Improving Math Ability via Primitive Number Sense Training

描述(申请人提供)：数学能力对人类生存的几乎方方面面都是必不可少的，然而成年人的数学能力有很大的差异，极差的数学能力与长期的健康问题和更高的犯罪率有关(Parsons和Bynner，2005)。入学时的数学技能预测以后的数学成绩，并且比识字技能更能预测以后的整体学业成绩(Jordan等人，2009，Duncan等人，2007)。因此，提高幼儿早期的数学技能可能会对学业成功产生全球影响，甚至可能对生活结果产生影响。这项建议的目标是建立在我们研究小组最近的一项发现的基础上，该发现证明使用点阵列进行近似非符号算术(ApprA)的训练会导致精确符号算术(Syma)成绩的正迁移(Park和Brannon正在出版)。在目标1中，我们问为什么ApprA培训提高了Syma。我们对ApprA训练的认知成分进行了分解，以评估哪些方面对提高符号算术至关重要。在目标2中，我们测试了关于大脑中支持近似非符号算术和精确符号算术的区域重叠如何产生这种迁移效应的具体预测。例如，我们问ApprA训练是否改变了顶内沟的神经调谐曲线，众所周知，顶沟体现了数量的心理表征。这一发现将提供强有力的证据，证明ApprA通过改变原始的数感来改善SymA。最后，目标3提议在一个多元化的公立学区进行一项iPad干预研究，以测试ApprA培训对改善幼儿Syma的有效性。提供了所有三个目标的试点数据。理解ApprA和SymA之间的关系对于理解人类数学的根源具有广泛的意义。虽然Appra培训不太可能成为提高已掌握符号数制的成年人或较大儿童数学能力的有效途径，但对于提高尚未掌握符号数制的幼儿的数学能力可能至关重要。

DESCRIPTION (provided by applicant): Mathematical ability is essential for almost every aspect of human existence and yet there is large variability in math competency in adults and extremely poor math ability is linked with long-term health problems and higher criminality (Parsons and Bynner, 2005). Math skills at school-entry predict later math achievement and are a better predictor of later overall academic achievement than literacy skills (Jordan, et al., 2009 Duncan et al., 2007). Therefore improving early math skills in very young children could have global effects on academic success and perhaps life outcomes. The goal of this proposal is to build upon a recent finding from our research group demonstrating that training with approximate nonsymbolic arithmetic (ApprA) using dot arrays leads to positive transfer in exact symbolic arithmetic (SymA) performance (Park and Brannon, In press). In Aim 1 we ask why ApprA training improves SymA. We decompose the cognitive ingredients of ApprA training to assess which aspects are critical for improving symbolic arithmetic. In Aim 2 we test specific predictions about how overlap in the brain regions that support approximate nonsymbolic arithmetic and exact symbolic arithmetic give rise to this transfer effect. For example, we ask whether ApprA training changes the neural tuning curves in the intraparietal sulcus, which are known to embody the mental representation of quantity. Such a finding would provide strong evidence that ApprA improves SymA by changing the primitive number sense. Finally Aim 3 proposes an iPad intervention study in a diverse public school district to test the efficacy of ApprA training to improve SymA in young children. Pilot data is presented for all three aims. Understanding the relationship between ApprA and SymA could have broad implications for understanding the roots of human mathematics. While ApprA training is unlikely to be practically useful as an avenue for improving math competency in adults or older children who have mastered the symbolic number system it could be critically important for improving math ability in very young children who have yet to master the symbolic number system.