H2020Индивидуална стипендия2017–2018

NonVisNumCog · The role vision plays in shaping the representation of numbers.

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2017-01-01 → 2018-12-31
Финансиране от ЕС: 180 277 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Ролята на зрението при усвояването на числата се изследва чрез сравнение между мозъчната активност на виждащи и сляпи хора. Резултатите помагат за разбирането на развитието на когнитивните функции и създаването на многосензорни програми за обучение по математика.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

The role vision plays in shaping the representation of numbers.

The goal of NonVisNumCog was to better understand the role vision plays in shaping the representation of numbers and space using behavioral as well as fMRI techniques. To examine this question, I explored the role vision plays in shaping the neural network of arithmetic. In addition to explore the cerebral basis of numerical cognition in blind, I also investigated whether blindness could delay the acquisition of several numerical concepts in childhood. I finally examined the extent to which this knowledge of the blind’s numerical development was able to offer a unique model to gain better insights into the functioning and rehabilitation of specific mathematics difficulties. As blind children and adults often present similar or even better numerical performance than sighted people, it is reasonable to assume that the symbolic numerical system is flexible enough to rely on different kinds of sensory and cognitive strategies to develop. The third aim of my project was therefore to determine whether the non-visual sense of numbers that is developed by the blind could be acquired by normally-developing children. By studying the neural correlates of numerical processes in blind, our research program provided a thorough understanding of the development of numerical competencies without vision and gave rare insights about the role of experience on the cerebral development of high cognitive functions. Moreover, by studying numerical development in blind children, NonVisNumCog allowed us to investigate the advantages and limitations of a nonvisual learning of arithmetic and promoted the creation of a multisensory training program. This research project was extremely important since methods in mathematics education have received considerable interest in the past few years. This is probably because training studies can not only contribute to increase our theoretical knowledge on the development of numerical concepts but can also constitute the starting point for elaborating programs that assist children with difficulties or prevent mathematics difficulties in children at risk.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

In the literature on numerical cognition, vision was for a long time assumed to play an important role in the development of number representations. In line with this idea, I recently demonstrated that congenitally blind (CB) present a qualitatively different representation of numbers by comparison to their sighted peers. In this project, I propose to further explore with fMRI techniques whether the CB qualitative different numerical representation is supported by specific cerebral reorganisation of the brain. I also propose to examine whether the qualitative different numerical representations of CB could delay the acquisition of numerical concepts in childhood. I finally propose to explore the extent to which this knowledge of the blind’s numerical representation could be extended to the elaboration of a multisensory mathematics teaching program. I advocate the idea that this research program is crucial because poor mathematical competencies are common among adults and result in employment and day-to-day activities difficulties. Further research into multisensory access to numerical information could therefore lead to education benefits in teaching mathematics to young children but could also promote interventions that target specific mathematical deficits. I am uniquely suited for working on this project due to a number of parallels between the skills the proposed project requires, and the skills I possess. This includes: 1) my successful collaborations with Dr Collignon in the past; 2) good inter-personal skills; 3) my strong background in the research topic; 4) working with a variety of participant populations, and combining different methodologies. If funded, the present project will allow me to continue to explore a large overarching question by applying my pre-existing knowledge to a broader range of experimental techniques and topics - a vital skill to become an independent researcher in Europe.

Оригинален текст от CORDIS (на английски).

Участници

UNIVERSITA DEGLI STUDI DI TRENTO · TrentoКоординаторИталия