Vinod Menon
Stanford University
Project start date: 2011-02-04
Project end date: 2013-01-31
Sponsored Links Excellgen http://Excellgen.com
Grants awarded to Vinod Menon
Artifact Reduction In Simultaneous EEG And FMRI Recordings
Vinod Menon, Associate Professor
Psychiatry And Behavioral Scisstanford University
stanford, Ca 94305
Grant 1R21NS058899-01A1 from National Institute Of Neurological Disorders And Stroke IRG: BMIT
Abstract: Understanding the neural basis of human brain function requires knowledge about the spatial and temporal aspects of information processing. Functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) represent complementary brain imaging techniques in terms of their spatial and temporal resolution; hence, combining fMRI and EEG holds great promise for examining the spatial and temporal dynamics of sensory and cognitive processes underlying brain function. The main advantage of acquiring fMRI and EEG data in the same session is that the two types of data reflect the same neural process. However, a number of technical problems must be overcome before the benefits of this approach can be fully realized. In particular, EEG data acquired in the scanner is heavily contaminated by artifacts which can significantly reduce the quality of the data. This proposal brings together a strong multidisciplinary research team to solve major technical problems related to the acquisition, validation and analysis of simultaneous EEG and fMRI data. We propose to develop, test and validate novel procedures for artifact reduction in simultaneous EEG-fMRI acquisition at 3T. To achieve this goal, we will (1) use computer simulations to compare the performance of our new artifact removal procedures with current procedures, (2) build a physical phantom to generate known current sources in the 3T magnet, and use it to validate and quantify the effectiveness of our procedures, and (3) use continuous, averaged and single-trial EEGs to demonstrate that our procedures can successfully recover task-relevant brain responses. The proposed studies will contribute important new information about optimal EEG-fMRI recording and analysis techniques, thereby helping to realize their full potential in human brain research. Findings from our study will also propel the development of new approaches to investigate the neural bases of psychiatric, neurological and neurodevelopmental disorders
Project start date: 2007-09-30
Project end date: 2009-06-30
1R21NS058899-01A1 (2007): $204838
LONGITUDINAL FMRI STUDIES OF MATHEMATICAL DISABILITIES
Vinod Menon
Stanford University, 340 Panama Street, Stanford, Ca 94305-6203
Grant 5R01HD047520-05 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development
Abstract: The maturation of mathematical reasoning skills is a hallmark of human cognitive development. Mathematical cognition, and more specifically, mental arithmetic (MA), provides a foundation for the development of analytical skills. Mathematical difficulties are widespread in school-age children and college students. Cognitive, developmental and educational psychologists have provided valuable insights into the complex and dynamic developmental changes in MA skills. However, little is known about the development of brain systems underlying these changes, and even less is known about the neural substrates of MA skill deficits in children with mathematical disabilities (MD). The overarching goal of our proposal is to investigate the neural basis of MD using state-of-the-art functional brain imaging techniques. The ability to quickly and accurately retrieve basic arithmetic facts is one of the most consistent deficits in children with MD. We therefore propose to investigate the neural basis of deficits in basic mental arithmetic (MA) operations, emphasizing the cognitive mechanisms differentially invoked by each operation. We will use a prospective longitudinal design to elucidate (i) the neural basis of deficits in MA skills, and (ii) the developmental trajectory of these deficits in children over a one year period between the 2nd grade (Time 1) and the 3rd grade (Time 2). For the first time, the proposed longitudinal study designs will allow us to assess (1) intra and inter-subject variability and stability of brain activation in relation to MA performance changes, and (2) specific classes of neurodevelopmental changes (poor vs. normal development). Our proposed studies will provide new insights