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，它改变的发展轨迹也会导致认知优势，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，而且是仅次于阅读的日常生活中的一项重要技能。尽管数字和数学推理很重要，但在自闭症患者中，它是一个被严重忽视的认知领域。在这里，我们建议启动第一个系统研究自闭症儿童的数学认知，最初的重点是高功能自闭症(HFA)儿童。这项建议的首要目标是使用认知和系统神经科学的方法来研究HFA儿童的数感、数学推理和解决问题的能力。本项目的具体目标是：(1)使用一系列标准化和新颖的认知测试来表征ASD儿童的数学能力；(2)调查ASD儿童潜在的基本数感的认知和大脑过程，并将其与典型发育期(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大脑过程，并将其与TD儿童进行比较；(4)检测ASD儿童和TD儿童支持数学认知的功能和结构网络的完整性。我们将检验这样的假设：(I)在一些自闭症儿童中，数学认知是相对能力的一个孤岛；(Ii)自闭症儿童，无论他们的表现水平是更好、同等还是更差，都会在数值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自闭症儿童数学能力的神经基础提供新的见解，以及支持数学信息处理的大脑网络在这些儿童中的改变程度。如果像我们预测的那样，数学技能是一些自闭症儿童的一个能力孤岛，那么拟议中的研究将为自闭症儿童认知和行为异质性背后的神经生物学机制提供新的见解。我们的研究不仅将有助于更深入地了解ASD认知功能和问题解决能力异质性的神经系统，而且对于设计适当的干预措施以提高ASD患者的学习、职业和专业成就也具有重要意义，因为它可以在ASD患者的早期确定他们独特的优势和劣势。

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.