{"id":547,"date":"2023-04-07T18:25:23","date_gmt":"2023-04-07T22:25:23","guid":{"rendered":"https:\/\/sites.psychlabs.ryerson.ca\/template1\/?page_id=547"},"modified":"2024-11-28T08:59:32","modified_gmt":"2024-11-28T13:59:32","slug":"research","status":"publish","type":"page","link":"https:\/\/psychlabs.torontomu.ca\/neuroidealab\/research\/","title":{"rendered":"Research"},"content":{"rendered":"\t\t
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All art by Sadie Levine, Canadian Illustrator<\/a><\/figcaption>\n\t\t\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
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In the NeuroIDEA lab, our collective goal is to understand how the developing mind supports complex learning. Given that math is a learned skill that builds on both core competencies and previously acquired knowledge, it serves as an ideal model for how we learn complex concepts. Together, we explore how the brain learns, develops and changes using diverse methodologies, including behavioural and brain-imaging techniques, in children, adolescents and adults. As learning math involves more than just cognition, we also examine social and emotional factors that influence mathematical thinking.\u00a0 In addition to conducting basic science, we are committed to linking our findings to real-world outcomes including later academic achievement and occupational success.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Building blocks of mathematical thinking <\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Whether counting the days until an event, calculating a tip, or estimating how many layers you need to stay warm, understanding numbers is an essential life skill. <\/span>Basic number skills set the foundation for how the mind accomplishes the distinctly human task of complex mathematics. <\/span>In this research stream, we combine behavioural and neuroimaging methods to investigate the cognitive and neural systems that form the foundation of mathematical thinking in chidren, adolescents and adults. In addition to exploring typical developmental trajectories, we explore atypical development (e.g., children with specific learning disorders). Within this research stream, we ask research questions such as:<\/span><\/pre>\n
     – <\/span><\/span>What are the key cognitive and neural systems that support mathematical thinking?<\/span><\/p>\n
– <\/span>What are the key cognitive and neural systems that support mathematical thinking?<\/span><\/p>\n
     – <\/span>Why is learning math easy for some children while others struggle?<\/span><\/p>\n
     – <\/span>How does proficiency in mathematics correlate with specific strengths and weaknesses in other academic domains?<\/span> <\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Socio-emotional influences<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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When considering the developmental trajectory of a skill as complex as mathematical thinking, it is important to remember that the process of learning math is not purely cognitive. Social and emotional factors interact with our cognitive abilities and impact later academic achievement. Within this stream, we explore math anxiety<\/b>, a phenomenon where individuals experience fear or apprehension about math-related activities. Additionally, we examine the role of gender<\/b> in math learning, including how societal perceptions and stereotypes may shape individuals’ experiences and achievements in this domain. <\/span><\/p>
In this line of inquiry, we explore questions like:<\/span><\/p>
\u00a0 \u00a0 \u00a0 –\u00a0<\/span>How can we break the vicious cycle between math anxiety and math achievement?<\/span><\/p>
\u00a0 \u00a0 \u00a0 –\u00a0<\/span>Does the relationship between early cognitive skills and later math achievement differ by gender?<\/span><\/p>
\u00a0 \u00a0 \u00a0 –\u00a0<\/span>Do individuals with math anxiety tend to avoid math?<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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real-world practical applications<\/b><\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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There is an inherent link between developmental cognitive neuroscience and later academic and occupational outcomes. Indeed, our education system provides an environment that shapes and modifies the brains of their students. In this research stream, we extend our inquiry from basic cognitive processes to their tangible impact on individuals’ lives and societal outcomes. By investigating the link between our foundational research findings and real-world applications, we aim to provide valuable insights for enhancing both individual well-being and broader societal innovation. <\/span><\/p>\n
Key questions guiding this line of inquiry include:<\/span><\/p>\n
– How do foundational mathematical skills acquired in early development influence academic achievement and occupational success later in life?<\/span><\/p>\n
– What factors, beyond mathematical thinking, contribute to an individual’s likelihood of
pursuing and succeeding in science, technology, engineering and mathematical (STEM) disciplines and how can this knowledge inform educational and career guidance?<\/span><\/p>\n
– Can <\/span>interventions be developed to reduce achievement gaps and improve educational <\/span>outcomes for all children, irrespective of background?<\/span><\/p>\n
 <\/span><\/p>\n
<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"
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