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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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A longitudinal neuroimaging dataset on arithmetic processing in school children.

Macarena Suárez-Pellicioni1, Marisa Lytle1, Jessica W Younger2

  • 1Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA.

Scientific Data
|March 6, 2019
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Summary
This summary is machine-generated.

This study presents brain imaging data from children aged 11, tracking math development over two years. The "Brain Correlates of Math Development" dataset explores neural bases of mathematical skills and individual differences.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Understanding the neural underpinnings of mathematical development in children is crucial for educational and clinical applications.
  • Individual differences in math skills emerge early and persist throughout development.
  • Longitudinal neuroimaging data can reveal how brain structure and function evolve with learning and skill acquisition.

Purpose of the Study:

  • To provide a comprehensive dataset of functional and structural neuroimaging data from typically developing children.
  • To investigate the neural correlates of mathematical task performance and skill development.
  • To facilitate research on the relationship between brain activity, cognitive abilities (math, reading), and developmental trajectories.

Main Methods:

  • Acquired 3T functional magnetic resonance imaging (fMRI) and structural MRI data from 132 children at Time 1 (approx. 11 years old) and 63 children at Time 2 (approx. 2 years later).
  • Children completed arithmetic (multiplication, subtraction) and cognitive localizer tasks (verbal, quantity) during fMRI scans.
  • Collected behavioral data on task performance, standardized reading and math assessments, and parental developmental history questionnaires.

Main Results:

  • The dataset includes detailed neuroimaging (fMRI, sMRI) and behavioral measures from a longitudinal sample of children.
  • Task-based fMRI data allows for the identification of brain regions involved in specific cognitive processes related to arithmetic and quantity processing.
  • The accompanying behavioral data enables the examination of individual differences in math and reading skills and their relationship to neural measures.

Conclusions:

  • This publicly available dataset, "Brain Correlates of Math Development", offers a valuable resource for studying the developmental trajectory of mathematical cognition in children.
  • Researchers can leverage this data to explore the neural basis of math learning, skill acquisition, and the factors contributing to individual variability.
  • The combination of longitudinal neuroimaging and comprehensive behavioral assessments supports investigations into the complex interplay between brain development and mathematical abilities.