Longitudinal Investigation into Declarative and Procedural Memory Brain Systems Supporting the Development of Math Skills

支持数学技能发展的陈述性和程序性记忆大脑系统的纵向调查

• 批准号: 10052775
• 负责人: Tanya Marie Evans
• 金额: $ 63.08万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-04 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10052775
• 关键词: Academic achievement; Adult; Arithmetic; Basal Ganglia; Behavioral; Brain; Child; Cognitive; Complex; Data; Development; Education; Educational Intervention; Foundations; Future; Healthcare; Individual; Instruction; Intake; Intervention; Investigation; Knowledge; Language; Lead; Learning; Learning Skill; Link; Longitudinal Studies; Mathematics; Mathematics Curriculum; Measures; Medial; Memory; Modeling; Neurocognitive; Occupations; Outcome; Personal Satisfaction; Play; Probability; Randomized Controlled Trials; Reading; Research; Research Design; Retrieval; Role; Route; Shapes; Short-Term Memory; Support System; System; Techniques; Temporal Lobe; Testing; Time; Treatment Efficacy; Variant; Work; age group; behavior measurement; brain behavior; cognitive skill; cohort; elementary school; fifth grade; follow-up; fourth grade; improved; improved outcome; individual variation; insight; long term memory; longitudinal design; mathematical ability; mathematical difficulties; mathematical learning; mathematical theory; neuroimaging; neuromechanism; procedural memory; relating to nervous system; remediation; skill acquisition; skills; standardize measure; successful intervention

PROJECT SUMMARY/ABSTRACT Although mathematics skills are crucial for academic achievement, future job opportunities in adulthood, and healthcare-related decisions, the fundamental cognitive and neural mechanisms that underpin learning of basic math skills remain poorly understood. Understanding the mechanisms and specific factors that lead to better math learning is essential for those endeavoring to improve targeted remediation techniques for those with math learning difficulties. Despite the fact that long-term learning and memory systems have been carefully studied for over a century, and are well-known to play a major role in related domains such as language and reading, their role of in shaping learning and the developmental trajectory of math skill acquisition remains largely unknown. Knowledge of these mechanisms can provide a major theoretical advance in our understanding of math learning and development, which in turn can reveal critical leverage points for improving early math education and interventions to narrow the math-achievement gap for those with persistent math deficits. There is therefore a critical need for a definitive, systematic study of the specific mechanisms by which long-term memory systems support the acquisition and development of foundational math skills. Continuing to overlook the role of these memory systems in mathematics will impede theories of math development and practical efforts to improve long-term efficacy of interventions for children with math difficulties. We will implement a repeated-measures longitudinal design examining two key memory systems, declarative (DM) and procedural memory (PM), and their contributions to developmental trajectories of a range of math skills in children in 1st through 5th grades. To test specific hypotheses about the link between each memory system and different math skills, we will collect measures of standardized math achievement, arithmetic skills, and basic quantity processing. DM and PM systems have been well characterized at the neural level, so to deepen understanding of the mechanisms linking math and memory systems, we will also collect functional neuroimaging measures at both time-points to characterize learning-related changes in both brain and behavior. Repeating each measure at each time-point will make it possible to account for initial variability in and prior existing relations between variables, thus allowing us to predict changes in a particular math outcome. By revealing links between specific memory systems and math-related changes in brain and behavior, this project will provide the most comprehensive picture to date of how long-term memory mechanisms subserve math learning. This in turn will help take much of the guesswork out of determining the target of interventions aimed at improving educational outcomes for children with and without math learning difficulties.

项目总结/文摘