into the neural basis of deficits in mathematical abilities, and how the increased recruitment of specialized MA processing networks with development is altered in children with MD. Our studies will also contribute new information on typical and atypical development of mathematical cognition, as well as the neural basis of individual differences in mathematical abilities. By providing essential knowledge about the neurobiological substrates of mathematical difficulties in children, and how they change with time, we will be able to inform the development of behavioral and educational strategies that may help improve children´s mathematical skills at an early age
Keywords: 0-11 years old; Abbreviations; Age; Angular Gyrus; Area; Arts; Aves; Avian; Behavioral; Birds; Brain; Brain imaging; Brain region; Cerebellum; Child; Child Youth; Children (0-21); Cognition; Cognitive; Complex; Development; Dysfunction; Encephalon; Encephalons; Eye; Eyeball; Foundations; Functional Magnetic Resonance Imaging; Functional disorder; Fusiform gyrus; Goals; Human; Human, Child; Human, General; Image; Imaging Procedures; Imaging Techniques; Impairment; Individual Differences; Intraparietal Sulcus; Investigators; Knowledge; LBUL; Left; Lobule; Longitudinal Studies; MRI, Functional; Magnetic Resonance Imaging, Functional; Magnetism; Man (Taxonomy); Man, Modern; Medial; Nervous; Nervous System, Brain; Neurobiology; Occipital-Temporal Gyrus; Operation; Operative Procedures; Operative Surgical Procedures; Oranges; Parietal; Parietal Lobe; Parietal Lobe of the Brain; Pattern; Performance; Physiopathology; Prefrontal Cortex; Process; Programs (PT); Programs [Publication Type]; Psyche structure; Psychologist; Reaction Time; Reliance; Research Design; Research Personnel; Researchers; Response RT; Response Time; Retrieval; School-Age Population; Structure of angular gyrus; Structure of intraparietal sulcus; Structure of supramarginal gyrus; Study Type; Supramarginal Gyrus; Surgical; Surgical Interventions; Surgical Procedure; System; System, LOINC Axis 4; Technics, Imaging; Temporal Lobe; Time; angular gyrus; base; brain behavior; brain visualization; children; college student; disability; fMRI; functional group; imaging; improved; insight; interest; intraparietal sulcus; long-term study; longitudinal design; magnetic; mathematical ability; memory retrieval; mental; neural; neurobiological; number sense; numerousy; parietal cortex; pathophysiology; programs; prospective; psychomotor reaction time; relating to nervous system; response; school age; skill acquisition; skills; study design; surgery; temporal cortex; temporal lobe/cortex; university student; visual process; visual processing; youngster
Project start date: 2005-04-01
Project end date: 2011-01-31
Budget start date: 1-FEB-2009
Budget end date: 31-JAN-2011
5R01HD047520-05 (2009): $491013
5R01HD047520-03 (2007): $472417
5R01HD047520-02 (2006): $472211
1R01HD047520-01A1 (2005): $470731
COGNITIVE NEUROSCIENCE OF MATHEMATICAL DEVELOPMENT
Vinod Menon
Stanford University, 340 Panama Street, Stanford, Ca 94305-6203
Grant 5R01HD057610-02 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development
Abstract: The maturation of mathematical reasoning skills is a hallmark of human cognitive and academic development. Cognitive, developmental, educational and clinical psychologists have provided valuable insights into the complex and dynamic developmental changes in mathematical skills during childhood. The ages between 7 and 10 (grades 2, 3 and 4) represent an important period for the development of mathematical skills. However, very little is currently known about the development of brain systems that mediate mathematical skill acquisition. The overarching goal of our proposal is to investigate the development of mathematical skills in children using a cognitive and systems neuroscience approach, and a longitudinal study design. The specific aims of this clinical research proposal are to (1) Investigate longitudinal changes in cognitive and brain processes mediating mathematical cognition at grade 4, (2) Investigate longitudinal changes in functional and structural connectivity of brain networks underlying mathematical cognition, and (3) Investigate the cognitive and neural basis of individual differences in mathematical skill development. Our proposed studies will provide important insights into (1) the neural basis of functional specialization for