Language, Symbol Structure, and Cognitive Development

语言、符号结构和认知发展

• 批准号: 0079973
• 负责人: Kevin Miller
• 金额: $ 33.18万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-01 至 2004-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0079973&HistoricalAwards=false
• 关键词: Language; Symbol; Structure; Cognitive; Development

Learning to read and to work with numbers are among the most basic symbolic skills children acquire. In order to distinguish characteristics of symbolic acquisition that are universal versus those that depend upon features of a particular language or symbol system, we will compare the development of reading and early mathematics by children who speak two very different language - English and Chinese. The proposed research will study the effects of three specific differences between Chinese and English on children's acquisition, use, and understanding of numbers and written language. Methods will range from eye-tracking studies of reading to model-based artificial counting training studies; in all cases the focus will be on the way that aspects of symbol structure affects different aspects of the acquisition, use, and understanding of symbols. Symbol systems, such as numbers and written words, are fundamental to human cognition. Symbol systems are structured in ways that make learning possible and may affect the way humans think about language and mathematics. Understanding the contribution of symbol structure to cognitive development requires comparative research, in which variation in symbol structure is related to variation in acquisition, use, and understanding of symbols. Such research is of practical as well as theoretical importance, because mastering symbol systems is at the heart of what it means to be an educated person.

学习阅读和使用数字是儿童获得的最基本的象征技能之一。为了区分符号习得的特征，这些特征与依赖特定语言或符号系统的特征的特征相比，我们将比较讲两个截然不同的语言的儿童阅读和早期数学的发展 - 英语和中文。拟议的研究将研究中文和英语之间三个特定差异对儿童获取，使用和对数字和书面语言的理解的影响。方法的范围从阅读的引人注目的研究到基于模型的人工计数培训研究；在所有情况下，重点都是符号结构的各个方面会影响对符号的获取，使用和理解的不同方面。符号系统，例如数字和书面词，是人类认知基础的基础。符号系统以使学习成为可能的方式结构，并可能影响人类对语言和数学的思考方式。了解符号结构对认知发展的贡献需要比较研究，其中符号结构的变化与对符号的获取，使用和理解的变化有关。这样的研究具有实用性和理论上的重要性，因为掌握符号系统是受过教育的人意味着什么的核心。