Developmental Cognitive Neuroscience Weak Task-related Modulation and Stimulus Representations during Arithmetic Problem Solving in Children with Developmental Dyscalculia
Developmental Cognitive Neuroscience Weak Task-related Modulation and Stimulus Representations during Arithmetic Problem Solving in Children with Developmental Dyscalculia
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通讯作者：
Sarit Ashkenazi;M. Rosenberg-Lee;Caitlin Tenison;V. Menon
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作者：
Sarit Ashkenazi;M. Rosenberg-Lee;Caitlin Tenison;V. Menon
发展性计算障碍 (DD) 是一种影响学龄儿童数学学习和技能获取的残疾。在这里，我们使用功能磁共振成像数据的单变量和多变量分析来调查 DD 幼儿的算术问题解决能力缺陷。在功能磁共振成像扫描期间，17 名 DD 儿童（7-9 岁，2 年级和 3 年级）和 17 名智商和阅读能力与典型发育 (TD) 儿童相匹配的复杂和简单加法问题仅在算术复杂性上有所不同。虽然 TD 组随着算术复杂性的增加表现出大脑反应的强烈调节，但 DD 儿童却没有表现出这种调节。与算术复杂性相关的 TD 儿童相比，DD 儿童的顶内沟、顶上小叶、边缘上回和双侧背外侧前额叶皮层的激活显着降低。重要的是，多变量表征相似性表明，DD 组双侧前 IPS 中对复杂和简单问题的大脑反应模式差异较小，与信号水平的总体差异无关。总而言之，这些结果表明，患有 DD 的儿童不仅与数学认知相关的关键大脑区域激活不足，而且他们也无法对不同的算术问题产生独特的神经反应和表征。我们的研究结果为 DD 的神经基础提供了新的见解。
Developmental dyscalculia (DD) is a disability that impacts math learning and skill acquisition in school-age children. Here we investigate arithmetic problem solving deficits in young children with DD using univariate and multivariate analysis of fMRI data. During fMRI scanning, 17 children with DD (ages 7–9, grades 2 and 3) and 17 IQ-and reading ability-matched typically developing (TD) children performed complex and simple addition problems which differed only in arithmetic complexity. While the TD group showed strong modulation of brain responses with increasing arithmetic complexity, children with DD failed to show such modulation. Children with DD showed significantly reduced activation compared to TD children in the intraparietal sulcus, superior parietal lobule, supramarginal gyrus and bilateral dorsolateral prefrontal cortex in relation to arithmetic complexity. Critically , multivariate representational similarity revealed that brain response patterns to complex and simple problems were less differentiated in the DD group in bilateral anterior IPS, independent of overall differences in signal level. Taken together, these results show that children with DD not only under-activate key brain regions implicated in mathematical cognition, but they also fail to generate distinct neural responses and representations for different arithmetic problems. Our findings provide novel insights into the neural basis of DD.