Longitudinal Investigation into Declarative and Procedural Memory Brain Systems Supporting the Development of Math Skills
What We Do
We are implementing a repeated-measures longitudinal design examining two key memory systems, declarative memory (DM) and procedural memory (PM), and their contributions to developmental trajectories of a range of math skills in children in 1st through 5th grades.
Project Status: Active
Project Funder: National Institutes of Health
PI: Tanya Evans
To test specific hypotheses about the link between each memory system and different math skills, we will collect measures of standardized math achievement, arithmetic skills, and basic quantity processing.
DM and PM systems have been well characterized at the neural level, so to deepen understanding of the longitudinal mechanisms linking math and memory systems, we will also collect functional neuroimaging measures at two time-points to characterize learning-related changes in both brain and behavior.
By revealing links between specific memory systems and math-related changes in brain and behavior, this project will provide the most comprehensive picture to date of how long-term memory mechanisms subserve math learning. This in turn will help take much of the guesswork out of determining the target of interventions aimed at improving educational outcomes for children with and without math learning difficulties.
A new UVA study will examine brain data of elementary-age students to explore how memory systems support math learning. (Illustration by Ziniu Chen, University Communications)