The Development of Number Words in the Human Brain

人脑中数字词的发展

基本信息

批准号：
10255509
负责人：
Jessica F Cantlon
金额：
$ 30.79万
依托单位：
CARNEGIE-MELLON UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-21 至 2023-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10255509
关键词：
3 year old 7 year old Address Adult Affect Basic Science Behavioral Research Brain Child Cognition Competence Data Development Diagnosis Digit structure Dimensions Dissociation Education Exhibits Exposure to Foundations Functional Magnetic Resonance Imaging Human Impaired cognition Impairment Individual Differences Knowledge Language Development Learning Longitudinal Studies Mathematics Measures Methods Nature Parietal Lobe Pattern Perception Performance Process Research Research Personnel Resolution Role Schools Semantics Source Standardization Support System Techniques Temporal Lobe Testing Time Word Processing analog base behavioral study cognitive development cognitive neuroscience early childhood experimental study imaging study individual variation innovation insight intraparietal sulcus mathematical learning neural correlate neural patterning neurodevelopment neuroimaging novel predicting response programs recruit relating to nervous system response standard measure word learning

项目摘要

Project Summary Our research program aims to define the systems that support number symbol learning during early childhood – a foundational issue in the fields of cognitive development and cognitive neuroscience. The question of how number word acquisition unfolds in the developing brain is an untested phenomenon. By using fMRI in longitudinal studies of 3- to 7-year-old children, we will assess, for the first time, how neural representations of numerical concepts change as children develop capacity with spoken number words and numerals and how patterns of cortical activation relate to children’s mathematical competence in school. Current evidence from adults and older children suggests that number words are not processed by the brain as typical words, in semantic regions of temporal cortex, but are instead grounded in the perceptual mechanisms of parietal cortex that represent spatial and quantitative dimensions. Based on previous research and our preliminary data, we hypothesize that the intraparietal sulcus (IPS) grounds the development of symbolic number representations in perceptual representations of quantity. We will test the degree to which perceptual representations of quantity in parietal cortex exhibit functional overlap with symbolic number representations during early childhood. Our research brings new theoretical distinctions, innovative methods, and new types of data to a long-standing behavioral research tradition on the development of number words. The hypotheses, experiments, and analyses that we propose are all well- founded in prior research but also offer novel insights with broad significance for mathematical cognition, education, and language development. These basic research advances will provide foundational knoweldge for research on learning impairments.

项目摘要我们的研究计划旨在定义支持数字符号在早期学习的系统童年 - 认知发展和认知神经科学领域的基础问题。这关于发展大脑中数字习得的问题是未经测试的现象。通过使用在3至7岁儿童的纵向研究中，我们将首次评估中性数值概念的表示随着儿童发育能力带有口头数字和数字以及皮质激活的模式与儿童在学校的数学能力有关。来自成年人和大孩子的目前证据表明，大脑没有处理数字单词典型的单词，在临时皮质的语义区域中，而是基于感知机制代表空间和定量维度的顶叶皮层的。根据先前的研究和我们的初步数据，我们假设室内沟（IPS）在数量的知觉表示中以符号数表示的发展为基础。我们将测试壁皮层中数量的知觉表示的程度表现出功能重叠在幼儿期间具有象征性的代表。我们的研究带来了新的理论区别，创新方法和新的数据类型的新型数据涉及长期行为研究传统数字单词的发展。我们提出的假设，实验和分析都是很好的建立在先前的研究中，但还提供了对数学认知具有广泛意义的新颖见解，教育和语言发展。这些基础研究进展将为学习障碍的研究。