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BRAIN AND BEHAVIOR INDEXES OF THE ARITHMETIC ORGANIZATION IN BILINGUALS

双语者算术组织的大脑和行为指数

基本信息

批准号：
8110478
负责人：
Nicole Yvonne Wicha
金额：
$ 6.94万
依托单位：
UNIVERSITY OF TEXAS SAN ANTONIO
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-07-15 至 2014-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8110478
关键词：
Accounting Address Adult Affect Appearance Behavior Behavioral Behavioral Assay Brain Brain Injuries Child Childhood Code Cognitive Country Data Development Digit structure Educational process of instructing Equilibrium Event-Related Potentials Home environment Improve Access Individual Judgment Language Language Development Lead Learning Learning Disabilities Light Link Matched Group Measures Mediation Memory Methodology Mexican Modeling Nature Pattern Performance Population Primary Schools Process Psyche structure Reaction Time Research Scalp structure School Teachers Schools Series Solutions Speed Stimulus Structure System Techniques Testing Time Training Veins abstracting base brain behavior brain electrical activity cognitive system cost elementary school experience improved indexing mathematics disability monoclonal antibody LL2 preference public health relevance relating to nervous system university student

项目摘要

DESCRIPTION (provided by applicant): Learning more than one language alters behavior and the structural and functional organization of the brain, with changes extending beyond the realm of language. Thus the bilingual cannot be viewed as simply two monolinguals in one brain, and in a country where 1 in 5 people speak a language other than English at home, it is essential to understand how being bilingual can impact other cognitive systems. This proposal aims to understand how arithmetic facts, such as multiplication tables, are represented and accessed for the multiple bilingual formats, digits and number words in each language. Language and arithmetic are thought to be tightly linked because arithmetic concepts are learned through verbalization. Thus, knowing more than one language may affect the way in which these concepts are organized and processed. We propose a series of studies that use event related potentials (ERPs) - a technique sensitive to the rapid temporal dynamics of cortical brain activity - along with behavioral assays of performance, to uncover qualitative and quantitative differences in processing arithmetic concepts in each format. We measure response times (RT) and ERPs to the solutions of simple multiplication problems (3x2=6) in which the congruence between operands and solutions is manipulated. Processing differences between congruent and incongruent trials across formats can shed light on the connections and basic structure of arithmetic fact representation. Preliminary data indicate that the language of learning for arithmetic (LolA), rather than the dominant language (L1), has stronger and more precise representations than the other language (LL2). Aim 1 tests the intercode connections between representations by manipulating the solution to create language switches between codes. This will allow us to determine any asymmetrical switching costs based on the direction of a switch and in turn test inhibitory mechanisms. Aim 2 will determine if the level of proficiency in Ll2 can improve the representation of arithmetic facts in this format. In a similar vein, Aim 3 asks whether experience specifically using arithmetic facts in Ll2 can improve the representations in this network. That is, can relearning through practice, such as for individuals teaching math in their second language, reverse the strong asymmetries between LolA and Ll2. We will first measure the speeded correctness judgments and accuracy for each aim, to uncover any overt behavioral differences across the codes. We will then measure 2 ERP components that are sensitive to arithmetic congruency and relatedness between arithmetic concepts, the N400, a negative wave peaking 400 ms post-stimulus onset sensitive to the spread of activation between entries in the mental lexicon, and the Late Positive Component, reflecting more controlled processing of unexpected solutions. Changes in amplitude, latency or distribution of these components can elucidate the connections within and between codes. Our studies will test the only current model for bilingual arithmetic, and lead to a better understanding of the brain organization for arithmetic, with consequences for learning and use under normal and abnormal conditions. PUBLIC HEALTH RELEVANCE: Studies have focused on the connection between language and arithmetic concepts (e.g., Dehaene et al., 2003; Campbell, et al., 1999; Campbell and Epp, 2004), but have not been able to show the relationship between these definitively in a single language system, nor have they elucidated the unique circumstances surrounding arithmetic processing in a brain with more than one language. The current project uses a direct measure of electrical brain activity - event related potentials - along with behavioral assays to uncover the connections between the conceptual representations for simple arithmetic in a bilingual's three codes (first and second languages and Arabic digits), as well as to understand the nature of the underlying cognitive and neural processes within each code. These studies will begin to elucidate the basis of performance differences observed across a bilingual's languages, and at the same time inform models of language and arithmetic more generally, which can ultimately inform our understanding of impaired processing in childhood learning disabilities, such as dyscalculia, as well as to improve teaching and testing methodologies taking into account differential processing strategies for bilinguals and monolinguals alike.

