Neuroimaging of the Development of Neural Mechanisms for Number Processing

描述（由申请人提供）：在非人类动物以及人类婴儿和幼儿中发现的非语言数字能力被假设为代表成人更复杂的数字和数学能力的生物学和发育先驱。因此，关于儿童时期处理数字的神经基础的信息可能对我们理解数学能力的个体差异至关重要，包括像计算障碍和发展性计算障碍这样的数学能力障碍。通过对成人的功能性神经成像研究，数字认知和对数字的感知与顶叶皮层区域的活动有关，包括顶叶下小叶和顶叶上小叶、角回和顶叶内沟的水平段。然而，关于儿童数字处理的神经关联，以及儿童时期支持数字感知和数字认知发展的大脑功能变化，人们知之甚少。同样，儿童和成人数学能力个体差异的神经生物学基础仍然知之甚少。本研究的总体目标是利用功能磁共振成像（fMRI）来表征儿童早期与数字感知和数字认知方面的发展变化相关的大脑活动变化模式。另一个目标是确定数学能力的个体差异与大脑活动发育变化模式的个体差异之间的潜在相关性。通过评估4- 8岁儿童数字处理神经回路的正常发育情况，以及与成人的不同或相似之处，本研究将开始系统地探索数字表征和操作的纵向发展和神经基础。这个项目将为数学能力有缺陷的儿童的比较研究奠定基础。此外，这项工作将为未来的工作提供方法论基础，旨在评估成功的教育干预措施对儿童数学能力缺陷的修复的神经机制。与这些目标一致，我们将分析纵向功能磁共振成像数据、实验室和标准化的数字处理和数学成就测量，以确定我们扫描的儿童数学能力个体差异的潜在神经预测因素。这项研究将使我们对大脑的变化与儿童感知和思考数字的方式的发展变化之间的关系有了基本的了解。反过来，这种基本的理解可能会告诉我们对数学能力个体差异的理解。这一研究项目最终可能会导致数学课程的改进，并为有数学学习困难风险的儿童提供干预方案。这项研究将使我们对大脑的变化与儿童感知和思考数字的方式的发展变化之间的关系有了基本的了解。这种基本的理解，反过来，将告诉我们在数学能力的个体差异的理解。这一研究项目最终可能会导致数学课程的改进，并为有数学学习困难风险的儿童提供干预方案。

DESCRIPTION (provided by applicant): The non-verbal numerical abilities identified in non-human animals as well as human infants and young children are hypothesized to represent biological and developmental precursors of adult humans' more sophisticated numerical and mathematical abilities. Information regarding the neural basis for the processing of number during childhood may therefore prove critical to our understanding of individual differences in mathematical abilities, including such disorders of mathematical abilities as acalculia and developmental dyscalculia. Numerical cognition and the perception of numerosity have been linked via functional neuroimaging studies of adults to activity in regions of parietal cortex including the inferior and superior parietal lobules, the angular gyri, and the horizontal segment of the intraparietal sulci. However, little is known about the neural correlates of number processing in children or about the changes in brain function that support the development of numerosity perception and numerical cognition during childhood. Likewise, the neurobiological basis of individual differences in mathematical abilities in children and adults remains poorly understood. The overarching goal of the proposed research is to characterize, using functional magnetic resonance imaging (fMRI), the patterns of change in brain activity associated with developmental changes in aspects of number perception and numerical cognition during early childhood. An additional goal is to identify potential correlations between individual differences in mathematical abilities and individual differences in patterns of developmental change in brain activity. By evaluating how the neural circuitry supporting number processing normally develops over the 4- to 8-year-old period, and how it differs from or is similar to that of adults, the proposed research will begin to explore systematically the longitudinal development and neural bases for the representation and manipulation of number. This project will set the stage for comparative studies of children with impairments in mathematical abilities. Moreover, this work will provide a methodological foundation for future work aimed at evaluating the neural mechanisms underlying successful educational interventions for remediation of deficits in mathematical abilities in children. Consistent with these goals, we will analyze the longitudinal fMRI data and laboratory and standardized measures of number processing and mathematics achievement to identify potential neural predictors of individual differences in math abilities in the children we scan. This research will inform our basic understand of how changes in the brain relate to developmental changes in the ways in which children perceive and think about numbers. This basic understanding, in turn, might inform our understanding of individual differences in math abilities. This program of research could eventually lead to improvements in math curriculum and intervention programs for children at risk for developing difficulties in learning math.This research will inform our basic understand of how changes in the brain relate to developmental changes in the ways in which children perceive and think about numbers. This basic understanding, in turn, will inform our understanding of individual differences in math abilities. This program of research could eventually lead to improvements in math curriculum and intervention programs for children at risk for developing difficulties in learning math.