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Effects of spatial program on children’s mental arithmetic performance : fNIRS Study

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초록

The purpose of this research was to analyze differences in brain region activation andchanges in functional connectivity using functional near-infrared spectroscopy (fNIRS) todetermine whether a spatial program improves children's mental arithmetic performance. The subjects of the study were second graders in elementary school, and a spatial programconsisting of mental rotation, spatial visualization, and spatial orientation was provided. Mental arithmetic was presented in two types: numerical calculation and missing-term, withaddition and subtraction. The results of the study are as follows. First, the mental arithmeticmean increased after the spatial program intervention, but increased significantly only inthe missing-term task of subtraction. This shows that the spatial program has limitations intransferring to the child's numerical ability. Second, after the spatial program intervention,the brain activation areas in the DLPFC and OFC significantly decreased for addition, andthe activation difference in the DLPFC and FPC was observed for subtraction. Third, in thepre-test, the functional connectivity of the brain was significantly higher between the DLPFCand FPC. In the post-test, the functional connectivity of the right hemisphere increased, andsignificant connectivity between channels was higher within the DLPFC region. This meansthat the spatial program can increase the functional connectivity of the brain and increasethe complexity of neurons.

Abstract

The purpose of this research was to analyze differences in brain region activation andchanges in functional connectivity using functional near-infrared spectroscopy (fNIRS) todetermine whether a spatial program improves children's mental arithmetic performance. The subjects of the study were second graders in elementary school, and a spatial programconsisting of mental rotation, spatial visualization, and spatial orientation was provided. Mental arithmetic was presented in two types: numerical calculation and missing-term, withaddition and subtraction. The results of the study are as follows. First, the mental arithmeticmean increased after the spatial program intervention, but increased significantly only inthe missing-term task of subtraction. This shows that the spatial program has limitations intransferring to the child's numerical ability. Second, after the spatial program intervention,the brain activation areas in the DLPFC and OFC significantly decreased for addition, andthe activation difference in the DLPFC and FPC was observed for subtraction. Third, in thepre-test, the functional connectivity of the brain was significantly higher between the DLPFCand FPC. In the post-test, the functional connectivity of the right hemisphere increased, andsignificant connectivity between channels was higher within the DLPFC region. This meansthat the spatial program can increase the functional connectivity of the brain and increasethe complexity of neurons.

참고문헌 (46)

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