Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence.
Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence.
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DOI：
10.1111/desc.13123
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发表时间：
2021-11
影响因子：
3.7
通讯作者：
Menon, Vinod
中科院分区：
文献类型：
--
作者：
Schwartz, Flora;Zhang, Yuan;Chang, Hyesang;Karraker, Shelby;Kang, Julia Boram;Menon, Vinod
关键词：
数学知识是从对数量和表示数量的符号的基本理解中分层构建的。对符号和非符号形式的数字量的区分与数学问题解决能力有关。然而，很少有人知道的程度上重叠的数量表示符号和非符号格式之间的个体差异，在数值问题解决，以及这种关系是否会改变不同的发展阶段和技能的收购。在这里，我们调查了神经表征相似性（NRS）之间的联系，在早期和晚期发展阶段的符号和非符号数量的歧视和算术问题解决技能：小学儿童（7-10岁）和青少年和年轻人（AYA，年龄14-21岁）。在儿童中，跨格式NRS分布在大脑区域，包括顶叶和额叶皮质和海马，与算术技能呈正相关。相比之下，在AYA组中，没有大脑区域显示出交叉格式NRS和算术技能之间的显着关联。我们的研究结果表明，符号-非符号NRS和算术技能之间的关系取决于发展阶段。综上所述，我们的研究提供了证据，映射和疏远的假设，在数字问题解决的背景下，虽然在不同的认知发展阶段。
Mathematical knowledge is constructed hierarchically from basic understanding of quantities and the symbols that denote them. Discrimination of numerical quantity in both symbolic and non-symbolic formats has been linked to mathematical problem-solving abilities. However, little is known of the extent to which overlap in quantity representations between symbolic and non-symbolic formats is related to individual differences in numerical problem solving and whether this relation changes with different stages of development and skill acquisition. Here we investigate the association between neural representational similarity (NRS) across symbolic and non-symbolic quantity discrimination and arithmetic problem-solving skills in early and late developmental stages: elementary school children (ages 7–10 years) and adolescents and young adults (AYA, ages 14–21 years). In children, cross-format NRS in distributed brain regions, including parietal and frontal cortices and the hippocampus, was positively correlated with arithmetic skills. In contrast, no brain region showed a significant association between cross-format NRS and arithmetic skills in the AYA group. Our findings suggest that the relationship between symbolic-non-symbolic NRS and arithmetic skills depends on developmental stage. Taken together, our study provides evidence for both mapping and estrangement hypotheses in the context of numerical problem solving, albeit over different cognitive developmental stages.
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影响因子：
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