mathematical cognition; (2) the relation between neural changes and changes in working memory, strategy and increased task proficiency; (3) the developmental origins of functional specialization in the posterior parietal cortex; (4) cortical networks and interactions that subserve mathematical task performance at different stages of skill development; and (5) cognitive and neural factors that mediate individual differences in learning. Taken together, this work will provide significant new information on the maturation of brain networks important for mathematical cognition and skill acquisition. This work has the potential to have broad impact on developmental cognitive neuroscience, brain development, and clinical psychology
Keywords: 0-11 years old; 10 year old; 12-20 years old; 21+ years old; Abbreviations; Address; Adolescence; Adolescent; Adolescent Youth; Adult; Age; Age Group Unspecified; Ammon Horn; Angular Gyrus; Architecture; Area; Basal Ganglia; Basal Nuclei; Behavioral; Brain; Brain region; Causality; Cerebellum; Child; Child Youth; Childhood; Children (0-21); Clinical; Clinical Psychology; Clinical Research; Clinical Study; Cognition; Cognitive; Cognitive Science; Commit; Complement; Complement Proteins; Complex; Cornu Ammonis; Development; Developmental Process; Diffuse; Encephalon; Encephalons; Engineering / Architecture; Episodic memory; Episodic memory, function; Etiology; Exhibits; Functional Magnetic Resonance Imaging; Fusiform gyrus; Goals; Hippocampus; Hippocampus (Brain); Human; Human, Adult; Human, Child; Human, General; Image; Individual; Individual Differences; Inferior; Intraparietal Sulcus; Knowledge; LBUL; Lateral; Learning; Learning Disabilities; Learning disability; Left; Lobule; Longitudinal Studies; MRI, Functional; Magnetic Resonance Imaging, Functional; Magnetism; Man (Taxonomy); Man, Modern; Mathematics; Measures; Medial; Mediating; Memory; Memory, Immediate; Memory, Short-Term; Memory, Shortterm; Nature; Nervous; Nervous System, Brain; Neuranatomies; Neuranatomy; Neuroanatomies; Neuroanatomy; Neurobiology; Neurosciences; Occipital lobe; Occipital-Temporal Gyrus; Operation; Operative Procedures; Operative Surgical Procedures; Parietal; Parietal Lobe; Parietal Lobe of the Brain; Participant; Pattern; Performance; Prefrontal Cortex; Problem Solving; Process; Psyche structure; Psychologist; Psychology; Reaction Time; Recognition (Psychology); Relative; Relative (related person); Reliance; Research; Research Design; Research Proposals; Response RT; Response Time; Retrieval; Role; Sampling; Semantic; Semantics; Short-Term Memory; Social Support System; Source; Staging; Stimulus; Structure of angular gyrus; Structure of intraparietal sulcus; Structure of supramarginal gyrus; Study Type; Support System; Supramarginal Gyrus; Surgical; Surgical Interventions; Surgical Procedure; System; System, LOINC Axis 4; Task Performances; Temporal Lobe; Time; Work; adolescence (12-20); adult human (21+); adult youth; age group; angular gyrus; base; children; cognitive function; cognitive neuroscience; cognitive psychology; cognitive system; disability; disease causation; disease etiology; disease/disorder etiology; disorder etiology; fMRI; hippocampal; imaging; implicit memory; improved; information processing; insight; interest; intraparietal sulcus; juvenile; juvenile human; long-term study; magnetic; mathematical theory; memory recognition; memory retrieval; mental; neocortical; neural; neural mechanism; neuroadaptation; neurobiological; neuromechanism; novel; occipital cortex; parietal cortex; pediatric; psychomotor reaction time; relating to nervous system; remediation; response; skill acquisition; skills; social role; study design; surgery; teenage; temporal cortex; temporal lobe/cortex; ten year old; theories; working memory; young adult; youngster
Project start date: 2009-08-04
Project end date: 2011-06-30
Budget start date: 1-JUL-2010
Budget end date: 30-JUN-2011
PFA/PA: PA-07-070
5R01HD057610-02 (2010): $318661
LONGITUDINAL FMRI STUDY OF COGNITIVE DEVELOPMENT
Vinod Menon, Associate Professor
Psychiatry And Behavioral Scisstanford University
stanford, Ca 94305
Grant 5K25HD040761-02 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development IRG: NST
