Cognitive, Instructional, & Neuroimaging Factors in Math

认知、教学、

• 批准号: 7290445
• 负责人: JACK M FLETCHER
• 金额: $ 141.55万
• 依托单位: UNIVERSITY OF HOUSTON
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-26 至 2009-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7290445
• 关键词: Accounting; Address; Attention; Child; Classification; Cognition; Cognitive; Databases; Development; Discipline; Evaluation; Image; Individual Differences; Instruction; Intervention; Investigation; Knowledge; Lead; Learning; Learning Disabilities; Magnetic Resonance Imaging; Magnetism; Math disability; Measures; Modality; Nature; Neurobiology; Process; Randomized Controlled Trials; Reading; Reading Disabilities; Research; Retrieval; Services; Source; experience; insight; neuroimaging; programs; relating to nervous system; response; statistics

Cognitive, Instructional, & Neuroimaging Factors in Math. The objective of this program project in respond to RFA HD-02-031 is to integrate investigations of the cognitive, instructional, and neurobiological factors that account for individual differences in the development of mathematical proficiencies in children with different types of learning disabilities in math. The central theme is that children vary in the degree to which they learn mathematical proficiencies and that these individual differences manifest themselves in different subtypes of math disability. To understand the sources of variability, the types must be defined and evaluated against cognitive, instructional, and neurobiological measures, and in relation to other learning and attention difficulties. The proposed program project includes four projects and three cores. Project I (Cognition) proposes to evaluate mathematical and cognitive processes that underlie the difficulties experienced by children with specific math disabilities as well as comorbid math and reading disabilities. Project II (Instruction) provides randomized controlled studies of children with only reading and comorbid reading and math disabilities, including interventions addressing of fact retrieval, procedural knowledge, and arithmetic word problems. Project III (MRI) proposes functional and structural neuroimaging studies of the subtypes of math disability evaluated in Projects I and II, specifically examining the neural correlates of these subtypes and response to intervention. Project IV (MSI) proposes magnetic source imaging studies of the subtypes evaluated in Projects I and II, also identifying the neural correlates and response to intervention with a different, but complementary functional neuroimaging modality. The cores include the Administrative Services Core (A), the Recruitment and Evaluation Core (B), and the Database and Statistics Core (C). This research program will lead to a more comprehensive classification of learning disabilities in general, a more integrated understanding of how children develop mathematical proficiencies and why some struggle, provide specific evaluations of remedial interventions, and provide important cross-discipline insights into the nature of math disabilities in children.

数学中的认知，教学和神经成像因素。 本项目的目标是响应RFA HD-02-031，整合认知，教学，不同类型的数学学习障碍儿童在数学专业发展方面存在个体差异的神经生物学因素。中心主题是，儿童在学习数学专业的程度上存在差异，这些个体差异表现为不同的数学障碍亚型。 为了了解变异性的来源，必须根据认知、教学和神经生物学指标以及其他学习和注意力困难来定义和评估这些类型。 该项目包括四个项目和三个核心。 项目I（认知）提出评估数学和认知过程，这些过程是特定数学障碍儿童以及共病数学和阅读障碍儿童所经历的困难的基础。 项目II（教学）提供了仅阅读和共患阅读和数学障碍的儿童的随机对照研究，包括事实检索，程序知识和算术单词问题的干预措施。 项目III（MRI）提出了在项目I和II中评估的数学障碍亚型的功能和结构神经影像学研究，特别是检查这些亚型的神经相关性和对干预的反应。 项目IV（MSI）提出了在项目I和II中评估的亚型的磁源成像研究，还确定了神经相关性和对不同但互补的功能性神经成像方式的干预反应。 这些核心包括行政事务核心（A）、征聘和评价核心（B）以及数据库和统计核心（C）。 这项研究计划将导致学习障碍的一般更全面的分类，更全面地了解儿童如何发展数学专业以及为什么有些人会挣扎，提供具体的评估补救措施，并提供重要的跨学科见解儿童数学障碍的性质。

项目成果

Aberrant spatiotemporal activation profiles associated with math difficulties in children: a magnetic source imaging study.

与儿童数学困难相关的异常时空激活曲线：磁源成像研究。

• DOI: 10.1037/0894-4105.22.5.571
• 发表时间: 2008
• 期刊: Neuropsychology
• 影响因子: 2.4
• 作者: Simos,PanagiotisG;Kanatsouli,Kassiani;Fletcher,JackM;Sarkari,Shirin;Juranek,Jennifer;Cirino,Paul;Passaro,Antony;Papanicolaou,AndrewC
• 通讯作者: Papanicolaou,AndrewC

Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.

• DOI: 10.1177/0022219409335211
• 发表时间: 2009-07
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Raghubar K;Cirino P;Barnes M;Ewing-Cobbs L;Fletcher J;Fuchs L
• 通讯作者: Fuchs L

Cognitive and behavioral attention in children with math difficulties.

• DOI: 10.1080/09297049.2012.690371
• 发表时间: 2013
• 期刊: Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence
• 作者: Gold AB;Ewing-Cobbs L;Cirino P;Fuchs LS;Stuebing KK;Fletcher JM
• 通讯作者: Fletcher JM

Prediction and stability of mathematics skill and difficulty.

• DOI: 10.1177/0022219411436214
• 发表时间: 2013-09
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Martin RB;Cirino PT;Barnes MA;Ewing-Cobbs L;Fuchs LS;Stuebing KK;Fletcher JM
• 通讯作者: Fletcher JM

Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

• DOI: 10.1177/0022219408326211
• 发表时间: 2009-03
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Powell SR;Fuchs LS;Fuchs D;Cirino PT;Fletcher JM
• 通讯作者: Fletcher JM