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題名 以功能性磁振造影探討算術應用題解題之大腦機制
An fMRI investigation of brain mechanisms underlying arithmetic word problem solving
作者 伍贊達
Ng, Chan-Tat
貢獻者 張葶葶
Chang, Ting-Ting
伍贊達
Ng, Chan-Tat
關鍵詞 應用題
功能性磁振造影
數學認知
閱讀理解
數學學習
認知控制
額頂網絡
一致效應
Word problems
fMRI
Mathematical cognition
Text comprehension
Mathematical learning
Cognitive control
Fronto-parietal network
Consistency effect
日期 2020
上傳時間 2-Mar-2020 11:13:58 (UTC+8)
摘要 The practice of arithmetic word problems serves to generalize mathematical concepts into real-world settings, but the word problem performances of both children and adults are far from satisfactory. Despite the extensive research on behavioral and cognitive components of arithmetic word problem solving, the underlying neural mechanisms are poorly understood. This current thesis aims to tackle the issue by investigating brain responses towards word problem solving using fMRI. In Study 1, we compared arithmetic word problems and nonarithmetic narrative problems with no numerical manipulation so that we should be allowed to study the specific role of numerical processing embedded within a narrative structure. Results showed that the processing of word problems should be distinct from text comprehension, as the former involved more in the frontal-insular-parietal areas whereas the latter was more strongly engaged in the canonical language system. In Study 2, to investigate how linguistic factors modulate numerical processing during word problem solving, we examined solutions of compare word problems, and each problem includes a relational term comparing the values of two parameters (e.g. dumpling costs 2 dollars more than wonton). Results revealed a consistency by operation interaction in the fronto-insular-parietal network. Specifically, mathematical models requiring subtraction engaged stronger activations than addition during consistent problem solving (in which the relational term was consistent with the required arithmetic operation, e.g., “more than” - addition), whereas the neural activation pattern of the operation effect for inconsistent problems was opposite to that for consistent problems. These findings further indicated that relations between the linguistic and numerical factors were interactive in word problems. In Study 3, we conducted the experiment of Study 2 on children from Grade 3 to Grade 6 to investigate developmental changes in word problem solving. Results suggested greater involvement of the network of inhibitory control in children for inconsistent than consistent problems. Furthermore, the interaction between consistency and operation was observed only in adults but not children, emphasizing that the interaction observed between linguistic and numerical factors could be a learned effect. To sum up, the current thesis examines the underlying brain mechanisms of word problem solving. We demonstrate that word problem solving is more dependent on the cognitive control system than semantic processing, probably due to the need for deriving mathematical problem models from the text. Also, we stress the important roles of interactive effects between different factors in word problems rather than separate components alone, as numerical processing is possibly altered by the problem description. More importantly, we have demonstrated age-group differences in these effects, revealing critical developmental changes in word problem solving. By uncovering brain mechanisms of this school curriculum practice, we potentially provide foundations for deficit remediation and pedagogical improvement.
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描述 碩士
國立政治大學
心理學系
106752027
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106752027
資料類型 thesis
dc.contributor.advisor 張葶葶zh_TW
dc.contributor.advisor Chang, Ting-Tingen_US
dc.contributor.author (Authors) 伍贊達zh_TW
dc.contributor.author (Authors) Ng, Chan-Taten_US
dc.creator (作者) 伍贊達zh_TW
dc.creator (作者) Ng, Chan-Taten_US
dc.date (日期) 2020en_US
dc.date.accessioned 2-Mar-2020 11:13:58 (UTC+8)-
dc.date.available 2-Mar-2020 11:13:58 (UTC+8)-
dc.date.issued (上傳時間) 2-Mar-2020 11:13:58 (UTC+8)-
dc.identifier (Other Identifiers) G0106752027en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/128862-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 心理學系zh_TW
dc.description (描述) 106752027zh_TW
