Interventions in Math Learning Disabilities: Cognitive and Neural Correlates

数学学习障碍的干预措施：认知和神经相关性

• 批准号: 7536265
• 负责人: VINOD MENON
• 金额: $ 74.98万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-12-15 至 2013-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7536265
• 关键词: Achievement; Address; Adult; Age; Area; Arts; Behavioral; Biological Markers; Brain; Brain imaging; Brain region; Child; Classification; Cognition; Cognitive; Computer Assisted; Data; Development; Dorsal; Early treatment; Education; Engineering; Etiology; Event; Exhibits; Foundations; Functional Magnetic Resonance Imaging; Fusiform gyrus; Goals; Hippocampus (Brain); Imaging Techniques; Intervention; Intervention Studies; Learning; Learning Disabilities; Life; Lobule; Mathematics; Mediating; Memory; Methods; Mission; Neurobiology; Neurosciences; Operative Surgical Procedures; Parietal; Parietal Lobe; Pattern; Performance; Prefrontal Cortex; Process; Psyche structure; Randomized; Randomized Controlled Trials; Reaction Time; Reading; Relative (related person); Reliance; Request for Proposals; Research; Rest; Retrieval; Role; School-Age Population; Science; Source; Structure of supramarginal gyrus; System; Task Performances; Time; Training; United States National Institutes of Health; age group; angular gyrus; base; brain behavior; cognitive change; cognitive function; cognitive system; design; disability; extrastriate visual cortex; improved; information processing; insight; interest; intervention program; intraparietal sulcus; mathematical ability; mathematical theory; memory recognition; neocortical; network dysfunction; neurobiological mechanism; neuromechanism; novel; relating to nervous system; remediation; research study; response; skill acquisition; skills; success; university student

DESCRIPTION (provided by applicant): Mathematical cognition is critical not only for success in science and engineering but also as an important skill in everyday life, second only to reading in formal education. Recent cognitive, developmental and educational studies have provided new insights into the enduring behavioral deficits in children with mathematical learning disabilities (MLD). The development of early intervention programs is important for enhancing math learning and achievement for a broad range of children, including children who are typically developing, as well as those with developmental lags and learning disabilities. Little is known, however, about the brain and cognitive bases of MLD and the mechanisms by which these disabilities can be remediated. The overarching goal of this proposal is to investigate the brain and cognitive mechanisms that support mathematical learning and the remediation of poor mathematical skills in children with MLD. The PIs will use a cognitive and systems neuroscience approach and state-of-the-art functional brain imaging techniques and a randomized controlled design to achieve this goal. The study focuses on mathematical learning and skill acquisition during the ages of 7 to 9 (grades 2 and 3), a period important for learning core mathematical skills. The proposed intervention studies will focus on three groups of children (1) typically developing (TD) children, (2) low achieving (LA) children who lag developmentally, and (3) children with MLD. The PIs will use a randomized controlled study to investigate differences in mathematical learning and skill acquisition in these groups of children. Across the three groups, the proposed studies will (1) elucidate the neurobiological mechanisms underlying mathematical learning, (2) provide novel insights into the role of the posterior parietal cortex, hippocampus, fusiform gyrus and prefrontal cortex in mathematical learning and remediation, (3) inform theories of mathematical cognition by characterizing the behavioral, cognitive and neural correlates of increased mathematical proficiency associated with changes in strategy use, and (4) examine reorganization and plasticity of functional brain networks with intervention. The proposed studies will provide the first and most detailed characterization of the neurobiological underpinnings of intervention on mathematical learning in children with MLD. Findings from this study will not only have important implications for determining sources of variability in mathematical performance among LA and MLD children but also further understanding of the etiology and long-term remediation of MLD. Understanding the progression and mechanisms of mathematical development and remediating poor mathematical skills is a national priority, as emphasized by the formation of the President's National Mathematics Panel. Between 5 to 8% of children demonstrate some form of mathematical learning disability, with adverse life-long consequences for academic, vocational and professional success. Findings from this study will not only have important implications for determining mathematical learning in children, but also for understanding the cognitive and brain processes underlying mathematical learning disabilities.

描述（由申请人提供）：数学认知不仅对科学和工程的成功至关重要，而且是日常生活中的一项重要技能，仅次于正规教育中的阅读。最近的认知，发展和教育研究提供了新的见解，持久的行为缺陷的儿童数学学习障碍（MLD）。早期干预计划的发展对于提高广泛儿童的数学学习和成就非常重要，包括典型发育中的儿童以及发育滞后和学习障碍的儿童。然而，人们对MLD的大脑和认知基础以及这些残疾可以补救的机制知之甚少。这项提案的总体目标是调查大脑和认知机制，支持数学学习和补救不良的数学技能与MLD儿童。PI将使用认知和系统神经科学方法以及最先进的功能性脑成像技术和随机对照设计来实现这一目标。这项研究的重点是7至9岁（2年级和3年级）的数学学习和技能获得，这是学习核心数学技能的重要时期。拟议的干预研究将侧重于三组儿童（1）典型发育（TD）儿童，（2）发育落后的低成就（LA）儿童，（3）MLD儿童。PI将使用随机对照研究来调查这些儿童组在数学学习和技能获得方面的差异。在这三个组中，拟议的研究将（1）阐明数学学习的神经生物学机制，（2）为后顶叶皮层，海马，梭状回和前额叶皮层在数学学习和补救中的作用提供新的见解，（3）通过表征行为，认知和神经相关的数学能力的增加与策略使用的变化，和（4）检查重组和可塑性的功能脑网络的干预。拟议的研究将提供第一个和最详细的表征的神经生物学基础的干预对数学学习障碍儿童。这项研究的结果不仅对确定LA和MLD儿童数学表现变异的来源具有重要意义，而且对进一步了解MLD的病因和长期补救措施也具有重要意义。 正如总统国家数学小组的成立所强调的那样，了解数学发展的进程和机制以及纠正数学技能低下是国家的一项优先事项。5%至8%的儿童表现出某种形式的数学学习障碍，对学业、职业和专业成功产生终身不利影响。这项研究的结果不仅对确定儿童的数学学习有重要意义，而且对理解数学学习障碍的认知和大脑过程也有重要意义。