Pyke Aryn, Betts Shawn, Fincham Jon M, Anderson John R
Department of Psychology, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh, PA, 15213, USA,
Cogn Affect Behav Neurosci. 2015 Mar;15(1):229-50. doi: 10.3758/s13415-014-0317-4.
Different external representations for learning and solving mathematical operations may affect learning and transfer. To explore the effects of learning representations, learners were each introduced to two new operations (b↑n and b↓n) via either formulas or graphical representations. Both groups became adept at solving regular (trained) problems. During transfer, no external formulas or graphs were present; however, graph learners' knowledge could allow them to mentally associate problem expressions with visuospatial referents. The angular gyrus (AG) has recently been hypothesized to map problems to mental referents (e.g., symbolic answers; Grabner, Ansari, Koschutnig, Reishofer, & Ebner Human Brain Mapping, 34, 1013-1024, 2013), and we sought to test this hypothesis for visuospatial referents. To determine whether the AG and other math (horizontal intraparietal sulcus) and visuospatial (fusiform and posterior superior parietal lobule [PSPL]) regions were implicated in processing visuospatial mental referents, we included two types of transfer problems, computational and relational, which differed in referential load (one graph vs. two). During solving, the activations in AG, PSPL, and fusiform reflected the referential load manipulation among graph but not formula learners. Furthermore, the AG was more active among graph learners overall, which is consistent with its hypothesized referential role. Behavioral performance was comparable across the groups on computational transfer problems, which could be solved in a way that incorporated learners' respective procedures for regular problems. However, graph learners were more successful on relational transfer problems, which assessed their understanding of the relations between pairs of similar problems within and across operations. On such problems, their behavioral performance correlated with activation in the AG, fusiform, and a relational processing region (BA 10).
用于学习和解决数学运算的不同外部表征可能会影响学习和迁移。为了探究学习表征的影响,通过公式或图形表征分别向学习者介绍了两种新运算(b↑n和b↓n)。两组都熟练掌握了解决常规(训练过的)问题。在迁移过程中,没有外部公式或图形;然而,图形学习者的知识能使他们在脑海中将问题表达式与视觉空间参照联系起来。最近有假设认为角回(AG)会将问题映射到心理参照(例如,符号答案;Grabner、Ansari、Koschutnig、Reishofer和Ebner,《人类大脑图谱》,34,1013 - 1024,2013),我们试图针对视觉空间参照来验证这一假设。为了确定AG以及其他数学(水平顶内沟)和视觉空间(梭状回和顶叶后上小叶[PSPL])区域是否参与处理视觉空间心理参照,我们纳入了两种类型的迁移问题,计算型和关系型,它们在参照负荷上有所不同(一个图形与两个图形)。在解决问题过程中,AG、PSPL和梭状回中的激活反映了图形学习者而非公式学习者之间的参照负荷操作。此外,总体而言,AG在图形学习者中更活跃,这与其假设的参照作用相符。在计算迁移问题上,两组的行为表现相当,这些问题可以通过结合学习者解决常规问题的各自程序来解决。然而,图形学习者在关系迁移问题上更成功,这类问题评估了他们对运算内和运算间相似问题对之间关系的理解。在这类问题上,他们的行为表现与AG、梭状回以及一个关系处理区域(BA 10)中的激活相关。