Abstract: The candidate for the proposed quantitative career development award has multidisciplinary training and research experience in physics and the computer sciences as well as in neurophysiology and functional brain imaging. The overarching goal of the current proposal is to enhance the candidate´s expertise in developmental cognitive neuroscience. Through a multidisciplinary program combining education, mentoring, and the completion of an innovative research study, the candidate seeks to investigate brain function in both typically developing children and children with specific neurodevelopmental disorders. As a result, the proposed program will not only improve the candidate´s research skills and expertise, but will also contribute to the discovery of essential knowledge about the normal cognitive development and its disruption. The institutional resources, environment, and opportunities for research and collaboration in functional neuroimaging of children and adults at Stanford University are exemplary. At the end of the award, the candidate expects to (1) possess the skills needed to be an independent investigator in developmental cognitive neuroscience; (2) to have received funding as an independent investigator; and (3) to become a leader in the scientific study of basic and clinical developmental cognitive and systems neuroscience. As part of this award the candidate will complete a mentored research project titled "Longitudinal fMRI study of cognition in children" under the mentorship of Dr. Allan Reiss at Stanford University. In this proposal, the candidate plans to use fMRI to investigate the typical and atypical patterns of development of cognitive functions in children during a critical stage in the development of higher cognitive function. Twentyfive typically developing children and twentyfive children with Fragile X, a neurodevelopmental disorder, who are 68 yrs old (mean age 7 yrs) at the start of the study will be imaged twice, two years apart. Brain images will be acquired while children perform working memory and arithmetic reasoning tasks. Behavioral performance measures will be acquired simultaneously to determine how well and how efficiently individual children perform these tasks. Standardized neuropsychological. assessment will be performed on each individual to determine the overall level of cognitive ability in each child. The relation between changes in the level and extent of brain activation, task performance and overall IQ will be analyzed to determine domain specific and domain nonspecific features underlying the neurobiology of cognitive development. The proposed fMRI research project will yield important new and more precise information about the neural bases of the development of higher cognitive processes in children as well as its disruption in atypical development
Keywords: brain imaging /visualization /scanning, cognition, developmental psychology, functional magnetic resonance imaging, longitudinal human study, neuroanatomy, neurobiology, short term memory fragile X syndrome, molecular genetics, neural information processing, neurogenetics, performance bioimaging /biomedical imaging, child (0-11), clinical research, human subject, intelligence test, neuropsychological test
Project start date: 2001-04-16
Project end date: 2006-03-31
5K25HD040761-02 (2002): $143521
1K25HD040761-01 (2001): $143521
5K25HD040761-05 (2005): $143721
5K25HD040761-04 (2004): $143721
Sponsored Links Excellgen http://Excellgen.com
5K25HD040761-03 (2003): $143721
Mapping Basal Ganglia Function During Motor Sequencing
Vinod Menon, Associate Professor
Psychiatry And Behavioral Scisstanford University
stanford, Ca 94305
Grant 5R03MH062430-02 from National Institute Of Mental Health IRG: IFCN
Abstract: The basal ganglia are thought to play a critical role in adaptive behavior and cognition in general, and movement preparation, initiation, control and sequencing in particular. However, the relative contributions and roles of the various sub-components of the basal ganglia are not known. The overarching goal of this proposal is to characterize the differential contributions of dorsal basal ganglia (dBG) nuclei during the sequential organization of behavior. The proposed study aims to extend and amplify our previous findings of reliable and differential fMRI activation of the anterior caudate, anterior and posterior putamen and globus pallidus during movement sequencing. We plan to investigate in greater detail dBG involvement in various specific components of movement sequencing, and to examine the relationship between dBG activation, overall behavior, and