Attitudes Toward Math Are Differentially Related to the Neural Basis of Multiplication Depending on Math Skill.
Attitudes Toward Math Are Differentially Related to the Neural Basis of Multiplication Depending on Math Skill.
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DOI：
10.1177/0731948719846608
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发表时间：
2020-08
影响因子：
1.8
通讯作者：
Booth, James R.
中科院分区：
文献类型：
--
作者：
Demir-Lira, O. Ece;Suarez-Pellicioni, Macarena;Binzak, John, V;Booth, James R.
对数学的态度（ATM）预测数学成绩。消极的自动取款机与回避数学内容有关，而积极的自动取款机与在数学任务上投入更多精力有关。最近的文献强调了在研究与成就的关系时考虑ATM和数学技能之间的相互作用的重要性。本研究首次探讨了数学技能与ATM交互作用对算术处理神经认知基础的影响。我们在9至12岁的儿童中使用一位数乘法任务来检验这种互动的效果。结果表明，较高的数学技能与左侧额下回（IFG）激活减少相关，而正ATM与左侧额下回（IFG）激活减少相关。ATM与乘法神经基础之间的关系因数学技能的不同而不同。只有在数学技能较低的儿童中，积极的ATM与左侧IFG的更大激活有关。结果表明，低技能儿童的积极ATM可能会鼓励他们更充分地参与控制努力和乘法事实检索的神经认知系统。我们的结果强调了研究态度和认知因素在算术发展的神经基础上的作用的重要性。
Attitudes towards math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement. This study investigated, for the first time, the effects of the interaction between math skill and ATM on the neurocognitive basis of arithmetic processing. We examined the effect of this interaction using a single-digit multiplication task in 9- to 12-year-old children. Results showed that higher math skill was correlated with less activation in the left inferior frontal gyrus (IFG), and positive ATM were correlated with less activation in the left IFG. The relation between ATM and the neural basis of multiplication varied depending on math skill. Only among children with lower math skill, positive ATM were associated with greater activation of the left IFG. The results suggest that positive ATM in low skill children might encourage them to more fully engage the neurocognitive systems underlying controlled effort and retrieval of multiplication facts. Our results highlight the importance of examining the role of both attitudinal and cognitive factors on the neural basis of arithmetic development.
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