Interventions in Mathematics and Cognitive Skills

Last updated: September 26, 2024
Sponsor: Stanford University
Overall Status: Active - Recruiting

Phase

N/A

Condition

Memory Loss

Mild Cognitive Impairment

Birth Defects

Treatment

Interventions in Mathematics and Cognitive Skills - Experimental

Interventions in Mathematics and Cognitive Skills - Active Comparator

Clinical Study ID

NCT05201534
62479
SPO #42749
2R01HD059205-11A1
  • Ages 6-12
  • All Genders
  • Accepts Healthy Volunteers

Study Summary

The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing, and remediating weaknesses in, numerical skills in children, including those with mathematical learning disabilities (MLD).

Eligibility Criteria

Inclusion

Inclusion Criteria:

  1. Elementary school aged children starting from first grade (6-12 years old)

  2. IQ: Participants with a Full Scale IQ > 70 on the Wechsler Abbreviated Scle ofIntelligence (WASI-II).

  3. Identification of Mathematical Learning Disabilities: Scores below the 35thpercentile percentile on symbolic number processing test in Numeracy Screener andtwo or more Wechsler Individual Achievement Test (WIAT-IV) math subtests

  4. Identification of typically developing children: Scores at or above the 35thpercentile percentile on symbolic number processing test in Numeracy Screener andall WIAT-IV math subtests

  5. Normal or corrected-to-normal vision and no hearing impairments

  6. Inclusion in MRI scan session: Right-handed

Exclusion

Exclusion Criteria:

  1. History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis,depression, or attention deficit hyperactivity disorder.)

  2. History of trauma involving head injury

  3. Consistent psychiatric medications

  4. Exclusion from MRI scan session: No major contraindication for magnetic resonanceimaging (MRI) - braces, metal implants, pacemakers, vascular stents, metallic eartubes, consistent exposure to metal, claustrophobia)

Study Design

Total Participants: 180
Treatment Group(s): 2
Primary Treatment: Interventions in Mathematics and Cognitive Skills - Experimental
Phase:
Study Start date:
May 05, 2023
Estimated Completion Date:
June 30, 2026

Study Description

The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing, and remediating weaknesses in, numerical skills in children, including those with mathematical learning disabilities (MLD).

To achieve this goal, investigators will use a theoretically-motivated integrated symbolic/non-symbolic (iSNS) intervention with a randomized controlled design to enhance cross-format mapping between symbolic and nonsymbolic representations of quantities. The investigators will develop innovative computational models to investigate individual differences in latent cognitive processes and brain plasticity that contribute to learning, long-term retention, and transfer in children.

The investigators will assess performance in several areas and investigate cognitive and neural mechanisms that support numerical skill acquisition in children with differing levels of math learning abilities.

Connect with a study center

  • Stanford Cognitive and Systems Neuroscience Laboratory

    Palo Alto, California 94304
    United States

    Active - Recruiting

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