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.

项目概要我们的研究计划旨在定义支持早期数字符号学习的系统童年——认知发展和认知神经科学领域的一个基本问题。关于数字词的习得如何在发育中的大脑中展开的问题是一个未经检验的现象。通过功能磁共振成像对 3 至 7 岁儿童的纵向研究，我们将首次评估神经功能如何随着儿童口语数字词能力的发展，数字概念的表达方式也会发生变化数字以及皮层激活模式如何与儿童在学校的数学能力相关。目前来自成人和年龄较大儿童的证据表明，大脑处理数字词的方式并不像典型的单词，位于颞叶皮层的语义区域，但以感知机制为基础代表空间和数量维度的顶叶皮层。根据之前的研究和我们的初步数据，我们发现顶内沟（IPS）我们将符号数字表示的发展建立在数量的感知表示的基础上。将测试顶叶皮层中数量的感知表征表现出功能重叠的程度我们的研究带来了新的理论区别，创新方法和新型数据对长期行为研究传统的影响我们提出的假设、实验和分析都是很好的。建立在先前的研究基础上，但也提供了对数学认知具有广泛意义的新颖见解，这些基础研究进展将为以下领域提供基础知识：学习障碍研究。