Improving Math Ability via Primitive Number Sense Training

数学能力对人类生存的几乎方方面面都是必不可少的，但 成年人的数学能力差异很大，而数学能力极差 与长期的健康问题和更高的犯罪率有关(Parsons和Bynner， 2005)。入学时的数学能力预示着以后的数学成绩，而且更好 与识字技能相比，预测较晚的整体学术成就(Jordan等人，2009年； Duncan等人，2007年)。因此，提高幼儿早期的数学技能可能会 对学业成功有全球性的影响，也许对生活结果也有影响。这样做的目的是 提案的基础是我们研究小组最近的一项发现，证明 使用点阵列用近似非符号算术(ApprA)进行训练会导致 精确符号算术(Syma)成绩中的正迁移(Park和Brannon，in 按下)。在目标1中，我们问为什么ApprA培训提高了Syma。我们分解了 ApprA培训的认知成分，以评估哪些方面对改进至关重要 符号算术。在目标2中，我们测试了关于大脑如何重叠的特定预测 支持近似非符号算术和精确符号算术的区域 产生这种转移效应。例如，我们询问ApprA培训是否会发生变化 顶内沟的神经调谐曲线，已知体现了 数量的心理表征。这样的发现将提供强有力的证据证明 ApprA通过改变原始的数感来改进SymA。最后，目标3提出 在不同公立学区进行的iPad干预研究，以测试ApprA的疗效 训练以改善幼儿的Syma。提供了所有三个目标的试点数据。 了解ApprA和SymA之间的关系可能会有广泛的影响 来理解人类数学的根源。虽然ApprA培训不太可能 作为提高成年人或老年人数学能力的有效途径 掌握了符号数字系统的儿童，它可能是至关重要的 提高尚未掌握符号符号的幼儿的数学能力 数字系统。

Mathematical ability is essential for almost every aspect of human existence and yet there is large variability in math competency in adults and extremely poor math ability is linked with long-term health problems and higher criminality (Parsons and Bynner, 2005). Math skills at school-entry predict later math achievement and are a better predictor of later overall academic achievement than literacy skills (Jordan, et al., 2009; Duncan et al., 2007). Therefore improving early math skills in very young children could have global effects on academic success and perhaps life outcomes. The goal of this proposal is to build upon a recent finding from our research group demonstrating that training with approximate nonsymbolic arithmetic (ApprA) using dot arrays leads to positive transfer in exact symbolic arithmetic (SymA) performance (Park and Brannon, In press). In Aim 1 we ask why ApprA training improves SymA. We decompose the cognitive ingredients of ApprA training to assess which aspects are critical for improving symbolic arithmetic. In Aim 2 we test specific predictions about how overlap in the brain regions that support approximate nonsymbolic arithmetic and exact symbolic arithmetic give rise to this transfer effect. For example, we ask whether ApprA training changes the neural tuning curves in the intraparietal sulcus, which are known to embody the mental representation of quantity. Such a finding would provide strong evidence that ApprA improves SymA by changing the primitive number sense. Finally Aim 3 proposes an iPad intervention study in a diverse public school district to test the efficacy of ApprA training to improve SymA in young children. Pilot data is presented for all three aims. Understanding the relationship between ApprA and SymA could have broad implications for understanding the roots of human mathematics. While ApprA training is unlikely to be practically useful as an avenue for improving math competency in adults or older children who have mastered the symbolic number system it could be critically important for improving math ability in very young children who have yet to master the symbolic number system.