Neural development and disorders of math processing

1：总结 数学障碍影响了大约6%的儿童人口，并持续到2010年。 因此，青春期是一个重大的生物医学问题。神经心理 成人的神经影像学研究表明， 额回在数量比较（例如减法），但有牵连的颞- 顶叶皮层和额下回在数学事实的言语提取中（例如， 乘法）。对成年人的神经影像学研究也表明， 语言检索系统随着实践而增加，它更多地用于较简单的问题。 行为学研究表明，在发展过程中， 一些有数学障碍的孩子表现出明显的 这个系统的缺陷。行为研究还表明，一些数学成绩好的孩子 残疾儿童也有阅读障碍，有些人认为， 而阅读障碍者（MD+RD）的言语提取系统有缺陷， 而只有数学障碍的儿童（MD）应该在数量上有缺陷， 比较系统尽管有大量的神经成像 在成人研究和儿童行为研究中，人们对儿童的行为知之甚少。 儿童数学发展或数学障碍的神经基础。This project will use 功能性磁共振成像（fMRI）检查神经发育， 数量比较（即减法）和言语检索（即乘法）通常 发展中的儿童（10至14岁），并检查数学的神经基础 有和没有共病阅读障碍的儿童中的残疾。我们将研究 信号强度的差异使用传统的功能磁共振成像分析，但我们也将 使用动态因果模型（DCM）检查有效连接的差异。 这个项目将采用更容易与更难的任务，以更有效地描绘大脑 涉及不同数学处理形式的区域，采用纵向设计考察 早期功能是否能预测后期的发展，以及阅读任务来确定 它们与数学处理的相互关系。本案无关这个项目提出要研究数学的神经基础 在典型发育儿童和患有数学障碍的儿童中， 没有共病阅读障碍。该项目的结果将对以下方面产生影响： 数学障碍的诊断和补救。

1: Summary Math disability affects about 6% of the childhood population and continues into adolescence, and therefore, represents a major biomedical issue. Neuropsychological and neuroimaging studies in adults have implicated the intra-parietal sulcus and middle frontal gyrus in quantity comparison (e.g. subtraction), but have implicated temporo- parietal cortex and inferior frontal gyrus in verbal retrieval of math facts (e.g. multiplication). Neuroimaging research in adults has also suggested that reliance on the verbal retrieval system increases with practice and it is utilized more for easier problems. Behavioral research suggests there are developmental increases in the reliance on the verbal retrieval system and that some children with math disability show pronounced deficits in this system. Behavioral research has also shown that some children with math disability have a reading disability, and some have suggested that children with a math and reading disability (MD+RD) should have a deficit in the verbal retrieval system, whereas children with a math disability only (MD) should have a deficit in the quantity comparison system. Although there has been a substantial amount of neuroimaging research in adults and behavioral research in children, very little is known about the neural basis of math development or of math disability in children. This project will use functional magnetic resonance imaging (fMRI) to examine the neural development of quantity comparison (i.e. subtraction) and verbal retrieval (i.e. multiplication) in typically developing children (10- to 14-year-olds) and to examine the neural bases of math disability in children with and without co-morbid reading disability. We will examine differences in signal intensity using conventional fMRI analyses, but we will also examine differences in effective connectivity using dynamic causal modeling (DCM). This project will employ easier versus harder tasks to more effectively delineate brain regions involved in different forms of math processing, a longitudinal design to examine whether early functioning predicts later development, and reading tasks to determine their inter-relations with math processing. Relevance. This project proposes to examine the neural basis of mathematical development in typically developing children and in children math disability with and without co-morbid reading disability. The results of this project will have implications for the diagnosis and remediation of math disability.