specific behavioral performance measures such as reaction time and accuracy. Although the primary focus of this study is the dBG, the relative signal change, spatial extent and time course of activation in neocortical motor areas and the cerebellum will be also be examined. In addition, functional relations between the posterior putamen and globus pallidus, thalamus, cerebellum and cortical motor areas receiving dBG output will also be examined. Study 1 will investigate dBG function during movement sequencing in relation to specific and measurable changes in behavior. We will examine the effect of rate of movement on dBG activation during sequencing of unpredictable and predictable movements. Study 2 will investigate dBG function in relation to specific components involved in motor control during movement sequencing using event-related fMRI. Together these studies will more convincingly relate dBG to behavior during movement sequencing. More broadly, contrasting the roles of the dBG, motor cortex, SMA, pre-SMA and the cerebellum will yield significant information about distributed brain processes involved in the sequential organization of behavior. Results from the proposed studies will provide additional insights regarding the role of the dBG in adaptive behavior. Furthermore, the proposed research will aid in understanding and treating basal ganglia disorders, such as schizophrenia, ADHD, Huntington´s disease, Parkinson´s disease, and Tourette´s syndrome
Keywords: basal ganglia, brain mapping, finger, limb movement, neural information processing, psychomotor function, psychomotor reaction time, sensorimotor system auditory stimulus, cerebellum, visual stimulus behavior test, behavioral /social science research tag, clinical research, functional magnetic resonance imaging, human subject, neuroimaging
Project start date: 2001-09-15
Project end date: 2003-08-31
5R03MH062430-02 (2002): $78500
1R03MH062430-01A1 (2001): $75650
LONGITUDINAL FMRI AND DTI STUDIES OF MATHEMATICAL DISABILITIES
Vinod Menon
Stanford University, 340 Panama Street, Stanford, Ca 94305-6203
Grant 2R01HD047520-06 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development
Abstract: Mathematical cognition is critical not only for success in science and engineering but also as an important skill in everyday life, second only to reading in formal education. Yet, mathematical difficulties are widespread in school-age children and college students in the US. Understanding the progression and mechanisms of mathematical development is a national priority, as emphasized by the conclusions of the President´s National Mathematics Advisory Panel. Recent cognitive, developmental and educational studies have provided new insights into the enduring behavioral deficits in children with mathematical disabilities (MD). However, little is known about the neural and anatomical bases of MD in children. The overarching objective of our proposal is to continue a productive line of research investigating cognitive and brain mechanisms underlying MD in young children. We will use a cognitive and systems neuroscience approach coupled with state-of-the-art functional magnetic resonance imaging (fMRI), structural MRI and diffusion tensor imaging (DTI) techniques to achieve this objective. Our study focuses on ages 7-10 (grades 2, 3 and 4), a period important for mastering core arithmetic skills that support later mathematics learning. A prospective longitudinal design will be used to elucidate the neural correlates of poor arithmetic skills in children with MD and examine why some children with MD have persistent deficits whereas others do not. Our proposed studies focus on three groups of children (1) children with mathematical learning disabilities (MLD) who have persistent disabilities (low achievement across grades), (2) low achieving but variable (LA-V) children who lag in performance skills in one year and are normal the next, and (3) typically developing (TD) children. We will characterize the behavioral, cognitive and neural profile of information processing deficits during addition and subtraction, two basic and complementary arithmetic operations that differ in task complexity and efficient retrieval. Analysis of DTI and fMRI data acquired from the same children will contribute important new knowledge about core neuroanatomical deficits in persistent MD. Novel multivariate pattern recognition techniques, which