Mapping the neural development of symbolic number knowledge

绘制符号数字知识的神经发展图

• 批准号: RGPIN-2022-03491
• 负责人: Bugden, Stephanie
• 金额: $ 2.11万
• 依托单位: University of Winnipeg
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2022
• 资助国家: 加拿大
• 起止时间: 2022-01-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=763970
• 关键词: Mapping; neural; development; symbolic; number

Our daily decisions depend on the ability to quickly and automatically process the meaning of spoken number words (e.g., "three") and numerals (e.g., "3"), such as arriving to work on time, managing family expenses, or taking the correct dosage of medicine. These basic numeracy skills are a strong predictor of academic success, physical and mental health, employment rates, and defaulting on a mortgage. Although processing the meaning of numbers comes easily for many adults, it is a skill that requires direct instruction for children to learn. Children learn the meaning of numbers slowly over the course of development. The present research aims to elucidate the neural mechanisms that support numerical development and examine how those neural processes change as children learn math in school. The Discovery Grant will fund Dr. Stephanie Bugden's Numeracy Development and Learning Lab at the University of Winnipeg. The research in this proposal examines the neural basis of processing spoken number words and numerals in adults and young children, and whether individual differences in neural processes predict math abilities. We will test how neural systems that support number processing change in first grade children as they learn math in school. This work will not only provide insight on how the brain is reorganized as we learn, but also how those brain changes can predict math learning over time. Uncovering the neural basis of the early numeracy skills that are foundational for math success has broader implications for designing targeted interventions to improve numeracy skills in children who struggle to learn math.

我们的日常决策取决于快速和自动处理口语数字词的含义的能力（例如，“三”）和数字（例如，“3”），如准时上班，管理家庭开支，或服用正确剂量的药物。这些基本的算术技能是学业成功、身心健康、就业率和拖欠抵押贷款的有力预测因素。虽然对许多成年人来说，处理数字的含义很容易，但这是一项需要直接指导儿童学习的技能。孩子们在成长过程中慢慢地学习数字的意义。本研究旨在阐明支持数字发展的神经机制，并研究这些神经过程如何随着儿童在学校学习数学而变化。发现补助金将资助斯蒂芬妮·布格登博士在温尼伯大学的算术发展和学习实验室。该提案中的研究探讨了成年人和幼儿处理口头数字单词和数字的神经基础，以及神经过程的个体差异是否可以预测数学能力。我们将测试一年级儿童在学校学习数学时，支持数字处理的神经系统是如何变化的。这项工作不仅将提供关于大脑在我们学习时如何重组的见解，而且还将提供这些大脑变化如何预测随着时间的推移的数学学习。揭示早期算术技能的神经基础是数学成功的基础，对于设计有针对性的干预措施以提高数学学习困难的儿童的算术技能具有更广泛的意义。