Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems.
Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems.
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DOI：
10.1016/j.cortex.2014.04.001
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发表时间：
2014-08
期刊：
影响因子：
3.6
通讯作者：
Booth, James R.
中科院分区：
文献类型：
--
作者：
Berteletti, Ilana;Prado, Jerome;Booth, James R.
解决个位数乘法问题的更高技能需要从依赖数字到语言机制的逐步转变，而不是发展。然而，患有数学学习障碍（MD）的儿童被认为患有数字机制的特定损伤。在这里，我们测试的假设，这种损害可能会阻止MD儿童过渡到口头机制时，解决个位数乘法问题。在乘法问题的大脑激活进行了比较，在MD和典型发展（TD）的儿童（3日至7年级）在数字和语言区域，这是个性化的独立定位任务。我们使用了小问题（例如2 × 3）和大问题（例如7 × 9），因为这些问题可能在依赖语言和数字机制方面有所不同。结果表明，MD儿童的言语（即左额下回和左颞中回至上级颞回）和数字（即右上级顶叶小叶，包括顶内沟）区域的激活减少，表明这两种机制都受损。此外，MD儿童唯一可靠的激活是在解决小问题时的数字区域。这表明，MD儿童可以有效地参与数字机制，只有更容易的问题。相反，TD儿童表现出调制的激活问题的大小在言语区域。这表明，TD儿童有效地参与语言机制，更容易的问题。此外，具有更好语言技能的TD儿童在参与言语机制方面更有效。总之，研究结果表明，参与解决乘法问题的数字和语言相关的过程中受损的MD儿童。
Greater skill in solving single-digit multiplication problems requires a progressive shift from a reliance on numerical to verbal mechanisms over development. Children with math learning disability (MD), however, are thought to suffer from a specific impairment in numerical mechanisms. Here we tested the hypothesis that this impairment might prevent MD children from transitioning towards verbal mechanisms when solving single-digit multiplication problems. Brain activations during multiplication problems were compared in MD and typically developing (TD) children (3rd to 7th graders) in numerical and verbal regions which were individuated by independent localizer tasks. We used small (e.g. 2 × 3) and large (e.g. 7 × 9) problems as these problems likely differ in their reliance on verbal versus numerical mechanisms. Results indicate that MD children have reduced activations in both the verbal (i.e. left inferior frontal gyrus and left middle temporal to superior temporal gyri) and the numerical (i.e. right superior parietal lobule including intra-parietal sulcus) regions suggesting that both mechanisms are impaired. Moreover, the only reliable activation observed for MD children was in the numerical region when solving small problems. This suggests that MD children could effectively engage numerical mechanisms only for the easier problems. Conversely, TD children showed a modulation of activation with problem size in the verbal regions. This suggests that TD children were effectively engaging verbal mechanisms for the easier problems. Moreover, TD children with better language skills were more effective at engaging verbal mechanisms. In conclusion, results suggest that the numerical and language related processes involved in solving multiplication problems are impaired in MD children.
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