Intervention on Mathematical Problem-Solving Skills
2026年8月20日 更新者：Vinod Menon、Stanford University
Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing and remediating weaknesses in arithmetic skills in children, including those with mathematical learning disabilities.
研究概览
地位
尚未招聘
研究类型
介入性
注册 (估计的)
160
阶段
- 不适用
联系人和位置
本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。
学习地点
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California
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Palo Alto、California、美国、94304
- Stanford University
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首席研究员：
- Vinod Menon, Ph.D.
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接触：
- Zehra E Unal, Ph.D.
- 电话号码：7376150834
- 邮箱：zehraeu@stanford.edu
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参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 孩子
接受健康志愿者
是的
描述
Inclusion Criteria:
- Elementary school-aged children starting from first grade (6-12 years old)
- Intelligence Quotient: Participants with a Full Scale Intelligence Quotient is greater than 70 on the Wechsler Abbreviated Scale of Intelligence Quotient
- Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Identification of typically developing children: Scores at or above the 50th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Normal or corrected-to-normal vision and no hearing impairments
- Inclusion in MRI scan session: Right-handed
Exclusion Criteria:
- History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder)
- History of trauma involving head injury
- Consistent psychiatric medications
- Exclusion from magnetic resonance imaging scan session: No major contraindication for magnetic resonance imaging (braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, or claustrophobia)
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：治疗
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：Arithmetic strategy training
Participants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that progressively develop the efficient use of arithmetic problem-solving strategies.
Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions.
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Arithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies.
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有源比较器：Speeded practice training
Participants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that focus solely on enhancing arithmetic fluency.
Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions.
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Speeded practice training includes activities that focus solely on enhancing arithmetic fluency.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change from baseline in arithmetic task performance (reaction time)
大体时间：Baseline and post-intervention (after 6 weeks)
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Performance will be measured by children's reaction time (milliseconds) on arithmetic task
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in arithmetic task performance (accuracy)
大体时间：Baseline and post-intervention (after 6 weeks)
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Performance will be measured by children's accuracy (% trials correct) on arithmetic task
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in latent cognitive measures of arithmetic task performance (drift rate)
大体时间：Baseline and post-intervention (after 6 weeks)
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Latent cognitive processing will be measured by drift rate from children's arithmetic task performance
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in latent cognitive measures of arithmetic performance (post-error adjustment)
大体时间：Baseline and post-intervention (after 6 weeks)
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Latent cognitive processing will be measured by post-error adjustment from children's arithmetic task performance
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in brain activation during arithmetic task performance
大体时间：Baseline and post-intervention (after 6 weeks)
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Neural activity will be measured during a functional magnetic resonance imaging arithmetic task.
Data will consist of beta values from individual-subject contrast maps for the Small vs. Large contrast in the whole-brain general linear modeling functional magnetic resonance imaging analysis.
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in brain representation during arithmetic task performance
大体时间：Baseline and post-intervention (after 6 weeks)
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Neural activity will be measured during the functional magnetic resonance imaging arithmetic task.
Data will consist of spatial correlations of voxel-wise brain activation between Trained vs. Rest and Untrained vs. Rest contrasts for individual subjects.
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Baseline and post-intervention (after 6 weeks)
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Change from baseline in brain connectivity during arithmetic task performance
大体时间：Baseline and post-intervention (after 6 weeks)
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Neural activity will be measured during the functional magnetic resonance imaging arithmetic task. Data will consist of generalized psychophysiological interaction beta values from individual subject contrast maps for Small vs. Large contrast. |
Baseline and post-intervention (after 6 weeks)
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change from baseline in untrained arithmetic task performance (reaction time)
大体时间：Baseline and post-intervention (after 6 weeks)
|
Performance will be measured by children's reaction time (milliseconds) on untrained arithmetic task
|
Baseline and post-intervention (after 6 weeks)
|
|
Change from baseline in untrained arithmetic task performance (accuracy)
大体时间：Baseline and post-intervention (after 6 weeks)
|
Performance will be measured by children's accuracy (% trials correct) on untrained arithmetic task
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Baseline and post-intervention (after 6 weeks)
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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
调查人员
- 首席研究员：Vinod Menon, Ph.D.、Stanford University
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (估计的)
2026年9月1日
初级完成 (估计的)
2031年9月1日
研究完成 (估计的)
2031年9月1日
研究注册日期
首次提交
2026年8月18日
首先提交符合 QC 标准的
2026年8月18日
首次发布 (实际的)
2026年8月21日
研究记录更新
最后更新发布 (实际的)
2026年8月24日
上次提交的符合 QC 标准的更新
2026年8月20日
最后验证
2026年8月1日
更多信息
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.