描述（由申请人提供）：学习一种以上的语言会改变行为以及大脑的结构和功能组织，其变化超出了语言领域。因此，双语者不能被简单地视为一个大脑中的两个单语者，在一个五分之一的人在家里说英语以外的语言的国家，了解双语如何影响其他认知系统是至关重要的。该提案旨在了解算术事实，如乘法表，如何表示和访问多种双语格式，每种语言中的数字和数字词。语言和算术被认为是紧密联系在一起的，因为算术概念是通过语言表达来学习的。因此，了解一种以上的语言可能会影响这些概念的组织和处理方式。我们提出了一系列的研究，使用事件相关电位（ERP）-一种技术敏感的皮层脑活动的快速时间动态-与性能的行为分析一起沿着，以揭示定性和定量的差异，在处理算术概念，在每种格式。我们测量的反应时间（RT）和ERPs的简单乘法问题（3 × 2 =6）的解决方案，其中操作数和解决方案之间的一致性被操纵。不同格式的一致和不一致试验之间的加工差异可以揭示算术事实表征的连接和基本结构。初步数据表明，学习算术的语言（LolA），而不是占主导地位的语言（L1），比其他语言（LL 2）具有更强和更精确的表征。目标1通过操作解决方案来创建代码之间的语言切换，从而测试表示之间的代码间连接。这将使我们能够根据转换的方向确定任何不对称转换成本，并反过来测试抑制机制。目标2将确定Ll 2的熟练程度是否可以改善这种格式中算术事实的表示。类似地，目标3询问专门使用Ll 2中的算术事实的经验是否可以改善该网络中的表示。也就是说，通过实践进行再学习，例如对于用第二语言教授数学的个人，是否可以逆转L1 A和L12之间的强不对称性。我们将首先测量每个目标的快速正确性判断和准确性，以揭示代码之间的任何明显的行为差异。然后，我们将测量对算术一致性和算术概念之间的相关性敏感的2个ERP成分，即N400，刺激后400 ms达到峰值的负波，对心理词典中条目之间的激活传播敏感，以及晚期正成分，反映了对意外解决方案的更受控处理。这些成分的振幅、潜伏期或分布的变化可以阐明代码内部和代码之间的联系。我们的研究将测试目前唯一的双语算术模型，并导致更好地了解大脑组织的算术，在正常和异常条件下的学习和使用的后果。公共卫生相关性：研究集中在语言和算术概念之间的联系（例如，Dehaene等人，2003;坎贝尔等人，一九九九年;坎贝尔和埃普，2004年），但还没有能够显示这些之间的关系，明确在一个单一的语言系统，也没有阐明周围的独特情况下，算术处理在一个大脑与一个以上的语言。目前的项目使用脑电活动的直接测量-事件相关电位-沿着行为分析，以揭示双语者的三种代码（第一和第二语言以及阿拉伯数字）中简单算术的概念表征之间的联系，以及了解每个代码中潜在的认知和神经过程的性质。这些研究将开始阐明双语者的语言表现差异的基础，同时更普遍地告知语言和算术模型，这最终可以告知我们对儿童学习障碍（如计算障碍）中受损处理的理解，以及改善教学和测试方法，同时考虑到双语者和单语者的差异处理策略。