detect fine-grained differences in activation patterns, will be used to increase our ability to uncover aberrant neural representations of mathematical information in children with MD. The longitudinal study design will allow us to (1) assess intra- and inter-subject variability and stability of brain response and connectivity in relation to arithmetic skill development, and (2) identify latent classes of neurodevelopmental changes characterizing poor and normal development. Our proposed studies will provide new insights into the neural correlates of MD, and the extent to which increased recruitment of brain networks involved in arithmetic processing during development is altered in children with MD. By providing essential knowledge about the neurofunctional and neuroanatomical substrates of MD in children, and how they change with time, we will be able to inform the development of behavioral and educational strategies for improving mathematical skills at an early age. Understanding the progression and mechanisms of mathematical development mathematical skills is a national priority, as emphasized by the formation of the President´s National Mathematics Panel. Between 5 to 8% of children demonstrate some form of mathematical learning disability, with adverse life-long consequences for academic, vocational and professional success. The overarching objective of our proposal is to continue a productive line of research investigating the cognitive and brain mechanisms underlying MD in young children. Findings from our study will not only have important implications for determining mathematical learning in children, but also for understanding the cognitive and brain processes underlying mathematical learning disabilities
Keywords: 0-11 years old; 10 year old; 9 year old; Abbreviations; Achievement; Achievement Attainment; Active Follow-up; Address; Age; Analysis, Data; Angular Gyrus; Anisotropy; Arts; Attention; Behavioral; Brain; Brain imaging; Brain region; CNS plasticity; Cell Communication and Signaling; Cell Signaling; Cereals; Child; Child Youth; Children (0-21); Cognition; Cognitive; Cognitive deficits; Coupled; Data; Data Analyses; Development; Diagnosis; Diffusion; Diffusion MRI; Diffusion Magnetic Resonance Imaging; Diffusion Weighted MRI; Education; Educational aspects; Encephalon; Encephalons; Engineering; Engineerings; Fiber; Foundations; Functional Magnetic Resonance Imaging; Gender; Generalized Growth; Goals; Grain; Gray; Gray unit of radiation dose; Growth; Human, Child; Image; Imaging Procedures; Imaging Techniques; Impairment; Individual Differences; Inferior; Intracellular Communication and Signaling; Intraparietal Sulcus; Knowledge; LBUL; Learning; Learning Disabilities; Learning disability; Life; Link; Lobule; Longitudinal Studies; MR Imaging; MR Tomography; MRI; MRI, Functional; Magnetic Resonance Imaging; Magnetic Resonance Imaging Scan; Magnetic Resonance Imaging, Functional; Magnetism; Maps; Mathematics; Measures; Medial; Mediating; Medical Imaging, Magnetic Resonance / Nuclear Magnetic Resonance; Memory, Immediate; Memory, Short-Term; Memory, Shortterm; Methods; Methods and Techniques; Methods, Other; Multivariate Analyses; Multivariate Analysis; NMR Imaging; NMR Tomography; Nervous; Nervous System, Brain; Neuronal Plasticity; Neurosciences; Nuclear Magnetic Resonance Imaging; Operation; Operative Procedures; Operative Surgical Procedures; Parietal; Parietal Lobe; Parietal Lobe of the Brain; Pathway interactions; Pattern; Pattern Recognition; Pattern Recognition/Display/Analysis; Performance; Prefrontal Cortex; Process; Reaction Time; Reading; Recruitment Activity; Research; Research Design; Response RT; Response Time; Retrieval; Sampling; School-Age Population; Science; Shapes; Short-Term Memory; Signal Transduction; Signal Transduction Systems; Signaling; Structure of angular gyrus; Structure of intraparietal sulcus; Structure of supramarginal gyrus; Study Type; Supramarginal Gyrus; Surgical; Surgical Interventions; Surgical Procedure; Technics, Imaging; Techniques; Temporal Lobe; Time; Tissue Growth; Zeugmatography; angular gyrus; base; behavior measurement; behavioral measure; behavioral measurement; biological signal transduction; brain visualization; children; cognitive function; cognitive system; college student; density; diffusion tensor imaging; disability; experience; fMRI; follow-up; gray matter; imaging; improved; information processing; insight; interest; intraparietal sulcus; long-term study; longitudinal design; magnetic; mathematical ability; neural; neural plasticity; neuroplasticity; neuropsychological; nine year old; novel; number sense; numerousy; ontogeny; parietal cortex; pathway; prospective; psychomotor reaction time; public health relevance; recruit; relating to nervous system; response; school age; skills; standardize measure; study design; substantia alba; substantia grisea; success; surgery; temporal cortex; temporal lobe/cortex; ten year old; university student; white matter; working memory; youngster
