Cognitive Neuroscience of Mathematical Development

数学推理能力的成熟是人类认知能力和学术能力的一个标志 发展认知、发展、教育和临床心理学家提供了 对数学技能的复杂和动态发展变化的宝贵见解 在童年时期。7至10岁（2、3和4年级）是一个重要的时期 数学技能的发展。然而，目前对这一问题知之甚少。 大脑系统的发展，调解数学技能的获取。总体目标 我们的建议是调查儿童数学技能的发展， 认知和系统神经科学方法，以及纵向研究设计。具体 本临床研究计划的目的是（1）研究认知功能的纵向变化 （2）对小学4年级学生的数学认知进行纵向研究 数学基础的脑网络功能和结构连接的变化 认知，（3）研究个体差异的认知和神经基础， 数学技能发展。我们提出的研究将提供重要的见解（1） 数学认知功能特化的神经基础;（2）数学认知功能特化与数学认知功能特化的关系 工作记忆、策略和任务熟练度的神经变化和变化;（3） 后顶叶皮质功能特化的发育起源;（4）皮质 网络和相互作用，在不同阶段的数学任务的表现， 技能发展;（5）认知和神经因素，介导个体差异， 学习总之，这项工作将提供重要的新信息， 大脑网络对数学认知和技能的获得很重要。这项工作有 有可能对发展认知神经科学，大脑发育， 和临床心理学。

The maturation of mathematical reasoning skills is a hallmark of human cognitive and academic development. Cognitive, developmental, educational and clinical psychologists have provided valuable insights into the complex and dynamic developmental changes in mathematical skills during childhood. The ages between 7 and 10 (grades 2, 3 and 4) represent an important period for the development of mathematical skills. However, very little is currently known about the development of brain systems that mediate mathematical skill acquisition. The overarching goal of our proposal is to investigate the development of mathematical skills in children using a cognitive and systems neuroscience approach, and a longitudinal study design. The specific aims of this clinical research proposal are to (1) Investigate longitudinal changes in cognitive and brain processes mediating mathematical cognition at grade 4, (2) Investigate longitudinal changes in functional and structural connectivity of brain networks underlying mathematical cognition, and (3) Investigate the cognitive and neural basis of individual differences in mathematical skill development. Our proposed studies will provide important insights into (1) the neural basis of functional specialization for mathematical cognition; (2) the relation between neural changes and changes in working memory, strategy and increased task proficiency; (3) the developmental origins of functional specialization in the posterior parietal cortex; (4) cortical networks and interactions that subserve mathematical task performance at different stages of skill development; and (5) cognitive and neural factors that mediate individual differences in learning. Taken together, this work will provide significant new information on the maturation of brain networks important for mathematical cognition and skill acquisition. This work has the potential to have broad impact on developmental cognitive neuroscience, brain development, and clinical psychology.