Longitudinal Neurocognitive Studies of Mathematical Disabilities: Outcomes and Trajectories

数学障碍的纵向神经认知研究：结果和轨迹

• 批准号: 10842461
• 负责人: VINOD MENON
• 金额: $ 82.92万
• 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 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10842461
• 关键词: Acceleration; 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 Expectancy; Lobe; Longitudinal cohort; Maps; 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; high school; innovation; junior high school; longitudinal design; low health literacy; mathematical ability; mathematical difficulties; mathematics disability; multimodality; neural; peer; poor health outcome; 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.

项目概要/摘要 数学认知为定量技能的发展奠定了基础，而定量技能对于数学功能至关重要 21世纪。然而，数学困难在儿童、青少年和大学生中普遍存在，并且 在美国，五个成年人的功能是无法计算的。算术能力低与健康状况不佳有关 健康素养下降以及卫生资源使用不当。表征神经认知 数学障碍（MD）的发展轨迹和风险因素对于解决公众问题至关重要 数不清的健康负担。以创新和高影响力的研究为基础，我们建议 研究 MD 的神经认知纵向轨迹和结果。我们关注两个关键认知 MD 受损的领域：（1）数感，包括数量、数字及其它们的表示 心理操纵，以及（2）算术技能，包括解决数字问题和流畅地检索数学 记忆中的事实。我们的中心假设是，相对于典型发展（TD）控制，个体 MD 将展现出大脑反应、表征和连接的非典型发展轨迹 两个功能性大脑系统：（1）顶叶视觉空间注意力系统，支持数量 表示，以及（2）中间时间（MTL）陈述性记忆系统，支持算术 事实检索。我们将测试（1）非典型数感发展的核心和访问赤字模型以及（2） 弱事实检索的记忆缺陷模型。使用最先进的多模式脑成像和三种 创新的纵向设计，我们将通过（1）描述发展轨迹来测试这些模型 儿童和青少年，涵盖小学、初中和高中（7 至 16 岁） 加速纵向设计； (2) 确定预测纵向 2 年早期数学的大脑测量值 幼儿在正式指导或 MD 诊断之前（5-7 岁）的轨迹和结果；和（3） 确定预测青少年（17 岁）纵向 10 年长期数学结果的大脑测量指标 以前在童年时就被表征过的人。三种创新的纵向设计将解决关键差距 我们对神经认知系统的理解影响了MD的发展。调查结果将告知我们 了解 MD 的病因并制定有针对性的认知干预措施 最终减轻算术能力低下的公共卫生负担。