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.

项目概要我们的研究项目确定了支持幼儿期数学学习的系统 – 认知发展和认知神经科学领域的一个基本问题通过使用功能。在 4 至 8 岁儿童的纵向研究中，我们将首次评估磁成像 (fMRI) 儿童早期对空间数字概念的神经表征如何与其后续的联系相关我们预测儿童的早期神经激活预示着他们的成长。计算能力。我们的提案研究了神经发育模式是否在儿童中普遍存在。行为证据表明男孩和女孩的数学发展在很大程度上相似，而其他证据表明目前的提案将评估两者的相似点和差异。男孩和女孩的数学发展之所以重要，是因为该领域的先前研究。是极其有限的，先前的方法和统计技术是有味道的，并且先前的证据是混合的。将通过使用严格的新统计方法来解决该研究领域先前的缺陷，并且我们将调查这些问题在神经层面上提供了关于相似性和差异性模式的新数据。检查儿童的神经发育和行为、性别社会化之间的联系，以及根据之前的研究和我们的初步数据，我们追求男孩和女孩的学习活动。认知和神经机制在很大程度上相似，并且性别差异只在后来才出现狭窄任务的年龄，取决于孩子的经历。我们的研究为长期研究带来了新的理论区别、创新方法和新的神经数据。数学发展的行为研究传统。我们提出的分析在先前的研究中都有充分的依据，但也提供了具有广泛意义的新颖见解对心理学、神经科学和教育具有重要意义。