How specifically do we learn?: Imaging the learning of multiplication and subtraction
How specifically do we learn?: Imaging the learning of multiplication and subtraction
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DOI：
10.1016/j.neuroimage.2005.11.016
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发表时间：
2006-05-01
期刊：
影响因子：
5.7
通讯作者：
Delazer, Margarete
中科院分区：
文献类型：
--
作者：
Ischebeck, Anja;Zamarian, Laura;Delazer, Margarete
本功能性磁共振成像（fMRI）研究调查的修改有关的两个不同的算术运算，乘法和减法训练的大脑激活模式。健康的年轻人接受了五次训练，以回答乘法和减法问题。在接下来的功能磁共振成像会议中，训练过的和新的未训练过的问题在难度上紧密匹配，以区块顺序呈现。未经训练和训练的操作之间的对比显示，更强的激活额下和顶叶区域，特别是沿着银行的顶内沟。相反的对比，训练减去未经训练的操作，产生了显着较高的激活左角陀螺仪的乘法，但没有显着激活的减法区。这表明，训练导致减少的通用过程，如工作记忆和执行控制在这两个操作，表明在下额叶区的激活减少。然而，对于乘法，左侧角回激活的增加表明认知过程的转换。因此，经过训练的减法似乎会导致更快、更有效的策略，而经过训练的乘法则显示出从基于数量的处理（由沿着顶内沟的区域支持）到更自动的提取（由左侧角陀螺支持）的转变。同样的训练方法会导致大脑激活模式的变化，这取决于给定的操作。因此，学习对大脑的影响似乎不仅取决于学习的方法，还取决于学习的内容。(c)2005年爱思唯尔公司All rights reserved.
The present functional magnetic resonance imaging (fMRI) study investigates modifications of brain activation patterns related to the training of two different arithmetic operations, multiplication and subtraction. Healthy young adults were trained in five sessions to answer multiplication and subtraction problems. In the following fMRI session, trained and new untrained problems closely matched for difficulty were presented in blocked order. Contrasts between untrained and trained operations showed stronger activation of inferior frontal and parietal regions, especially along the banks of the intraparietal sulcus. The reverse contrasts, trained minus untrained operations, yielded significantly higher activation in the left angular gyros for multiplication but no significantly activated area for subtraction. This suggests that training leads to a reduction of general purpose processes, such as working memory and executive control in both operations, indicated by the decrease of activation in inferior frontal areas. For multiplication, however, the increase of activation in the left angular gyrus indicates a switching of cognitive processes. Trained subtraction therefore seems to lead to faster and more efficient strategies, while trained multiplication showed a shift from quantity-based processing (supported by the areas along the intraparietal sulci) to more automatic retrieval (supported by the left angular gyros). The same training method caused changes in brain activation patterns that depended on the given operation. The effects of learning on the brain therefore seem not only to depend on the method of learning but also on its content. (c) 2005 Elsevier Inc. All rights reserved.