Price Gavin R, Wilkey Eric D, Yeo Darren J, Cutting Laurie E
Department of Psychology & Human Development, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, USA.
Department of Special Education, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN 37203, USA.
Neuroimage. 2016 Jan 1;124(Pt A):232-237. doi: 10.1016/j.neuroimage.2015.08.046. Epub 2015 Aug 31.
Mathematical and numerical competence is a critical foundation for individual success in modern society yet the neurobiological sources of individual differences in math competence are poorly understood. Neuroimaging research over the last decade suggests that neural mechanisms in the parietal lobe, particularly the intraparietal sulcus (IPS) are structurally aberrant in individuals with mathematical learning disabilities. However, whether those same brain regions underlie individual differences in math performance across the full range of math abilities is unknown. Furthermore, previous studies have been exclusively cross-sectional, making it unclear whether variations in the structure of the IPS are caused by or consequences of the development of math skills. The present study investigates the relation between grey matter volume across the whole brain and math competence longitudinally in a representative sample of 50 elementary school children. Results show that grey matter volume in the left IPS at the end of 1st grade relates to math competence a year later at the end of 2nd grade. Grey matter volume in this region did not change over that year, and was still correlated with math competence at the end of 2nd grade. These findings support the hypothesis that the IPS and its associated functions represent a critical foundation for the acquisition of mathematical competence.
数学和数字能力是现代社会中个人成功的关键基础，但人们对数学能力个体差异的神经生物学根源知之甚少。过去十年的神经影像学研究表明，顶叶，特别是顶内沟（IPS）的神经机制在有数学学习障碍的个体中结构异常。然而，在整个数学能力范围内，这些相同的脑区是否是数学成绩个体差异的基础尚不清楚。此外，以往的研究均为横断面研究，因此尚不清楚IPS结构的变化是由数学技能发展引起的还是其结果。本研究对50名小学生的代表性样本进行了纵向研究，以探讨全脑灰质体积与数学能力之间的关系。结果显示，一年级末左侧IPS的灰质体积与二年级末一年后的数学能力相关。该区域的灰质体积在那一年没有变化，并且在二年级末仍与数学能力相关。这些发现支持了以下假设：IPS及其相关功能是获得数学能力的关键基础。
