Cognitive, Instructional, & Neuroimaging Factors in Math

数学中的认知、教学和神经成像因素。 响应RFA HD-02-031的这一项目的目标是整合对认知、教学和神经生物学因素的调查，这些因素是导致不同类型数学学习障碍儿童数学水平发展的个体差异的原因。中心主题是，孩子们在学习数学熟练程度上存在差异，这些个体差异体现在不同的数学残疾亚型上。为了了解变异性的来源，必须根据认知、教学和神经生物学指标以及与其他学习和注意力困难的关系来定义和评估类型。拟议的方案项目包括四个项目和三个核心。项目I(认知)建议评估数学和认知过程，这些过程是患有特定数学障碍的儿童以及患有数学和阅读障碍的儿童所经历的困难的基础。项目II(教学)对只有阅读障碍和阅读和数学障碍的儿童进行随机对照研究，包括解决事实提取、程序性知识和算术应用问题的干预措施。项目III(MRI)建议对项目I和项目II中评估的数学障碍亚型进行功能和结构神经成像研究，特别是检查这些亚型的神经关联和对干预的反应。项目IV(MSI)建议对项目I和项目II中评估的亚型进行磁源成像研究，还通过不同但互补的功能神经成像模式确定神经关联和对干预的反应。核心包括行政事务核心(A)、征聘和评价核心(B)以及数据库和统计核心(C)。这项研究计划将导致对学习障碍进行更全面的分类，更全面地了解儿童如何发展数学能力以及为什么有些人会挣扎，对补救干预措施提供具体评估，并对儿童数学障碍的性质提供重要的跨学科见解。

Cognitive, Instructional, & Neuroimaging Factors in Math. The objective of this program project in respond to RFA HD-02-031 is to integrate investigations of the cognitive, instructional, and neurobiological factors that account for individual differences in the development of mathematical proficiencies in children with different types of learning disabilities in math. The central theme is that children vary in the degree to which they learn mathematical proficiencies and that these individual differences manifest themselves in different subtypes of math disability. To understand the sources of variability, the types must be defined and evaluated against cognitive, instructional, and neurobiological measures, and in relation to other learning and attention difficulties. The proposed program project includes four projects and three cores. Project I (Cognition) proposes to evaluate mathematical and cognitive processes that underlie the difficulties experienced by children with specific math disabilities as well as comorbid math and reading disabilities. Project II (Instruction) provides randomized controlled studies of children with only reading and comorbid reading and math disabilities, including interventions addressing of fact retrieval, procedural knowledge, and arithmetic word problems. Project III (MRI) proposes functional and structural neuroimaging studies of the subtypes of math disability evaluated in Projects I and II, specifically examining the neural correlates of these subtypes and response to intervention. Project IV (MSI) proposes magnetic source imaging studies of the subtypes evaluated in Projects I and II, also identifying the neural correlates and response to intervention with a different, but complementary functional neuroimaging modality. The cores include the Administrative Services Core (A), the Recruitment and Evaluation Core (B), and the Database and Statistics Core (C). This research program will lead to a more comprehensive classification of learning disabilities in general, a more integrated understanding of how children develop mathematical proficiencies and why some struggle, provide specific evaluations of remedial interventions, and provide important cross-discipline insights into the nature of math disabilities in children.