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Gender, Early Spatial Cognition, and the Neural Basis of Mathematics in Children

性别、早期空间认知和儿童数学的神经基础

基本信息

批准号：
10687024
负责人：
Jessica F Cantlon
金额：
$ 29.08万
依托单位：
CARNEGIE-MELLON UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-09-01 至 2027-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10687024
关键词：
7 year old 8 year old Affect Age Area Basic Science Behavior Behavioral Behavioral Research Biological Biological Markers Brain Child Child Behavior Child Development Cognition Cognitive Competence Data Development Diagnosis Education Environment Functional Magnetic Resonance Imaging Gender Growth Home Image Impaired cognition Impairment Individual Differences Inferior frontal gyrus Learning Link Longitudinal Studies Magnetism Mathematics Measures Methods Nature Neurosciences Pattern Performance Process Psyche structure Psychology Research Resolution Role Rotation Schools Short-Term Memory Socialization Specificity Statistical Methods Structure Support System Techniques Testing Time Variant boys cognitive development cognitive neuroscience comparative comparison control early childhood experience experimental study gender difference girls innovation insight intraparietal sulcus learning strategy mathematical ability mathematical learning mathematical theory neural neural patterning neurodevelopment neuroimaging neuromechanism novel programs reading ability skills trait verbal

项目摘要

Project Summary Our research program identifies the systems that support mathematics learning during early childhood – a foundational issue in the fields of cognitive development and cognitive neuroscience. By using functional magnetic imaging (fMRI) in longitudinal studies of 4- to 8-year-old children, we will assess, for the first time, how children’s early neural representations of spatial-numerical concepts relate to their subsequent mathematical competence in school. We predict that children’s early neural activations predict their growth in calculation abilities. Our proposal examines whether patterns of neural development generalize across children. Some behavioral evidence suggests that mathematics development in boys and girls is largely similar whereas other evidence suggests asymmetries. The current proposal will evaluate similarities and differences in the mathematics development of boys and girls. The reason this is important is because prior research in this area is extremely limited, prior methods and statistical techniques were flawed, and the prior evidence is mixed. We will address prior flaws in this research area by using rigorous new statistical methods, and we will investigate these questions at the neural level which provides new data on patterns of similarity and difference. We then examine the connection between children’s neural development and behavior, gender socialization, and learning activities. Based on previous research and our preliminary data, we hypothesize that boys and girls are largely similar in the cognitive and neural mechanisms, and that gender differences only emerge at later ages in narrow tasks, depending on children’s experiences. Our research brings new theoretical distinctions, innovative methods, and new neural data to a long- standing behavioral research tradition on the development of mathematics. The hypotheses, experiments, and analyses that we propose are all well-founded in prior research but also offer novel insights with broad significance for psychology, neuroscience, and education.

项目总结