PDF(Pubmed)
Abstract：
Math learning is explained by the interaction between cognitive, affective, and social factors. However, studies rarely investigate how these factors interact with one another to explain math performance. This study aims to fill this gap in the literature by using functional magnetic resonance imaging (fMRI) to understand the neurocognitive mechanisms underlying the interaction between parental socioeconomic status (SES) and children\'s math attitudes. To this aim, 57 children solved multiplication problems inside the scanner. We measured parental SES by creating two groups based on parents\' occupations and measured children\'s math attitudes using a questionnaire. We ran a cluster-wise regression analysis examining the interaction between these two variables while controlling for the main effects of SES, math attitudes, and full IQ. The analysis revealed a cluster in the left inferior frontal gyrus (IFG), which was due to children with positive math attitudes from high socio-economic status families showing greater IFG activation when solving large multiplication problems as compared to their negative attitudes high SES peers, suggesting that they exhibited more retrieval effort to solve large multiplication problems. We discuss how this may be because they were the only ones who fully engaged in math opportunities provided by their environment.
摘要：
数学学习是通过认知之间的相互作用来解释的，情感,和社会因素。然而,研究很少调查这些因素如何相互作用来解释数学表现。本研究旨在通过使用功能磁共振成像（fMRI）来了解父母社会经济地位（SES）与儿童数学态度之间相互作用的神经认知机制，从而填补文献中的空白。为了这个目标,57个孩子解决了扫描仪内部的乘法问题。我们通过根据父母的职业创建两个小组来测量父母的SES，并使用问卷测量儿童的数学态度。我们进行了聚类回归分析，检查了这两个变量之间的相互作用，同时控制了SES的主要影响，数学态度，完整的IQ分析显示左额下回（IFG）有一个簇，这是由于来自高社会经济地位家庭的积极数学态度的儿童在解决大乘法问题时表现出更大的IFG激活，与他们的消极态度高SES同龄人相比，这表明他们表现出更多的检索工作来解决大型乘法问题。我们讨论这可能是因为他们是唯一完全参与其环境提供的数学机会的人。
