Verbal Interference Task for Mathematical Reasoning

Overseen By Michelle A.R. Hurst

Age: < 65

Sex: Any

Trial Phase: Academic

Sponsor: Michelle Hurst, PhD

Disqualifiers: Developmental, cognitive disorders, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 1

300 Participants Needed

Trial Summary

Do I need to stop my current medications for this trial?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Verbal Interference Task for improving mathematical reasoning?

Research suggests that people who struggle with math often have trouble storing arithmetic facts due to interference from similar problems. Studies show that training can reduce this interference effect, especially in those with lower math skills, although it may not completely resolve it. This implies that treatments targeting interference, like the Verbal Interference Task, could potentially help improve mathematical reasoning by addressing these memory challenges. ^{1 2 3 4 5}

How does the Verbal Interference Task for Mathematical Reasoning treatment differ from other treatments for mathematical reasoning difficulties?

This treatment is unique because it focuses on reducing interference effects in mathematical reasoning by training individuals to manage overlapping features in arithmetic problems, which is not typically addressed by standard math interventions. It uses a specialized task to target the cognitive processes involved in resolving interference, potentially improving arithmetic skills by enhancing memory representations. ^{1 4 6 7 8}

What is the purpose of this trial?

The goal of this study is to understand the cognitive processes underlying quantitative and relational reasoning, including the understanding of mathematical information (e.g., numbers, proportions, percentages, geometry) and related relational concepts (e.g., analogies, the concepts same/different), as well as how people's reasoning can be changed by external factors. The main question it aims to answer is: How does the introduction of a secondary task affect the behavior of children and adults when reasoning about proportions in different formats? Participants will be asked to make judgements about images with and without the presence of a distractor task.

Eligibility Criteria

This trial is for typically developing individuals who are either 8 years old or adults aged 18 to 64. It's designed to explore how people understand and reason with mathematical concepts like proportions.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Study Session

Participants make judgements about images with and without the presence of a distractor task

Single session

1 visit (in-person)

Follow-up

Participants are monitored for performance and reaction time after the study session

1 week

Treatment Details

Interventions

• Verbal Interference Task

Trial Overview The study tests how a secondary task, called the Verbal Interference Task, affects participants' ability to make judgments about images representing different proportions. The aim is to see if this distractor changes their reasoning behavior.

Participant Groups

Group I: Proportion Judgements Experimental Treatment 1 Intervention

This is the sole arm of the study. All participants will be observed under normal conditions and then those same participants will undergo a behavioral intervention.

Who Is Running the Clinical Trial?

Michelle Hurst, PhD

Lead Sponsor

Trials

2

Recruited

520+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

Rutgers, The State University of New Jersey

Collaborator

Trials

471

Recruited

81,700+

References

1. United States pubmed.ncbi.nlm.nih.gov

Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance. [2021]

2. England pubmed.ncbi.nlm.nih.gov

Arithmetic facts storage deficit: the hypersensitivity-to-interference in memory hypothesis. [2014]

3. England pubmed.ncbi.nlm.nih.gov

The inhibition capacities of children with mathematical disabilities. [2019]

4. England pubmed.ncbi.nlm.nih.gov

Can the interference effect in multiplication fact retrieval be modulated by an arithmetic training? An fMRI study. [2021]

5. United States pubmed.ncbi.nlm.nih.gov

The detrimental effect of interference in multiplication facts storing: typical development and individual differences. [2018]

6. Netherlands pubmed.ncbi.nlm.nih.gov

Interference between naïve and scientific theories occurs in mathematics and is related to mathematical achievement. [2021]

7. United States pubmed.ncbi.nlm.nih.gov

Neural and Cognitive Underpinnings of Counterintuitive Science and Math Reasoning in Adolescence. [2022]

8. Switzerland pubmed.ncbi.nlm.nih.gov

Intentional and automatic numerical processing as predictors of mathematical abilities in primary school children. [2020]