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至关重要，但成年人的数学能力存在很大差异，极差的数学能力与长期健康问题和较高的犯罪率有关（Parsons 和 Bynner， 2005）。入学时的数学技能可以预测以后的数学成绩，并且比识字技能更能预测以后的整体学业成绩（Jordan 等，2009 Duncan 等，2007）。因此，提高幼儿的早期数学技能可能会对学业成功甚至人生结局产生全球影响。该提案的目标是建立在我们研究小组最近的一项发现的基础上，该发现表明，使用点数组进行近似非符号算术 (ApprA) 训练会导致精确符号算术 (SymA) 性能的正向迁移（Park 和 Brannon，正在印刷中）。在目标 1 中，我们询问为什么 ApprA 训练可以改善 SymA。我们分解 ApprA 训练的认知成分，以评估哪些方面对于提高符号算术至关重要。在目标 2 中，我们测试了关于支持近似非符号算术和精确符号算术的大脑区域的重叠如何引起这种转移效应的具体预测。例如，我们询问 ApprA 训练是否会改变顶内沟的神经调谐曲线，众所周知，该曲线体现了数量的心理表征。这一发现将为 ApprA 通过改变原始数感来改进 SymA 提供强有力的证据。最后，Aim 3 提议在一个多元化的公立学区进行一项 iPad 干预研究，以测试 ApprA 训练对改善幼儿 SymA 的功效。为所有三个目标提供了试点数据。了解 ApprA 和 SymA 之间的关系对于理解人类数学的根源可能具有广泛的意义。虽然 ApprA 培训不太可能作为提高已掌握符号数字系统的成人或年龄较大儿童的数学能力的途径，但对于提高尚未掌握符号数字系统的幼儿的数学能力可能至关重要。