Mathematical Cognition in Autism: A Cognitive and Systems Neuroscience Approach

描述（由申请人提供）：自闭症谱系障碍（ASD）是一种以特定行为缺陷为特征的异质性障碍。然而，其改变的发展轨迹也可以导致认知优势，特别是在数学和分析问题解决领域。数学认知不仅对科学和工程的成功至关重要，而且是日常生活中仅次于阅读的重要技能。尽管其重要性，数值和数学推理是一个严重不足的认知领域在ASD。在这里，我们建议启动第一个系统的研究自闭症儿童的数学认知，最初集中在儿童与高功能自闭症（HFA）。这项建议的首要目标是调查数感，数学推理和解决问题的能力，在儿童HFA使用认知和系统神经科学的方法。该项目的具体目标是：（1）使用一系列标准化和新颖的认知测试对ASD儿童的数学能力进行行为表征，（2）调查ASD儿童基本数字感的认知和大脑过程，并将其与典型发育（TD）儿童进行比较，（3）研究ASD儿童算术问题解决能力的认知和脑过程，并与TD儿童进行比较，（4）比较ASD儿童和TD儿童支持数学认知的功能网络和结构网络的完整性。我们将检验以下假设：（i）数学认知是某些ASD儿童的相对能力的一个小岛;（ii）ASD儿童，无论他们表现出与TD对照组相比上级、同等或较差的表现水平，都会在数字和数学问题解决过程中部署非典型的大脑过程。我们提出的研究将为ASD儿童数学能力的神经基础提供新的见解，以及这些儿童支持数学信息处理的大脑网络的改变程度。如果像我们预测的那样，数学技能是一些ASD儿童的能力孤岛，那么这些研究将为ASD儿童认知和行为异质性的神经生物学机制提供新的见解。我们的研究不仅将导致更深入地了解神经系统介导ASD认知功能和问题解决能力的异质性，而且还将对设计适当的干预措施具有重要意义，通过在早期确定ASD患者独特的优势和劣势，改善ASD患者的学术，职业和专业成就。

DESCRIPTION (provided by applicant): Autism Spectrum Disorder (ASD) is a heterogeneous disorder characterized by specific behavioral deficits. However, its altered developmental trajectory can also lead to cognitive strengths, particularly in the domains of mathematical and analytical problem solving. 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. Despite its importance, numerical and mathematical reasoning is a grossly understudied cognitive domain in ASD. Here, we propose to initiate the first systematic study of mathematical cognition in children with ASD, focusing initially on children with High Functioning Autism (HFA). The overarching goal of this proposal is to investigate number sense, mathematical reasoning and problem solving abilities in children with HFA using a cognitive and systems neuroscience approach. The specific aims of this project are: (1) To behaviorally characterize mathematical abilities in children with ASD using a battery of standardized and novel cognitive tests, (2) To investigate the cognitive and brain processes underlying basic number sense in children with ASD and compare them to typically developing (TD) children, (3) To investigate the cognitive and brain processes underlying arithmetic problem solving abilities in children with ASD and compare them to TD children, and (4) To examine the integrity of functional and structural networks supporting mathematical cognition in children with ASD compared to TD children. We will test the hypotheses that (i) mathematical cognition is an islet of relative ability in some children with ASD and (ii) children with ASD, whether they exhibit superior, equivalent, or poorer performance levels as TD controls, will deploy atypical brain processes during numerical and mathematical problem solving. Our proposed studies will provide new insights into the neural basis of mathematical abilities in children with ASD, and the extent to which brain networks supporting mathematical information processing are altered in these children. If, as we predict, mathematical skills are an islet of ability in some children with ASD, the proposed studies will provide novel insights into the neurobiological mechanisms underlying cognitive and behavioral heterogeneity in children with ASD. Our research will not only lead to a more thorough understanding of the neural systems mediating heterogeneity of cognitive functioning and problem solving abilities in ASD, but it will also have important implications for designing appropriate interventions to improve academic, vocational and professional achievement in individuals with ASD by identifying their unique strengths and weaknesses at an early age.