Perceiving fingers in single-digit arithmetic problems.
Perceiving fingers in single-digit arithmetic problems.
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DOI：
10.3389/fpsyg.2015.00226
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发表时间：
2015
影响因子：
3.8
通讯作者：
Booth JR
中科院分区：
文献类型：
--
作者：
Berteletti I;Booth JR
在这项研究中，我们调查儿童的手指表征和手指运动参与个位数算术问题的神经基础。有证据表明，手指表征和基于手指的策略在学习和理解算术中起着重要作用。由于不同的操作依赖于不同的网络，我们比较了激活的减法和乘法的问题，在独立本地化的手指体感和运动区，并测试激活是否与技能。8至13岁儿童的大脑激活显示，只有减法问题显著激活了手指运动区域，这表明依赖于基于手指的策略。此外，较大的减法问题产生了更大的体感激活比较小的问题，这表明更大的依赖手指表示较大的数值。有趣的是，在减法问题上的更好表现与手指体感区的较低激活有关。我们的研究结果支持的重要性，细粒度的手指表示在算术技能，是第一个神经学证据的功能作用的体感手指区熟练的算术问题解决，特别是对于那些需要数量操纵的问题。从教育的角度来看，这些结果鼓励调查是否不同的手指为基础的战略促进算术的理解，并鼓励教育实践，旨在整合手指的代表性和手指为基础的战略作为一种工具，灌输更强的数字感。
In this study, we investigate in children the neural underpinnings of finger representation and finger movement involved in single-digit arithmetic problems. Evidence suggests that finger representation and finger-based strategies play an important role in learning and understanding arithmetic. Because different operations rely on different networks, we compared activation for subtraction and multiplication problems in independently localized finger somatosensory and motor areas and tested whether activation was related to skill. Brain activations from children between 8 and 13 years of age revealed that only subtraction problems significantly activated finger motor areas, suggesting reliance on finger-based strategies. In addition, larger subtraction problems yielded greater somatosensory activation than smaller problems, suggesting a greater reliance on finger representation for larger numerical values. Interestingly, better performance in subtraction problems was associated with lower activation in the finger somatosensory area. Our results support the importance of fine-grained finger representation in arithmetical skill and are the first neurological evidence for a functional role of the somatosensory finger area in proficient arithmetical problem solving, in particular for those problems requiring quantity manipulation. From an educational perspective, these results encourage investigating whether different finger-based strategies facilitate arithmetical understanding and encourage educational practices aiming at integrating finger representation and finger-based strategies as a tool for instilling stronger numerical sense.
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