Localizing arithmetic in the developing bilingual brain

在发育中的双语大脑中定位算术

• 批准号: 9917167
• 负责人: Nicole Yvonne Wicha
• 金额: $ 24.01万
• 依托单位: UNIVERSITY OF TEXAS SAN ANTONIO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-22 至 2021-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9917167
• 关键词: Adult; Area; Arithmetic; Behavioral; Brain; Brain region; Child; Cognition; Data; Development; Digit structure; Education; Educational Intervention; Functional Magnetic Resonance Imaging; Future; Goals; Individual; Inferior frontal gyrus; Infrastructure; Language; Language Development; Learning; Learning Disabilities; Left; Link; Mathematics; Measurement; Measures; Memory; Methods; Modeling; Multivariate Analysis; Outcome Study; Parietal Lobe; Pattern; Performance; Plant Roots; Population; Problem Solving; Process; Property; Quality of life; Regimen; Research; Research Support; Resources; Retrieval; Sampling; School-Age Population; Schools; Tablets; Temporal Lobe; Testing; Training; Translations; Work; base; bilingualism; cognitive development; cognitive process; fifth grade; frontal lobe; improved; intraparietal sulcus; neural network; recruit; rehearsal; relating to nervous system; response; skills; support network; tool

PROJECT SUMMARY. Arithmetic facts, such as multiplication tables, are learned through verbal rehearsal. In turn, children move from solving problems procedurally (e.g., counting on) to retrieving them from verbal memory. In monolingual children this transition is paralleled by a shift in the supporting brain networks from reliance on the intraparietal sulcus (IPS), involved in numerical calculation, to relying more on language areas, e.g., left middle temporal and superior temporal gyri (MTG/STG). For bilinguals, models of arithmetic suggest that this retrieval process occurs in only one language, or alternatively, that discrete memory stores exist for math facts in each language. Critically, these models are inconsistent with the growing body of research supporting interconnected and overlapping language networks in the bilingual brain, modulated by factors such as language proficiency. This exploratory R21 takes an interdisciplinary perspective, integrating math cognition, cognitive development, and bilingualism research, with the goal of determining if the neural infrastructure for arithmetic in bilingual children is shared or separate across their languages. The work builds on findings that bilingual children show a qualitatively similar language-like brain response during multiplication fact verification in both the language of learning arithmetic (LA+) and the other language (LA-). In two aims, functional magnetic resonance imaging (fMRI) will be used in a cross-sectional sample of 3rd through 5th grade bilinguals to determine 1) the neural networks supporting multiplication fact verification in each language, and 2) if practice in LA- changes these activation patterns. The research focuses on single-digit multiplication given its strong link to language, and uses state-of-the-art methods (e.g., functional localizers and multivariate analysis) to compare activation patterns. Children will judge if the last of three numbers is the correct product of the first two, which will be presented as spoken number words in English (LA+) and Spanish (LA-), separately (e.g., 2 3 6 versus 2 3 8). If arithmetic facts follow bilingual verbal representation patterns, then LA+ and LA- will show overlapping activation patterns in language areas, with recruitment of additional resources for more effortful retrieval. If arithmetic facts are instead language-specific, as models suggest, then separate neural networks should be observed for LA+ and LA-. In Aim 2, a subset of children will return for a second fMRI session after completing training with multiplication facts in LA-. LA- should show increased activation in language areas and decreased activation in additional resources, becoming more similar to LA+ in line with developmental changes. The findings from this research will inform a new bilingual arithmetic model (BAM), which future research can build on to study other types of math concepts across the spectrum of bilinguals. It is essential to consider the properties of the bilingual brain while our understanding of the development of arithmetic skills is in its early stages. This will not only allow for targeted educational interventions, including for over 11.4 million bilingual children in the US, but will also allow us to understand the brain’s capacity for processing arithmetic more fully.

项目摘要。算术事实（例如乘法表）是通过言语排练来学习的。在 转身，孩子们从程序上解决问题（例如，指望）从口头记忆中检索。 在单语儿童中 涉及数值计算的腔内沟（IPS），更多地依靠语言领域，例如，左 中间和上级临时回旋（MTG/STG）。对于双语者，算术模型表明这一点 检索过程仅以一种语言或用于数学事实存在的离散存储器存储的方式发生 用每种语言。至关重要的是，这些模型与越来越多的研究支持的体系不一致 双语大脑中的互连和重叠的语言网络，由语言等因素调节 熟练程度。这种探索性R21具有跨学科的观点，整合了数学认知，认知 发展和双语研究，目的是确定算术的神经基础设施是否在 双语儿童在他们的语言上共享或分开。这项工作以双语儿童的发现为基础 在繁殖事实验证期间，在质量上显示出类似语言的大脑响应 学习算术语言（LA+）和其他语言（LA-）。在两个目标中，功能性磁共振 成像（fMRI）将用于3至5年级双语者的横截面样本，以确定1） 支持每种语言中乘法事实验证的神经网络，以及2） 这些激活模式。鉴于其与语言的密切联系，该研究的重点是单位乘法， 并使用最先进的方法（例如功能性局部化和多元分析）来比较激活 模式。孩子们会判断三个数字中的最后一个是前两个的正确产物，这将是 分别以英语（LA+）和西班牙语（LA-）为单词（例如2 3 6对2 3 8）。如果 算术事实遵循双语言语表示模式，然后La+和La-将显示重叠的激活 语言领域的模式，并招募额外资源，以更有效地检索。如果算术事实 相反，正如模型所建议的那样，应该观察到LA+的单独神经元网络 和la-。在AIM 2中，一部分儿童将在完成与 LA-的乘法事实。 LA-应显示语言领域的激活增加，并在 与发育变化相符的其他资源，与LA+相似。从中的发现 研究将为一种新的双语算术模型（BAM）提供信息，未来的研究可以研究其他研究 跨双语者的数学概念类型。考虑双语的特性至关重要 大脑虽然我们对算术技能发展的理解处于早期阶段。这不仅允许 针对有针对性的教育干预措施，包括美国超过1,140万双语儿童，但也将 让我们能够更充分地了解大脑处理算术的能力。