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Optimized Staining and Proliferation Modeling Methods for Cell Division Monitoring using Cell Tracking Dyes
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Sharing as a model for understanding division.

Alexa Ellis1, Xiaosu Hu2, Craig E Smith2

  • 1Department of Psychology.

Neuroreport
|May 18, 2018
PubMed
Summary

Children

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Neuroscience

Background:

  • Children's division skills predict later arithmetic development.
  • Young children practice division through social sharing activities, like resource allocation.
  • The link between social sharing and mathematical reasoning requires further investigation.

Purpose of the Study:

  • To test the hypothesis that social sharing abilities are linked to complex numerical division abilities.
  • To examine the neurocognitive bases of division in adults using functional near-infrared spectroscopy (fNIRS).
  • To explore the relationship between sharing and emergent math abilities in young children.

Main Methods:

  • Adult study (N=28): fNIRS used during proportion judgment (sharing context) and numerical division tasks.

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  • Children study (N=53): Sharing task and established math measures assessed in 4-6 year olds.
  • Investigated neurocognitive mechanisms underlying division and social sharing.

    • Main Results:

    • Findings suggest social sharing engages cognitive mechanisms crucial for mathematical reasoning.
    • Evidence supports a connection between early social sharing behaviors and later mathematical development.
    • Identified potential neurocognitive overlap between social sharing and numerical division.

    Conclusions:

    • Social sharing activities may foster the development of mathematical reasoning skills.
    • Highlights the importance of early life experiences in supporting cognitive development.
    • Informs theories of numerical cognition by linking social and mathematical abilities.