Menon Vinod
Symbolic Systems Program, Program in Neuroscience, Department of Psychiatry & Behavioral Sciences, and Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305-5778, USA,
ZDM. 2010 Oct;42(6):515-525. doi: 10.1007/s11858-010-0242-0.
In this article, we review the brain and cognitive processes underlying the development of arithmetic skills. This review focuses primarily on the development of arithmetic skills in children, but it also summarizes relevant findings from adults for which a larger body of research currently exists. We integrate relevant findings and theories from experimental psychology and cognitive neuroscience. We describe the functional neuroanatomy of cognitive processes that influence and facilitate arithmetic skill development, including calculation, retrieval, strategy use, decision making, as well as working memory and attention. Building on recent findings from functional brain imaging studies, we describe the role of distributed brain regions in the development of mathematical skills. We highlight neurodevelopmental models that go beyond the parietal cortex role in basic number processing, in favor of multiple neural systems and pathways involved in mathematical information processing. From this viewpoint, we outline areas for future study that may help to bridge the gap between the cognitive neuroscience of arithmetic skill development and educational practice.
在本文中，我们回顾了算术技能发展背后的大脑和认知过程。本综述主要关注儿童算术技能的发展，但也总结了目前有大量研究的成人的相关发现。我们整合了实验心理学和认知神经科学的相关发现与理论。我们描述了影响和促进算术技能发展的认知过程的功能性神经解剖学，包括计算、检索、策略运用、决策，以及工作记忆和注意力。基于功能性脑成像研究的最新发现，我们描述了分布式脑区在数学技能发展中的作用。我们强调了超越顶叶皮质在基本数字处理中的作用的神经发育模型，支持参与数学信息处理的多个神经系统和通路。从这个角度出发，我们概述了未来的研究领域，这些领域可能有助于弥合算术技能发展的认知神经科学与教育实践之间的差距。