Relevance: Understanding the progression and mechanisms of mathematical development mathematical skills is a national priority, as emphasized by the formation of the President´s National Mathematics Panel. Between 5 to 8% of children demonstrate some form of mathematical learning disability, with adverse life-long consequences for academic, vocational and professional success. The overarching objective of our proposal is to continue a productive line of research investigating the cognitive and brain mechanisms underlying MD in young children. Findings from our study will not only have important implications for determining mathematical learning in children, but also for understanding the cognitive and brain processes underlying mathematical learning disabilities
Project start date: 2004-07-20
Project end date: 2015-07-31
Budget start date: 5-AUG-2010
Budget end date: 31-JUL-2011
PFA/PA: PA-07-070
2R01HD047520-06 (2010): $669374
Interventions In Math Learning Disabilities: Cognitive And Neural Correlates
Vinod Menon, Associate Professor
Psychiatry And Behavioral Scisstanford University
Grant 1R01HD059205-01 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development IRG: ZHD1
Abstract: Mathematical cognition is critical not only for success in science and engineering but also as an important skill in everyday life, second only to reading in formal education. Recent cognitive, developmental and educational studies have provided new insights into the enduring behavioral deficits in children with mathematical learning disabilities (MLD). The development of early intervention programs is important for enhancing math learning and achievement for a broad range of children, including children who are typically developing, as well as those with developmental lags and learning disabilities. Little is known, however, about the brain and cognitive bases of MLD and the mechanisms by which these disabilities can be remediated. The overarching goal of this proposal is to investigate the brain and cognitive mechanisms that support mathematical learning and the remediation of poor mathematical skills in children with MLD. The PIs will use a cognitive and systems neuroscience approach and state-of-the-art functional brain imaging techniques and a randomized controlled design to achieve this goal. The study focuses on mathematical learning and skill acquisition during the ages of 7 to 9 (grades 2 and 3), a period important for learning core mathematical skills. The proposed intervention studies will focus on three groups of children (1) typically developing (TD) children, (2) low achieving (LA) children who lag developmentally, and (3) children with MLD. The PIs will use a randomized controlled study to investigate differences in mathematical learning and skill acquisition in these groups of children. Across the three groups, the proposed studies will (1) elucidate the neurobiological mechanisms underlying mathematical learning, (2) provide novel insights into the role of the posterior parietal cortex, hippocampus, fusiform gyrus and prefrontal cortex in mathematical learning and remediation, (3) inform theories of mathematical cognition by characterizing the behavioral, cognitive and neural correlates of increased mathematical proficiency associated with changes in strategy use, and (4) examine reorganization and plasticity of functional brain networks with intervention. The proposed studies will provide the first and most detailed characterization of the neurobiological underpinnings of intervention on mathematical learning in children with MLD. Findings from this study will not only have important implications for determining sources of variability in mathematical performance among LA and MLD children but also further understanding of the etiology and long-term remediation of MLD. Understanding the progression and mechanisms of mathematical development and remediating poor mathematical skills is a national priority, as emphasized by the formation of the President´s National Mathematics Panel. Between 5 to 8% of children demonstrate some form of mathematical learning disability, with adverse life-long consequences for academic, vocational and professional success. Findings from this study will not only have important implications for determining mathematical learning in children, but also for understanding the cognitive and brain processes underlying mathematical learning disabilities
