Longitudinal Neurocognitive Studies of Mathematical Disabilities: trajectories and outcomes

数学障碍的纵向神经认知研究：轨迹和结果

• 批准号: 9769805
• 负责人: VINOD MENON
• 金额: $ 75.04万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-24 至 2023-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9769805
• 关键词: Address; Adolescent; Adult; Age; Arithmetic; Attention; Brain; Brain imaging; Child; Childhood; Cognition; Cognitive; Development; Diagnosis; Etiology; Exhibits; Foundations; Growth; Health; Health Resources; Impairment; Individual; Instruction; Intervention; Knowledge; Learning Disabilities; Life; Life Expectancy; Lobe; Longitudinal cohort; Mathematics; Measures; Medial; Memory; Memory impairment; Modeling; Neurocognitive; Outcome; Parietal; Pathway interactions; Pattern; Personal Satisfaction; Problem Solving; Psyche structure; Public Health; Research; Retrieval; Risk Factors; System; Testing; Visuospatial; elementary school; health literacy; high school; innovation; junior high school; longitudinal design; mathematical ability; mathematical difficulties; mathematics disability; multimodality; peer; relating to nervous system; response; skills; socioeconomics; university student

Project Summary/Abstract Mathematical cognition provides a foundation for the development of quantitative skills critical for functioning in the 21st century. Yet, math difficulties are widespread in children, adolescents, and college students, and one in five adults in the USA is functionally innumerate. Low numeracy is associated with poorer health outcomes, reduced health literacy, and improper use of health resources. Characterizing neurocognitive developmental trajectories and risk factors of mathematical disabilities (MD) is critical for addressing the public health burdens of innumeracy. Building on an innovative and high-impact line of research, we propose to investigate neurocognitive longitudinal trajectories and outcomes in MD. We focus on two key cognitive domains impaired in MD: (1) number sense, including representations of quantities, numbers, and their mental manipulation, and (2) arithmetic skills, including numerical problem solving and fluent retrieval of math facts from memory. Our central hypothesis is that, relative to typically developing (TD) controls, individuals with MD will exhibit atypical developmental trajectories of brain response, representations, and connectivity in two functional brain systems: (1) the parietal visuo-spatial attention system, which supports quantity representations, and (2) the medial temporal (MTL) declarative memory system, which supports arithmetic fact retrieval. We will test (1) core and access deficit models of atypical number sense development and (2) a memory deficit model of weak fact retrieval. Using state-of-the-art multimodal brain imaging and three innovative longitudinal designs, we will test these models by (1) characterizing developmental trajectories in children and adolescents, spanning elementary, middle, and high school years (ages 7 to 16), with an accelerated longitudinal design; (2) identify brain measures that predict longitudinal 2-year early math trajectories and outcomes in young children prior to formal instruction or MD diagnosis (ages 5-7); and (3) identify brain measures that predict longitudinal 10-year long-term math outcomes in adolescents (age 17) who were previously characterized in childhood. Three innovative longitudinal designs will address critical gaps in our understanding of neurocognitive systems impacted over development in MD. Findings will inform our understanding of the etiology of MD and the development of targeted cognitive interventions that may ultimately reduce the public health burden of low numeracy.

项目摘要/摘要 数学认知为发展的定量技能的发展奠定了基础 21世纪。然而，在儿童，青少年和大学生中，数学困难是普遍存在的，一个 在美国的五个成年人中，在功能上是巨大的。低计算与健康状况较差有关 结果，健康素养降低以及对健康资源的使用不当。表征神经认知 数学残疾（MD）的发展轨迹和风险因素（MD）对于向公众讲话至关重要 卫生负担不大。在创新和高影响力的研究基础上，我们建议 研究MD中的神经认知纵向轨迹和结果。我们专注于两个关键的认知 MD中受损的域：（1）数字意义，包括数量，数字及其的表示形式 精神操纵和（2）算术技能，包括解决数字问题和流利的数学检索 记忆中的事实。我们的核心假设是，相对于通常发展的（TD）控制，个人 与MD有关大脑反应，表示和连通性的非典型发展轨迹 两个功能性的大脑系统：（1）顶壁视觉空间注意系统，该系统支持数量 表示，（2）内侧时间（MTL）声明内存系统，该系统支持算术 事实检索。我们将测试（1）核心和访问赤字模型的非典型数字感官发展和（2） 弱事实检索的记忆不足模型。使用最先进的多模式脑成像和三个 创新的纵向设计，我们将通过（1）表征在 儿童和青少年，跨越小学，中学和高中年（7至16岁）， 加速纵向设计； （2）确定可以预测纵向2年早期数学的大脑测量 在正式教学或MD诊断之前，幼儿的轨迹和结果（5-7岁）； （3） 确定预测青少年纵向长期数学成果的大脑测量（17岁） 以前是在童年时期的特征。三个创新的纵向设计将解决关键差距 在我们对MD发展影响的神经认知系统的理解中。调查结果将告知我们 了解MD的病因以及可能的认知干预措施的发展 最终减轻了低计数的公共卫生负担。