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| Autoren | Krinzinger, Helga; Koten, Jan Willem; Hennemann, Julia; Schueppen, André; Sahr, Katleen; Arndt, Dominique; Konrad, Kerstin; Willmes, Klaus |
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| Titel | Sensitivity, reproducibility, and reliability of self-paced versus fixed stimulus presentation in an fMRI study on exact, non-symbolic arithmetic in typically developing children aged between 6 and 12 years. |
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| URL | https://doi.org/10.1080/87565641.2010.549882 |
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| Erscheinungsjahr | 2011, Jg. 36, H. 6 |
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| Seitenzahl | S. 721-740 |
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| Zeitschrift | Developmental neuropsychology |
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| ISSN | 1532-6942; 8756-5641 |
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| Dokumenttyp | Zeitschriftenaufsatz; online; gedruckt |
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| Beigaben | Literaturangaben |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Lehr-Lern-Forschung unter neurowissenschaftlicher Perspektive |
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| Schlagwörter | Zuverlässigkeit; Reliabilität; Vergleich; Sensibilität; Stimulation (Psy); Stimulus-Response-Theorie; Stimulusparameter; Grundschule; Schüler; Hirnforschung; Hirnfunktion; Vergleichende Analyse; Magnetresonanzverfahren; Studium; Neurologie; Grundschulalter; Modell; Sensitivität; Vergleichbarkeit |
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| Abstract | Fixed stimulus presentation times pose several methodological problems for developmental functional magnetic resonance imaging (fMRI) studies that can be avoided by self-paced study designs. Yet, methodological issues of self-paced stimulus presentation for fMRI studies are largely understudied. Therefore, we compared sensitivity, reproducibility, and reliability of neural activation of a fixed and a self-paced design for an exact, non-symbolic addition paradigm in a sample of children aged 6-12 years. Both design types were comparable in sensitivity, and the self-paced design was superior in reproducibility and reliability. Therefore, self-paced study designs seem to be a valid option for developmental fMRI studies on higher cognition. (Orig.). |
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| Projekt | Der Erwerb von Kompetenzen im Umgang mit Zahlen und im Rechnen im Vorschul- und Grundschulalter
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| Förderkennzeichen | 01GJ0808; 01GJ0809 |
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