Localizing arithmetic in the developing bilingual brain

在发育中的双语大脑中定位算术

• 批准号: 9917167
• 负责人: Nicole Yvonne Wicha
• 金额: $ 24.01万
• 依托单位: UNIVERSITY OF TEXAS SAN ANTONIO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-22 至 2021-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9917167
• 关键词: Adult; Area; Arithmetic; Behavioral; Brain; Brain region; Child; Cognition; Data; Development; Digit structure; Education; Educational Intervention; Functional Magnetic Resonance Imaging; Future; Goals; Individual; Inferior frontal gyrus; Infrastructure; Language; Language Development; Learning; Learning Disabilities; Left; Link; Mathematics; Measurement; Measures; Memory; Methods; Modeling; Multivariate Analysis; Outcome Study; Parietal Lobe; Pattern; Performance; Plant Roots; Population; Problem Solving; Process; Property; Quality of life; Regimen; Research; Research Support; Resources; Retrieval; Sampling; School-Age Population; Schools; Tablets; Temporal Lobe; Testing; Training; Translations; Work; base; bilingualism; cognitive development; cognitive process; fifth grade; frontal lobe; improved; intraparietal sulcus; neural network; recruit; rehearsal; relating to nervous system; response; skills; support network; tool

PROJECT SUMMARY. Arithmetic facts, such as multiplication tables, are learned through verbal rehearsal. In turn, children move from solving problems procedurally (e.g., counting on) to retrieving them from verbal memory. In monolingual children this transition is paralleled by a shift in the supporting brain networks from reliance on the intraparietal sulcus (IPS), involved in numerical calculation, to relying more on language areas, e.g., left middle temporal and superior temporal gyri (MTG/STG). For bilinguals, models of arithmetic suggest that this retrieval process occurs in only one language, or alternatively, that discrete memory stores exist for math facts in each language. Critically, these models are inconsistent with the growing body of research supporting interconnected and overlapping language networks in the bilingual brain, modulated by factors such as language proficiency. This exploratory R21 takes an interdisciplinary perspective, integrating math cognition, cognitive development, and bilingualism research, with the goal of determining if the neural infrastructure for arithmetic in bilingual children is shared or separate across their languages. The work builds on findings that bilingual children show a qualitatively similar language-like brain response during multiplication fact verification in both the language of learning arithmetic (LA+) and the other language (LA-). In two aims, functional magnetic resonance imaging (fMRI) will be used in a cross-sectional sample of 3rd through 5th grade bilinguals to determine 1) the neural networks supporting multiplication fact verification in each language, and 2) if practice in LA- changes these activation patterns. The research focuses on single-digit multiplication given its strong link to language, and uses state-of-the-art methods (e.g., functional localizers and multivariate analysis) to compare activation patterns. Children will judge if the last of three numbers is the correct product of the first two, which will be presented as spoken number words in English (LA+) and Spanish (LA-), separately (e.g., 2 3 6 versus 2 3 8). If arithmetic facts follow bilingual verbal representation patterns, then LA+ and LA- will show overlapping activation patterns in language areas, with recruitment of additional resources for more effortful retrieval. If arithmetic facts are instead language-specific, as models suggest, then separate neural networks should be observed for LA+ and LA-. In Aim 2, a subset of children will return for a second fMRI session after completing training with multiplication facts in LA-. LA- should show increased activation in language areas and decreased activation in additional resources, becoming more similar to LA+ in line with developmental changes. The findings from this research will inform a new bilingual arithmetic model (BAM), which future research can build on to study other types of math concepts across the spectrum of bilinguals. It is essential to consider the properties of the bilingual brain while our understanding of the development of arithmetic skills is in its early stages. This will not only allow for targeted educational interventions, including for over 11.4 million bilingual children in the US, but will also allow us to understand the brain’s capacity for processing arithmetic more fully.

项目摘要。算术知识，例如乘法表，是通过口头排练来学习的。在 反过来，孩子们从按程序（例如，指望）解决问题转向从言语记忆中检索问题。 在单语儿童中，这种转变与支持大脑网络从依赖语言的转变同时发生。 顶内沟（IPS），参与数值计算，更多地依赖语言区域，例如左 颞中回和颞上回 (MTG/STG)。对于双语者来说，算术模型表明 检索过程仅以一种语言进行，或者，数学事实存在离散的内存存储 每种语言。重要的是，这些模型与越来越多的研究支持不一致 双语大脑中相互关联和重叠的语言网络，受到语言等因素的调节 熟练程度。这个探索性的 R21 采用跨学科的视角，整合了数学认知、认知 开发和双语研究，目标是确定算术的神经基础设施是否在 双语儿童的语言是共享的或分开的。这项工作建立在以下发现的基础上：双语儿童 在乘法事实验证过程中，表现出类似语言的大脑反应 学习算术的语言 (LA+) 和其他语言 (LA-)。功能磁共振有两个目标 成像 (fMRI) 将用于三年级至五年级双语学生的横断面样本，以确定 1) 支持每种语言的乘法事实验证的神经网络，以及 2) 如果洛杉矶的实践发生变化 这些激活模式。鉴于其与语言的紧密联系，该研究重点关注个位数乘法， 并使用最先进的方法（例如功能定位器和多变量分析）来比较激活 模式。孩子们将判断三个数字中的最后一个数字是否是前两个数字的正确乘积，这将是 分别以英语 (LA+) 和西班牙语 (LA-) 的口语数字词形式呈现（例如，2 3 6 与 2 3 8）。如果 算术事实遵循双语口头表达模式，那么 LA+ 和 LA- 将显示重叠激活 语言领域的模式，并招募额外资源以进行更努力的检索。如果算术事实 相反，正如模型所表明的那样，是特定于语言的，那么应该针对 LA+ 观察单独的神经网络 和洛杉矶-。在目标 2 中，一部分儿童将在完成训练后返回参加第二次功能磁共振成像课程 LA-中的乘法事实。 LA- 应显示语言区域的激活增加，而语言区域的激活减少 额外的资源，随着发展的变化变得与 LA+ 更加相似。由此得出的结论 研究将为新的双语算术模型（BAM）提供信息，未来的研究可以在此基础上研究其他 双语者的数学概念类型。必须考虑双语者的特点 而我们对算术技能发展的理解还处于早期阶段。这不仅可以让 进行有针对性的教育干预，包括针对美国超过 1140 万双语儿童，但也将 让我们更全面地了解大脑处理算术的能力。