Research On Correcting School-age Children’s Calculation Of ERP And Mathematics Cognitive Ability

Purpose It is aimed to take research on school-age children’s Mathematics cognitive ability by ERP technology to explore methods that could improve their cognitive ability through cognitive correction training towards kids with Mathematics learning disability.Research Object: school-age children from 7 to 12 years old,including: normal children,attention-deficit hyperactivity disorder children and Mathematics learning disability children.Method 1:it is designed to set all 119 normal children from 7 to 12 years old into 6 groups to calculate and allocate their ERP tasks by the stimulation of arithmetic questions up to 20,and then take comparison and analysis of N2 amplitude,area and bimodal wave shape of ERP components collected by BESA software.2:Students with Mathematics learning disability from Grade 2 to Grade 5 of regular primary schools in the city are of 72 in total.35 of them are made to take group training while the other 35 are set to be the control group without training.Children with Mathematics learning disability taking part in the experiment will be assigned of computer cognitive correction training in one cycle(40 times),which mainly includes: attention memory,reaction rate and decision making.Participants are required to finish computer whole set cognitive evaluation and Raven’s Standard Progressive Matrices 1 week before or after the training.Children of the control group have to take synchronous cognitive evaluation and progressive matrices as well.With the pretest-posttest paired self-control group design,it is able to compare children’s change in the process according to their points respectively.ResultⅠ.(1)N2 amplitude(μv)and area(μv.ms): N2 amplitudes of all wrong answers of different age groups are greater than those of correct answers,7 years old(16.5±2.4;12.0±2.6),8 years old(7.5±2.95;11.3±2.25),9 years old(26.7±5.4;20.3±4.96),10 years old(23.4±4.74;18.7±3.59),11 years old(16.2±2.28;11.8±2.42),12 years old(14.8±2.73;10.9±2.86);the differences are statistically significant(P<0.05).According to the comparison of answers of 9 to 10 years old children between groups,it is found the differences of N2 a in different age groups are statistically significant.The N2 area of all wrong answers of different age groups are greater than those of correct answers and the differences are statistically significant(P<0.05);according to the comparison of answers of 9 to 10 years old children between groups,it is found the differences of N2 area in different age groups are statistically significant(P<0.05).(2)The variation of N2 bimodal wave shape: Along with children’s growth,the number of N2 post peak wrong answers reduces while that of correct answers increases.Ⅱ.Cognitive comparison of children with Mathematics learning disability before and after cognitive correction training:(1)Learning ability assessment of computer figure graphics: Reversednumber memory training of training group(6.05±1.79;6.73±1.28;P=0.02);control group(6.65±1.23;6.73±1.28;P=0.32).Number sequence connecting training of training group(54.41±14.53;47.11±12.13;P= 0.00);control group(52.31±11.34;51.14±11.03;P=0.29).Graphics quick judgment training of training group(531.92±76.25;557.78±85.67;P= 0.04);control group(545.78±71.21;529.55±79.31P=0.35).(2)Raven’s Standard Progressive Matrices evaluation: cognitive correction group: the differences of total point and points of b,c and e series before and after training are statistically significant(P<0.05).Control group: total point by Raven’s Standard Progressive Matrices evaluation and points of multiple series before and after training are statistically insignificant(P>0.05).Conclusion(1)ERP-N2 amplitude and area is inverted U distributed along with the growth of age,which is related with the breadth of synaptic development and brain activity,and N2 wave becomes more mature when children get older;Nervous mechanisms that deal with conflict information and non-conflict information are different in the brain;Mathematical cognitive development is nonlinear and the age of 9 is a critical period.(2)Figure and graphics are main contents of Mathematics learning.Cognitive correction training on numbers helps to improve figure sensibility,reversed short-term memory and transfer rehearsal strategy to procedural memory in figure dealing mission,which plays a more important role in mathematical assignment.By means of stimulation on visual pathway with graphic signal,the capacity of visual working memory will be improved to enhance graphical processing efficiency,logical and analytical ability as well as decision making ability.Meanwhile,it is found that points of different series based on Raven’s Standard Progressive Matrices evaluation are associated with each other before and after the training,especially abilities on dealing with graphical shapes,arrangement,position etc.will be improved synchronously.Besides,cognitive correction training and Raven’s Standard Progressive Matrices evaluation are related as well.Training tends to enhance working memory process in graphical tasks from the point of task solving ability,which turns to be the development ofchildren’s comprehensive judgment and decision ability on graphical questions in series e of Raven’s Standard Progressive Matrices evaluation.