Interventions in Math Learning Disabilities: Cognitive and Neural Correlates

数学学习障碍的干预措施：认知和神经相关性

• 批准号: 9052786
• 负责人: VINOD MENON
• 金额: $ 63.92万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-12-15 至 2020-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9052786
• 关键词: Adolescent; Adult; Affect; Area; Attention; Base of the Brain; Biological Markers; Brain; Brain imaging; Child; Cognition; Cognitive; Development; Engineering; Etiology; Foundational Skills; Foundations; Goals; Health; Health Resources; Imaging Techniques; Individual Differences; Intervention; Investigation; Knowledge; Learning; Learning Disabilities; Life; Life Expectancy; Mathematics; Measures; Medial; Memory; Mission; NIH Program Announcements; Neurobiology; Neurosciences; Outcome; Parietal; Pattern; Performance; Personal Satisfaction; Prevention; Psyche structure; Public Health; Quantitative Reasoning; Randomized; Research; Retrieval; Science; Skills Development; Source; Speed; Students; System; Technology; Temporal Lobe; Wages; Work; base; cognitive function; cognitive system; design; follow-up; health literacy; innovation; insight; mathematical ability; mathematical difficulties; mathematical learning; mathematics disability; neural correlate; peer; remediation; response; skill acquisition; skills; socioeconomics; success; tutoring; university student

DESCRIPTION (provided by applicant): Mathematical cognition provides a foundation for the development of skills that are indispensable for academic and professional success in the 21st century. Strong foundational knowledge in math is critical not only for success in the STEM fields but also as an important skill in everyday life. Poor numeracy is associated with negative and costly outcomes for health, well-being and life expectancy, making it a major public health concern. Mathematical difficulties are widespread in children, adolescents and even college students, and one in five adults in the US is functionally innumerate. Interventions for remediating poor math skills in children with mathematical disabilities (MD) have therefore taken on great significance. The long-term goal of our research is to understand the cognitive and brain mechanisms underlying mathematical learning, and remediation of poor math skills, in children with MD. Research into the mechanisms underlying interventions for assisting students struggling with math is critically needed, as emphasized by multiple expert panels. Our proposal seeks to extend a productive, innovative and high-impact line of research using a cognitive and systems neuroscience approach, together with state-of-the-art brain imaging techniques, to examine the mechanisms underlying remediation of mathematical skills in children with MD. Our proposed studies are highly relevant to the mission of the NIH Program Announcement "Development of Mathematical Cognition and Reasoning and the Prevention of Math Learning Disabilities" (PA-12-248). Building on our recent progress, in this renewal we now propose to investigate the cognitive and brain mechanisms underlying two important types of interventions that target different areas of weaknesses in children with MD - speeded practice tutoring (SPT), which targets fluent retrieval of math facts, and visuo-spatial number tutoring (VNT), which targets visuo-spatial representations of numbers, quantity, and their mental manipulations. We will use a randomized control design to compare these distinct learning approaches, and elucidate the brain mechanisms underlying short- and long-term learning, generalization (transfer), and retention of math skills associated with SPT and VNT in children with MD. Our central hypothesis is that SPT and VNT will remediate different types of math deficits in children with MD via dissociable patterns of brain plasticity. A critical neurobiological investigation of these two forms of learning will help elucidate the extent to which MD is remediated by interventions that target plasticity in dissociable brain systems - the declarative memory system, anchored in the medial temporal lobe and the visuo-spatial attention system, anchored in the intra- parietal sulcus. The proposed work will provide important new insights into the neurobiological basis of mathematical learning in children with MD and their typically developing peers. Findings from our study have major implications not only for informing the etiology and the remediation of MD but also for determining sources of variability in mathematical learning with broad consequences for optimizing learning in all children.

描述（由申请人提供）：数学认知为发展技能的发展奠定了基础，这些技能对于21世纪的学术和专业成功都是必不可少的。数学方面的强大基础知识不仅对在STEM领域的成功，而且对于日常生活中的重要技能而言至关重要。不良的算术与健康，福祉和预期寿命的负面和昂贵的结果有关，这使其成为主要的公共健康问题。在儿童，青少年甚至大学生中，数学困难是普遍存在的，在美国，五分之一的成年人在功能上是巨大的。因此，用于修复数学残疾儿童（MD）数学技能差的干预措施具有重要意义。我们研究的长期目标是了解MD儿童中数学学习和补救差的数学技能的认知和大脑机制。迫切需要研究为协助数学苦苦挣扎的学生提供的机制的研究，这是多个专家小组强调的。我们的建议旨在使用认知和系统神经科学方法以及最先进的大脑成像技术来扩展一项富有成效的，创新和高影响的研究线，以研究MD儿童数学技能的基础机制。我们提出的研究与NIH计划公告“数学认知和推理的发展以及预防数学学习障碍”的使命高度相关（PA-12-248）。 Building on our recent progress, in this renewal we now propose to investigate the cognitive and brain mechanisms underlying two important types of interventions that target different areas of weaknesses in children with MD - speeded practice tutoring (SPT), which targets fluent retrieval of math facts, and visuo-spatial number tutoring (VNT), which targets visuo-spatial representations of numbers, quantity, and their mental manipulations.我们将使用随机控制设计比较这些独特的学习方法，并阐明短期学习，概括（转移）以及MD儿童中与SPT和VNT相关的数学技能的脑机制。我们的中心假设是，SPT和VNT将通过可分离的脑可塑性模式来补救MD儿童不同类型的数学缺陷。对这两种学习形式的关键神经生物学研究将有助于阐明由靶向可解散脑系统可塑性的干预措施来补救MD的程度 - 锚定在内侧颞叶和视觉空间注意系统中的声明性记忆系统，锚定在核内沟中。拟议的工作将为MD儿童及其通常发展的同龄人的数学学习的神经生物学基础提供重要的新见解。我们研究的发现不仅对了解医学博士的病因和补救措施有重大影响，而且还可以确定数学学习变异性的来源，并为优化所有儿童学习而产生广泛的后果。