dc.description.abstract (摘要) The practice of arithmetic word problems serves to generalize mathematical concepts into real-world settings, but the word problem performances of both children and adults are far from satisfactory. Despite the extensive research on behavioral and cognitive components of arithmetic word problem solving, the underlying neural mechanisms are poorly understood. This current thesis aims to tackle the issue by investigating brain responses towards word problem solving using fMRI. In Study 1, we compared arithmetic word problems and nonarithmetic narrative problems with no numerical manipulation so that we should be allowed to study the specific role of numerical processing embedded within a narrative structure. Results showed that the processing of word problems should be distinct from text comprehension, as the former involved more in the frontal-insular-parietal areas whereas the latter was more strongly engaged in the canonical language system. In Study 2, to investigate how linguistic factors modulate numerical processing during word problem solving, we examined solutions of compare word problems, and each problem includes a relational term comparing the values of two parameters (e.g. dumpling costs 2 dollars more than wonton). Results revealed a consistency by operation interaction in the fronto-insular-parietal network. Specifically, mathematical models requiring subtraction engaged stronger activations than addition during consistent problem solving (in which the relational term was consistent with the required arithmetic operation, e.g., “more than” - addition), whereas the neural activation pattern of the operation effect for inconsistent problems was opposite to that for consistent problems. These findings further indicated that relations between the linguistic and numerical factors were interactive in word problems. In Study 3, we conducted the experiment of Study 2 on children from Grade 3 to Grade 6 to investigate developmental changes in word problem solving. Results suggested greater involvement of the network of inhibitory control in children for inconsistent than consistent problems. Furthermore, the interaction between consistency and operation was observed only in adults but not children, emphasizing that the interaction observed between linguistic and numerical factors could be a learned effect. To sum up, the current thesis examines the underlying brain mechanisms of word problem solving. We demonstrate that word problem solving is more dependent on the cognitive control system than semantic processing, probably due to the need for deriving mathematical problem models from the text. Also, we stress the important roles of interactive effects between different factors in word problems rather than separate components alone, as numerical processing is possibly altered by the problem description. More importantly, we have demonstrated age-group differences in these effects, revealing critical developmental changes in word problem solving. By uncovering brain mechanisms of this school curriculum practice, we potentially provide foundations for deficit remediation and pedagogical improvement.en_US
dc.description.tableofcontents Abstract i
Contents iii
List of Tables v
List of Figures vii
Chapter 1 Background and Introduction 1
1.1 Cognitive Components of Arithmetic Word Problems 4
1.1.1 Numerical factors 6
1.1.2 Linguistic factors 17
1.1.3 Domain-general cognitive factors 27
1.2 Neural Correlates of Arithmetic Word Problems 30
1.3 Overview of the Current Thesis 39
Chapter 2 Brain Correlates of Arithmetic vs Nonarithmetic Word Problems 42
2.1 Rationale 42
2.2 Methods 43
2.2.1 Participants 43
2.2.2 Stimuli and task design 43
2.2.3 fMRI data acquisition 45
2.2.4 fMRI data preprocessing 46
2.2.5 fMRI analysis 47
2.3 Results 50
2.3.1 Behavioral performances 50
2.3.2 Greater frontal-parietal involvement in AWPs than in NWPs 52
2.3.3 Stronger perisylvian activations for NWPs over AWPs 54
2.3.4 Brain-behavior correlation during AWP solving 56
2.3.5 Strengthened frontal-parietal connectivity linked to AWP solving 58
2.4 Discussion 60
Chapter 3 Neural Correlates of Adults’ Compare Word Problem Solving 66
3.1 Rationale 66
3.2 Methods 67
3.2.1 Participants 67
3.2.2 Stimuli and task design 67
3.2.3 fMRI data acquisition and preprocessing 69
3.2.4 fMRI analysis 70
3.3 Results 71
3.3.1 Behavioral results 71
3.3.2 Neuroimaging results 74
3.4 Discussion 82
Chapter 4 Age-Related Differences in Neural Correlates of Word Problem Solving 88
4.1 Rationale 88
4.2 Children’s Word Problem Solving 89
4.2.1 Methods 89
4.2.2 Results 90
4.3 Age-Associated Effects on Word Problem Solving 99
4.3.1 Methods 99
4.3.2 Results 99
4.4 Discussion 108
Chapter 5 Summary and Implication 117
References 122
Appendix A 148
Appendix B 154		zh_TW
dc.format.extent 4490714 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106752027en_US
dc.subject (關鍵詞) 應用題zh_TW
dc.subject (關鍵詞) 功能性磁振造影zh_TW
dc.subject (關鍵詞) 數學認知zh_TW
dc.subject (關鍵詞) 閱讀理解zh_TW
dc.subject (關鍵詞) 數學學習zh_TW
dc.subject (關鍵詞) 認知控制zh_TW
dc.subject (關鍵詞) 額頂網絡zh_TW
dc.subject (關鍵詞) 一致效應zh_TW
dc.subject (關鍵詞) Word problemsen_US
dc.subject (關鍵詞) fMRIen_US
dc.subject (關鍵詞) Mathematical cognitionen_US
dc.subject (關鍵詞) Text comprehensionen_US
dc.subject (關鍵詞) Mathematical learningen_US
dc.subject (關鍵詞) Cognitive controlen_US
dc.subject (關鍵詞) Fronto-parietal networken_US
dc.subject (關鍵詞) Consistency effecten_US
dc.title (題名) 以功能性磁振造影探討算術應用題解題之大腦機制zh_TW
dc.title (題名) An fMRI investigation of brain mechanisms underlying arithmetic word problem solvingen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202000130en_US