估）的培训会导致精确符号算术（Syma）表现（Park and Brannon，Press）的积极转移。在AIM 1中，我们询问为什么评估培训会改善Syma。我们分解了评估培训的认知成分，以评估哪些方面对于改善符号算术至关重要。在AIM 2中，我们测试了有关大脑区域中如何支持近似非符号算术和精确符号算术会产生这种转移效应的特定预测。例如，我们询问评估培训是否改变了腔内沟中的神经调节曲线，这些沟渠已知会体现数量的心理表示。这样的发现将提供有力的证据，表明评估通过改变原始数字意义来改善Syma。最终AIM 3提出了在多元化的公立学区进行iPad干预研究，以测试评估培训的功效，以改善幼儿的SYMA。为所有三个目标提供了试点数据。了解评估与Syma之间的关系可能会对理解人类数学的根源具有广泛的影响。虽然评估培训实际上不太可能是提高掌握符号数字系统的成年人或年龄较大的孩子的数学能力的途径，但对于提高尚未掌握符号数字系统的非常年幼的孩子的数学能力可能至关重要。