Impact of language experience on early numerical cognition

语言经验对早期数字认知的影响

• 批准号: 1916524
• 负责人: ilaria berteletti
• 金额: $ 101.39万
• 依托单位: Gallaudet University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1916524&HistoricalAwards=false
• 关键词: Impact; language; experience; early; numerical

Early proficiency in math is related to later math performance, and more general academic achievement, as well as employment success. Deaf children already lag behind in math upon entrance in kindergarten. At the socio-economic level, this means these children are not entering STEM-related fields which are seen as a growing part of the workforce and an engine for continued economic development. In this project, the team will investigate how early language experiences can impact the acquisition of foundational number skills. The project explores how the use of a visual language (e.g., American Sign Language) from birth can support the acquisition of early number skills as well as how a delay in language exposure can impact these foundational understandings. Results from this study will inform teaching, standardized testing, and remediation for children using a visual language but can also open new opportunities more broadly for intervention in children struggling to learn mathematics, including students with learning disabilities Approximately 120 three to five year-old children with optimal exposure to language (either ASL or English) and children with delayed full access to language, will be tested every six months on the counting sequence, approximate numerosity comparison, and exact number concepts. Children will also be evaluated for their spontaneous focusing on numerical information and undertake standardized tests for language and IQ. Parents will answer a comprehensive survey on their child's language use and in-home language. Children will be followed for approximately two years or until they reach proficiency in counting, that is they understand the cardinality principle.By comparing performance and the developmental progression of the three groups, it will be possible to evaluate the impact of language experience and determine how a delay in full access to language can affect the development of these foundational conceptsThis award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

早期精通数学的水平与以后的数学表现以及更一般的学术成就以及就业成功有关。聋哑儿童在幼儿园入口时已经落后于数学。在社会经济层面上，这意味着这些孩子没有进入与STEM相关的领域，这些领域被视为劳动力的越来越多，也是持续经济发展的引擎。在这个项目中，团队将研究早期语言体验如何影响基本数字技能的获取。该项目探讨了从出生中使用视觉语言（例如，美国手语）的使用如何支持对早期数字技能的获取以及语言暴露的延迟如何影响这些基本的理解。这项研究的结果将为教学，标准化的测试和对儿童进行视觉语言的措施提供信息，但也可以更广泛地开放新的机会，以进行努力学习数学的儿童的干预，包括学习障碍的学生，大约120名三到五岁的儿童，具有最佳的语言或英语（ASL或英语）和具有延迟到语言的儿童的最佳接触（ASL或英语），将延迟到每次概念上进行分数，并将概述均计数为单位，并在数字上进行了数字，并将其定为数字。还将评估儿童的自发关注数值信息，并对语言和智商进行标准化测试。父母将回答有关孩子的语言使用和家庭语言的全面调查。将追踪儿童大约两年或直到他们能够熟练计算，也就是说，通过比较表现和三组的发展进步，可以评估语言经验的影响，并可以评估语言经验的影响，并确定完全访问语言的延迟如何影响这些基本概念的发展，这反映了NSF的合法传教士和依据，这表明了NSF的合法传统和所产生的依据，从而获得了良好的影响。 标准。