Localizing arithmetic in the developing bilingual brain

项目总结。算术事实，如乘法表，是通过口头排练来学习的。在……里面 反过来，儿童从程序化地解决问题(例如，依靠)转向从口头记忆中提取问题。 在单语儿童中，这种转变伴随着支持大脑网络的转变，从依赖于 参与数值计算的顶内沟(IPS)更多地依赖于语言区域，例如左侧 颞中上回(MTG/STG)对于双语者，算术模型表明这一点 检索过程仅以一种语言进行，或者，存在用于数学事实的离散记忆存储 在每种语言中都有。关键的是，这些模型与越来越多的研究支持不一致 双语脑中相互连接和重叠的语言网络，受语言等因素的调节 熟练程度。探索性R21采用跨学科的视角，将数学认知、认知 发展和双语研究，目标是确定算术的神经基础设施是否 双语儿童在他们的语言中是共享的或分开的。这项工作建立在会说双语的儿童 在乘法事实验证过程中显示出定性上类似于语言的大脑反应 学习算术的语言(LA+)和另一种语言(LA-)。在两个目标中，功能磁共振 成像(FMRI)将在3到5年级双语者的横断面样本中使用，以确定1) 支持每种语言的乘法事实验证的神经网络，以及2)如果洛杉矶的实践发生变化 这些激活模式。鉴于个位数乘法与语言有很强的联系，这项研究的重点是它， 并使用最先进的方法(例如，功能定位器和多变量分析)来比较激活 模式。孩子们将判断三个数字中的最后一个是否是前两个数字的正确乘积，这将是 分别以英语(LA+)和西班牙语(LA-)的口语数字词呈现(例如，2 3 6对2 3 8)。如果 算术事实遵循双语言语表征模式，LA+和LA-将呈现重叠激活 在语言领域出现了新的模式，并征聘了更多的资源，以便更方便地检索。如果算术事实 相反，正如模型所建议的那样，是特定于语言的，那么对于LA+，应该观察到单独的神经网络 和洛杉矶-。在Aim 2中，一部分儿童将在完成培训后返回进行第二次功能磁共振检查 洛杉矶的乘法事实-。LA-应该显示语言区域的激活增加，而在 其他资源，随着发育变化而变得与LA+更相似。由此得出的结论是 研究将提供一个新的双语算术模型(BAM)，未来的研究可以在此基础上学习其他 不同类型的双语者的数学概念。重要的是要考虑双语的特点 虽然我们对算术技能的发展还处于早期阶段，但我们对大脑的理解还处于早期阶段。这不仅将允许 用于有针对性的教育干预，包括为美国1140万双语儿童提供干预，但也将 让我们更充分地了解大脑处理算术的能力。

PROJECT SUMMARY. Arithmetic facts, such as multiplication tables, are learned through verbal rehearsal. In turn, children move from solving problems procedurally (e.g., counting on) to retrieving them from verbal memory. In monolingual children this transition is paralleled by a shift in the supporting brain networks from reliance on the intraparietal sulcus (IPS), involved in numerical calculation, to relying more on language areas, e.g., left middle temporal and superior temporal gyri (MTG/STG). For bilinguals, models of arithmetic suggest that this retrieval process occurs in only one language, or alternatively, that discrete memory stores exist for math facts in each language. Critically, these models are inconsistent with the growing body of research supporting interconnected and overlapping language networks in the bilingual brain, modulated by factors such as language proficiency. This exploratory R21 takes an interdisciplinary perspective, integrating math cognition, cognitive development, and bilingualism research, with the goal of determining if the neural infrastructure for arithmetic in bilingual children is shared or separate across their languages. The work builds on findings that bilingual children show a qualitatively similar language-like brain response during multiplication fact verification in both the language of learning arithmetic (LA+) and the other language (LA-). In two aims, functional magnetic resonance imaging (fMRI) will be used in a cross-sectional sample of 3rd through 5th grade bilinguals to determine 1) the neural networks supporting multiplication fact verification in each language, and 2) if practice in LA- changes these activation patterns. The research focuses on single-digit multiplication given its strong link to language, and uses state-of-the-art methods (e.g., functional localizers and multivariate analysis) to compare activation patterns. Children will judge if the last of three numbers is the correct product of the first two, which will be presented as spoken number words in English (LA+) and Spanish (LA-), separately (e.g., 2 3 6 versus 2 3 8). If arithmetic facts follow bilingual verbal representation patterns, then LA+ and LA- will show overlapping activation patterns in language areas, with recruitment of additional resources for more effortful retrieval. If arithmetic facts are instead language-specific, as models suggest, then separate neural networks should be observed for LA+ and LA-. In Aim 2, a subset of children will return for a second fMRI session after completing training with multiplication facts in LA-. LA- should show increased activation in language areas and decreased activation in additional resources, becoming more similar to LA+ in line with developmental changes. The findings from this research will inform a new bilingual arithmetic model (BAM), which future research can build on to study other types of math concepts across the spectrum of bilinguals. It is essential to consider the properties of the bilingual brain while our understanding of the development of arithmetic skills is in its early stages. This will not only allow for targeted educational interventions, including for over 11.4 million bilingual children in the US, but will also allow us to understand the brain’s capacity for processing arithmetic more fully.