Brain Activity during a Visuospatial Working Memory Task Predicts Arithmetical Performance 2 Years Later
Brain Activity during a Visuospatial Working Memory Task Predicts Arithmetical Performance 2 Years Later
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DOI：
10.1093/cercor/bhr175
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发表时间：
2012-05-01
期刊：
影响因子：
3.7
通讯作者：
Klingberg, Torkel
中科院分区：
文献类型：
--
作者：
Dumontheil, Iroise;Klingberg, Torkel
视觉空间工作记忆容量与数学推理能力高度相关，并能预测未来数学推理能力的发展。活动在顶内沟（IPS）在视觉空间WM任务与WM能力的个体间差异。该区域也与数字表示有关，其结构和活动反映了算术性能受损（例如，计算障碍）。我们收集了纵向样本中的行为（N = 246）和神经影像学数据（N = 46），以测试在视觉空间WM任务期间IPS活动是否可以提供比单独的心理测试更多的信息，并预测2年后6-16岁的健康参与者的算术表现。非语言推理和言语和视觉空间WM措施被认为是独立的预测算术结果。此外，WM激活左侧IPS预测算术结果独立的行为措施。一个逻辑模型，包括行为和成像数据显示，提高了灵敏度，正确分类2年后，比一个模型，仅与行为措施的两倍多的儿童算术表现不佳。这些结果表明，神经影像学数据可以提供有用的信息，除了行为评估，并被用来提高识别个人的风险，未来的学习成绩低。
Visuospatial working memory (WM) capacity is highly correlated with mathematical reasoning abilities and can predict future development of arithmetical performance. Activity in the intraparietal sulcus (IPS) during visuospatial WM tasks correlates with interindividual differences in WM capacity. This region has also been implicated in numerical representation, and its structure and activity reflect arithmetical performance impairments (e.g., dyscalculia). We collected behavioral (N = 246) and neuroimaging data (N = 46) in a longitudinal sample to test whether IPS activity during a visuospatial WM task could provide more information than psychological testing alone and predict arithmetical performance 2 years later in healthy participants aged 6-16 years. Nonverbal reasoning and verbal and visuospatial WM measures were found to be independent predictors of arithmetical outcome. In addition, WM activation in the left IPS predicted arithmetical outcome independently of behavioral measures. A logistic model including both behavioral and imaging data showed improved sensitivity by correctly classifying more than twice as many children as poor arithmetical performers after 2 years than a model with behavioral measures only. These results demonstrate that neuroimaging data can provide useful information in addition to behavioral assessments and be used to improve the identification of individuals at risk of future low academic performance.