Project start date: 2008-12-15
Project end date: 2013-11-30
3R01HD059205-01S1 (2009): $255411
Vinod Menon
Stanford University
Project start date: 2008-12-15
Project end date: 2013-11-30
INTERVENTIONS IN MATH LEARNING DISABILITIES: COGNITIVE AND NEURAL CORRELATES
Vinod Menon
Department/ Educational Institution Type:
Grant 5R01HD059205-03 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development
Keywords: 0-11 years old; 21+ years old; Abbreviations; Achievement; Achievement Attainment; Address; Adult; adult human (21+); Age; age group; Age Group Unspecified; Ammon Horn; angular gyrus; Angular Gyrus; Area; Arts; base; Behavioral; biomarker; Brain; brain behavior; Brain imaging; Brain region; brain visualization; Causality; Child; Child Youth; children; Children (0-21); Classification; Cognition; Cognitive; cognitive change; cognitive function; cognitive system; college student; computer aided; Computer Assisted; Cornu Ammonis; Data; design; designing; Development; disability; disease causation; disease etiology; disease/disorder etiology; disorder etiology; Dorsal; Early treatment; Education; Educational aspects; Encephalon; Encephalons; Engineering; Engineerings; Etiology; Event; Exhibits; experiment; experimental research; experimental study; extrastriate visual cortex; fMRI; Foundations; Functional Magnetic Resonance Imaging; Fusiform gyrus; Goals; hippocampal; Hippocampus; Hippocampus (Brain); Human, Adult; Human, Child; Image; imaging; Imaging Procedures; Imaging Techniques; improved; information processing; insight; interest; Intervention; intervention program; Intervention Strategies; Intervention Studies; interventional strategy; Intraparietal Sulcus; intraparietal sulcus; LBUL; Learning; Learning Disabilities; Learning disability; Life; Lobule; magnetic; Magnetic Resonance Imaging, Functional; Magnetism; mathematical ability; mathematical theory; Mathematics; Medial; Mediating; Memory; memory recognition; mental; Methods; Mission; MRI, Functional; National Institutes of Health; National Institutes of Health (U.S.); neocortical; Nervous; Nervous System, Brain; network dysfunction; neural; neural mechanism; neurobiological; neurobiological mechanism; Neurobiology; neuromechanism; Neurosciences; NIH; novel; number sense; numerousy; Occipital-Temporal Gyrus; operation; Parietal; parietal cortex; Parietal Lobe; Parietal Lobe of the Brain; Pattern; Performance; Prefrontal Cortex; Process; Psyche structure; psychomotor reaction time; randomisation; randomization; Randomized; randomized controlled study; Randomized Controlled Trials; randomly assigned; Reaction Time; Reading; Recognition (Psychology); relating to nervous system; Relative; Relative (related person); Reliance; remediation; Request for Proposals; Research; research study; response; Response RT; Response Time; Rest; Retrieval; RFP; Role; school age; School-Age Population; Science; skill acquisition; skills; social role; Source; Structure of angular gyrus; Structure of intraparietal sulcus; Structure of supramarginal gyrus; success; Supramarginal Gyrus; System; System, LOINC Axis 4; Systematics; Task Performances; Technics, Imaging; temporal cortex; Temporal Lobe; temporal lobe/cortex; Time; Training; United States National Institutes of Health; university student; youngster
Project start date: 2008-12-15
Project end date: 2013-11-30
Budget start date: 1-DEC-2010
Budget end date: 30-NOV-2011
PFA/PA: RFA-HD-07-005
5R01HD059205-03 (2011): $672594
5R01HD059205-02 (2010): $746373
Sponsored Links Excellgen http://Excellgen.com
Cognitive Neuroscience Of Mathematical Development
Vinod Menon, Associate Professor
Psychiatry And Behavioral Scisstanford University
Grant 1R01HD057610-01A1 from Eunice Kennedy Shriver National Institute Of Child Health & Human Development IRG: COG
Project start date: 2009-08-04
Project end date: 2011-06-30