Gender, Early Spatial Cognition, and the Neural Basis of Mathematics in Children

性别、早期空间认知和儿童数学的神经基础

基本信息

批准号：
10534351
负责人：
Jessica F Cantlon
金额：
$ 29.08万
依托单位：
CARNEGIE-MELLON UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-01 至 2027-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10534351
关键词：
7 year old 8 year old Address Affect Age Area Basic Science Behavior Behavioral Behavioral Research Biological Biological Markers Brain Child Child Behavior Child Development Cognition Cognitive Competence Data Development Diagnosis Education Environment Foundations Functional Magnetic Resonance Imaging Gender Growth Home Image Impaired cognition Impairment Individual Differences Inferior frontal gyrus Learning Link Longitudinal Studies Magnetism Mathematics Measures Methods Nature Neurosciences Pattern Performance Process Psyche structure Psychology Research Resolution Role Rotation Schools Short-Term Memory Socialization Specificity Statistical Methods Structure Support System Techniques Testing Time Variant base boys cognitive development cognitive neuroscience comparative early childhood experience experimental study gender difference girls innovation insight intraparietal sulcus learning strategy mathematical ability mathematical learning mathematical theory neural patterning neurodevelopment neuroimaging neuromechanism novel programs reading ability relating to nervous system skills trait

项目摘要

Project Summary Our research program identifies the systems that support mathematics learning during early childhood – a foundational issue in the fields of cognitive development and cognitive neuroscience. By using functional magnetic imaging (fMRI) in longitudinal studies of 4- to 8-year-old children, we will assess, for the first time, how children’s early neural representations of spatial-numerical concepts relate to their subsequent mathematical competence in school. We predict that children’s early neural activations predict their growth in calculation abilities. Our proposal examines whether patterns of neural development generalize across children. Some behavioral evidence suggests that mathematics development in boys and girls is largely similar whereas other evidence suggests asymmetries. The current proposal will evaluate similarities and differences in the mathematics development of boys and girls. The reason this is important is because prior research in this area is extremely limited, prior methods and statistical techniques were flawed, and the prior evidence is mixed. We will address prior flaws in this research area by using rigorous new statistical methods, and we will investigate these questions at the neural level which provides new data on patterns of similarity and difference. We then examine the connection between children’s neural development and behavior, gender socialization, and learning activities. Based on previous research and our preliminary data, we hypothesize that boys and girls are largely similar in the cognitive and neural mechanisms, and that gender differences only emerge at later ages in narrow tasks, depending on children’s experiences. Our research brings new theoretical distinctions, innovative methods, and new neural data to a long- standing behavioral research tradition on the development of mathematics. The hypotheses, experiments, and analyses that we propose are all well-founded in prior research but also offer novel insights with broad significance for psychology, neuroscience, and education.

项目摘要我们的研究计划确定了在童年时期支持数学学习的系统 - 认知发展和认知神经科学领域的基本问题。通过使用功能在4至8岁儿童的纵向研究中，磁成像（fMRI），我们将首次评估儿童的早期神经表征与空间数量概念如何与他们随后的关系有关学校的数学能力。我们预测儿童的早期神经激活预测了他们的增长计算能力。我们的提案考试神经发育模式是否遍布儿童。一些行为证据表明，男孩和女孩的数学发展在很大程度上相似证据表明不对称。当前的提案将评估相似性和差异男孩和女孩的数学发展。这很重要的原因是因为这一领域的先前研究非常有限，先前的方法和统计技术是有缺陷的，而先前的证据则是混合的。我们将使用严格的新统计方法来解决该研究领域的先前缺陷，我们将调查这些问题在神经层面上提供了有关相似性和差异模式的新数据。然后我们检查儿童的神经发展与行为，性别社会化和学习活动。根据先前的研究和我们的初步数据，我们假设男孩和女孩在认知和神经机制中基本相似，性别差异仅在以后出现狭窄的任务年龄，具体取决于儿童的经历。我们的研究将新的理论区别，创新方法和新的神经数据带到了长期关于数学发展的常规行为研究传统。假设，实验和我们提出的分析在先前的研究中都具有充分的基础，但也提供了广泛的新见解对心理学，神经科学和教育的意义。