Longitudinal Investigation into Declarative and Procedural Memory Brain Systems Supporting the Development of Math Skills

支持数学技能发展的陈述性和程序性记忆大脑系统的纵向调查

• 批准号: 10052775
• 负责人: Tanya Marie Evans
• 金额: $ 63.08万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-04 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10052775
• 关键词: Academic achievement; Adult; Arithmetic; Basal Ganglia; Behavioral; Brain; Child; Cognitive; Complex; Data; Development; Education; Educational Intervention; Foundations; Future; Healthcare; Individual; Instruction; Intake; Intervention; Investigation; Knowledge; Language; Lead; Learning; Learning Skill; Link; Longitudinal Studies; Mathematics; Mathematics Curriculum; Measures; Medial; Memory; Modeling; Neurocognitive; Occupations; Outcome; Personal Satisfaction; Play; Probability; Randomized Controlled Trials; Reading; Research; Research Design; Retrieval; Role; Route; Shapes; Short-Term Memory; Support System; System; Techniques; Temporal Lobe; Testing; Time; Treatment Efficacy; Variant; Work; age group; behavior measurement; brain behavior; cognitive skill; cohort; elementary school; fifth grade; follow-up; fourth grade; improved; improved outcome; individual variation; insight; long term memory; longitudinal design; mathematical ability; mathematical difficulties; mathematical learning; mathematical theory; neuroimaging; neuromechanism; procedural memory; relating to nervous system; remediation; skill acquisition; skills; standardize measure; successful intervention

PROJECT SUMMARY/ABSTRACT Although mathematics skills are crucial for academic achievement, future job opportunities in adulthood, and healthcare-related decisions, the fundamental cognitive and neural mechanisms that underpin learning of basic math skills remain poorly understood. Understanding the mechanisms and specific factors that lead to better math learning is essential for those endeavoring to improve targeted remediation techniques for those with math learning difficulties. Despite the fact that long-term learning and memory systems have been carefully studied for over a century, and are well-known to play a major role in related domains such as language and reading, their role of in shaping learning and the developmental trajectory of math skill acquisition remains largely unknown. Knowledge of these mechanisms can provide a major theoretical advance in our understanding of math learning and development, which in turn can reveal critical leverage points for improving early math education and interventions to narrow the math-achievement gap for those with persistent math deficits. There is therefore a critical need for a definitive, systematic study of the specific mechanisms by which long-term memory systems support the acquisition and development of foundational math skills. Continuing to overlook the role of these memory systems in mathematics will impede theories of math development and practical efforts to improve long-term efficacy of interventions for children with math difficulties. We will implement a repeated-measures longitudinal design examining two key memory systems, declarative (DM) and procedural memory (PM), and their contributions to developmental trajectories of a range of math skills in children in 1st through 5th grades. To test specific hypotheses about the link between each memory system and different math skills, we will collect measures of standardized math achievement, arithmetic skills, and basic quantity processing. DM and PM systems have been well characterized at the neural level, so to deepen understanding of the mechanisms linking math and memory systems, we will also collect functional neuroimaging measures at both time-points to characterize learning-related changes in both brain and behavior. Repeating each measure at each time-point will make it possible to account for initial variability in and prior existing relations between variables, thus allowing us to predict changes in a particular math outcome. By revealing links between specific memory systems and math-related changes in brain and behavior, this project will provide the most comprehensive picture to date of how long-term memory mechanisms subserve math learning. This in turn will help take much of the guesswork out of determining the target of interventions aimed at improving educational outcomes for children with and without math learning difficulties.

项目摘要/摘要 尽管数学技能对于学术成就，成年后的未来工作机会至关重要，并且 与医疗保健相关的决定，基础学习基础的基本认知和神经机制 数学技能的理解仍然很差。了解导致更好的机制和特定因素 数学学习对于那些努力改善数学的人的目标补救技术至关重要 学习困难。尽管已经仔细研究了长期学习和记忆系统 一个多世纪以来 它们在塑造学习和数学技能获取的发展轨迹中的作用在很大程度上仍然是 未知。对这些机制的了解可以为我们的理解提供重大的理论进步 数学学习和发展，这又可以揭示提高早期数学的关键杠杆率 教育和干预措施，以缩小持续数学缺陷的人的数学差距。那里 因此，是对长期的特定机制进行确定的系统研究的关键需求 内存系统支持基础数学技能的获取和发展。继续忽略 这些记忆系统在数学中的作用将阻碍数学发展和实际努力理论 提高干预措施的长期疗效，以使数学困难的儿童。 我们将实施一个重复测量的纵向设计，检查两个关键内存系统，即声明 （DM）和程序记忆（PM）及其对一系列数学技能发展轨迹的贡献 在1至5年级的儿童中。测试有关每个内存系统之间链接的特定假设 和不同的数学技能，我们将收集标准化数学成就，算术技能和基本的措施 数量处理。 DM和PM系统在神经层面的表征很好，因此要加深 了解连接数学和记忆系统的机制，我们还将收集功能性神经影像学 在两个时间点都采取措施来表征与学习相关的大脑和行为变化。重复 每个时间点处的每个度量都可以考虑到现有关系的初始变异性和事先关系 在变量之间，从而使我们能够预测特定数学结果的变化。通过揭示之间的联系 特定的内存系统以及与大脑和行为的数学相关变化，该项目将提供最多的 长期记忆机制如何提供数学学习的综合图片。反过来将 帮助确定旨在改善教育的干预措施的目标，从而帮助大部分猜测 有和没有数学学习困难的儿童的结果。