ABSTRACT
Es relativamente reciente el interés por parte del ámbito científico con respecto al estudio de la cognición numérica. En la actualidad, los hallazgos provenientes de la neurociencia cognitiva y la psicología cognitiva se consideran aportes muy significativos para comprender el desarrollo de la competencia numérica y sus dificultades y a partir de esta evidencia científica, reducir la incertidumbre teórica en el diseño de estrategias de intervención psicopedagógicas y pedagógicas.
The interest of the scientific field with respect to the study of the numerical cognition is relatively recent. Currently, evidence from cognitive neuroscience and cognitive psychology are considered very significant contributions to understand the development of numerical competence and its difficulties and, based on this scientific evidence, to reduce the theoretical uncertainty in the design of psychopedagogical and pedagogical strategies.
ABSTRACT
Objective To compare the differences of the development of mathematical cognitive characteristics between ADHD children and normal children aged from 7 to 12 years old with event?related potentials ( ERP ) in the mathematical tasks, and to explore the neural mechanisms and characteristics. Methods ERP and behavioral data of 72 ADHD children and 88 normal children in three groups( 7?8 years old,9?10 years old,11?12 years old) were recorded,and analyzed N1,P2 and N2 components'amplitude and latency of Fz by judging the answers to simple calculation within 20. Results ( 1) Vertical comparative a?nalysis( the three age groups were compared):the differences of N1,P2 and N2 amplitudes in normal groups were considered to be statistically significant (right answer:N1(-3.8±2.1)μV,(-4.3±3.4)μV,(-2.2± 2.4)μV;P2(10.6±4.3)μV,(12.6±5.1)μV,(8.5±2.4)μV;N2(-6.5±3.1)μV,(-10.2±4.2)μV,(-6.8± 3.4)μV;error answer:N1(-2.8±2.7)μV,(-4.5±3.0)μV,(-2.9±2.5)μV;P2(9.3±5.9)μV,(12.1±5.0)μV,(8.2±3.6)μV;N2(-7.4±3.7)μV,(-11.4±5.5)μV,(-7.7±3.7)μV;all P0.05). (2)Horizontal comparative analysis(ADHD group and normal group were compared):N1 amplitude of ADHD group aged from 7 to 8 years old was higher than normal group’ s while judging the right answer((-5.3±2.4)μV,(-3.8±2.1)μV, P0.05) . The latent period of the wrong answers was longer than that of the right ones among normal groups aged from 11?12 while the difference of ADHD group had no statistical significance ((312.9±42.3)ms,(292.2±21.2)ms, P<0.05). Conclusion The development trend of mathematical ERP component in ADHD children is different from normal ones,and it is closely related to the maldevelopment of frontal lobe.The characteristics of cognitive deficit differ from ages.ADHD children in low and intermediate level were damaged primarily with inhibition function,while the senior were damaged mainly in collision de?tection function.
ABSTRACT
Objective To find biological markers to predict the mathematical cognitive ability in order to set patients free from the pain and time-consuming behavioral tests. Methods 86 patients with stroke or brain traumatic injuries were recruited and acquired T1 and rest-ing-state functional MRI imaging data. And a mathematical task (7 calculation items, 2 counting items) and a word-reading task (140 items) was also finished. The partial correlative analysis was made between the score of mathematical task and the amplitude of low frequency fluc-tuation of each voxel of the whole brain with the word-reading performance as controlling task, and AlphaSim correction method was used with corrected P110 voxels). Results There were 5 cerebral regions whose amplitude of low frequency fluctuation significantly correlated with mathematical performance:left inferior parietal lobule (161 voxels, rpeak=0.34), left precu-neus/superior parietal lobule (141 voxels, rpeak=0.31), left middle temporal gyrus (359 voxels, rpeak=0.34), left middle frontal gyrus (491 vox-els, rpeak=0.36), and right middle frontal gyrus (156 voxels, rpeak=0.32). Conclusion The amplitude of low frequency fluctuation of left inferior parietal lobule, precuneus/superior parietal lobule, middle temporal gyrus, middle frontal gyrus, and right middle frontal gyrus could be used as predictors of mathematical cognitive ability for brain-damaged patients.
ABSTRACT
A presente revisão tem o objetivo de analisar as propostas apresentadas por estudos na área da cognição matemática sobre as habilidades quantitativas iniciais dos bebês e como estas habilidades iniciais podem levar à construção do conceito de número natural. A partir das evidências, o presente artigo discute se a ideia de número natural é inata, ideia defendida pela posição nativista original, ou se é derivada de um processo de desenvolvimento. Assim como também, apresenta dados de estudos recentes que sugerem ser o conhecimento de número natural um processo de desenvolvimento cognitivo gradual e de domínio genérico. Embora, mais estudos sejam necessários para se firmar esta última conjectura.
The present review aims to analyze the proposal put forward by researches on mathematical cognition about the initial quantitative abilities in human infants. Also, it analyses how the human infants may construct the concept of natural number upon these initial abilities. From the data presented, the paper discusses whether the idea of number has an innate basis, which is an original nativist's position, or a developmental process. Additionally, it presents data from new studies that point towards a cognitive process in the natural number concept that goes from general to specific domains. However, more studies are needed to support this proposal.