How learning number words changes children's brains

项目摘要/摘要 学习数字词的意义和基数原理是儿童学习的第一步 发展数学能力和孩子掌握基本原理的年龄可以预测 后来的数学成就。低社会经济地位(SES)背景的儿童实现了这一点 里程碑晚于SES高的同龄人，这是造成数学成绩差距的原因。因此，它是至关重要的 开发干预措施，促进早期数字单词学习，并了解大脑如何变化 随着孩子们学习数字的含义，单词可能会促进这一事业。神经认知 支持获得口头清点清单的机制尚未绘制出来。发展中 神经成像研究揭示了阿拉伯数字神经加工的重要发展趋势 非象征性的数量，如额叶到顶叶的移位，使儿童的前额叶皮质与 比招募顶内沟(IPS)的成年人更大。然而，到目前为止，还没有研究使用 功能成像检查儿童学习数字或单词的意思时大脑是如何变化的 大脑结构和功能的个体差异如何影响数字词学习或敏感度 干杯干杯。这项提议旨在揭示支持收购的神经生物学底物 除了确定家庭环境中的个体差异可能如何影响这一点外，言语计数列表 进程。在K99阶段，AIM 1将使用fMRI与新开发的数字单词映射配对 当儿童处理数字词的意义时，识别大脑区域的范式。我们 我将研究IPS和额叶区域的神经活动是否随着数字词的变化而变化 知识。目标2将检查静息状态功能连通性和结构连通性的差异，因为 基本原理知识的一种函数。我们将测试此次收购是否会加强联系 在右侧和左侧IPS之间，而来自IFG和IPS的连接减少。对于目标1和目标2，我们 我将研究SES和家庭计算是否调节大脑结构和功能的相互作用 数词知识。最后，在R00阶段，Aim 3将使用大脑成像家庭数字词 询问学习的干预诱导了低收入计算前儿童的皮质重组。这就做 实施旨在促进获得基本原则的干预措施，并同时 识别伴随数字词学习而来的大脑结构和功能变化。另外，我会 研究大脑和行为的个体差异是否能预测哪些孩子将从 数字词干预。这些研究的结果将阐明参与的神经机制 学习数字单词--一个重要的发展里程碑，这将改善对以下方面的针对性干预 来自不同经济背景的孩子。

Project Summary/Abstract Learning the meaning of number words and the cardinal principle is one of the first steps in children’s developing mathematical abilities, and the age at which children master the cardinal principle is predictive of later mathematical achievement. Children of low socioeconomic status (SES) backgrounds achieve this milestone later than high SES peers contributing to an achievement gap in mathematics. It is therefore critical to develop interventions that facilitate early number word learning, and understanding how the brain changes as children learn the meaning of number words may facilitate this enterprise. The neurocognitive mechanisms that support the acquisition of the verbal count list have not been mapped. Developmental neuroimaging studies reveal important developmental trends in the neural processing of Arabic numerals and nonsymbolic quantities such as a fronto-parietal shift whereby children engage the prefrontal cortex to a greater extent than adults who recruit the intraparietal sulcus (IPS). However, no studies to date have used functional imaging to examine how children’s brains change as they learn the meaning of number words or how individual differences in brain structure and function might influence number word learning or susceptibility to intervention. This proposal seeks to uncover the neurobiological substrates that support the acquisition of the verbal count list, in addition to identifying how individual differences in home environment might shape this process. During the K99 phase, Aim 1 will use fMRI paired with a newly developed number word mapping paradigm to identify brain regions that are engaged when children process the meaning of number words. We will examine whether neural activity in the IPS and frontal regions varies as a function of number word knowledge. Aim 2 will examine differences in resting state functional connectivity and structural connectivity as a function of cardinal principle knowledge. We will test whether the acquisition strengthens connections between the right and left IPS, while connections from the IFG and IPS decrease. For both Aims 1 and 2 we will examine whether SES and home numeracy modulate structural and functional brain interactions with number word knowledge. Finally, in the R00 phase, Aim 3 will employ a brain imaging in-home number word intervention to interrogate learning induced cortical reorganization in low income pre-numerate children. I will implement an intervention designed to facilitate the acquisition of the cardinal principle and simultaneously identify the structural and functional brain changes that accompany number word learning. Additionally, I will examine whether individual differences in brain and behavior predict which children will benefit most from the number word intervention. The results from these studies will elucidate the neural mechanisms involved in learning number words – an important developmental milestone, which will improve targeted interventions for children from diverse economic backgrounds.