Mechanisms Supporting Experience-Driven Changes in Semantic Knowledge

支持经验驱动的语义知识变化的机制

• 批准号: 1918259
• 负责人: Catarina Vales
• 金额: $ 61.48万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1918259&HistoricalAwards=false
• 关键词: Mechanisms; Supporting; Experience; Driven; Changes

Human knowledge about the world is structured in semantic networks in which concepts are linked by relevant relations. This semantic structure is thought to be crucially important for many day-to-day activities, including learning in formal and informal settings, because it allows access to and use of stored knowledge across many different contexts. Prior studies suggest that there are marked individual differences in semantic structure based on factors such as age and expertise in specific domains. However, paucity of methods appropriate for studying semantic structure in young children makes it challenging to gain insight into changes in semantic structure with experience and learning during several key developmental periods, including the preschool years and transition into formal schooling. Using recent advances in the measurement of structured semantic knowledge in young children, this project will further our understanding of how learning and experience in real-world settings (such as a summer camp at a local botanical garden) promote rapid changes in children's semantic networks. The results of this project will have implications for our understanding of many cognitive processes thought to rely on structured semantic knowledge, including memory encoding and retrieval, attention, reading comprehension, and learning in formal and informal settings. Therefore, the results of this project have the potential to provide novel evidence pointing to the importance of enrichment experiences (such as field trips and summer camps) to children's academic achievement. The findings from this project will be disseminated to academic audiences and also to parents and educators in the community. Therefore, this project will provide opportunities to engage members of the public in conversations about improving the scientific literacy of children. The goals of this project are (1) to develop and validate developmentally-appropriate methods to study semantic structure in children, (2) to directly test theoretically-driven predictions about the learning mechanisms promoting changes in semantic structure in a real-world setting, and (3) to examine how changes in semantic structure promote changes in inferential comprehension, a cognitive process that is a component of reading comprehension. In Study 1, the researchers will develop and validate new methods to study semantic structure in children aged 4-9 years, and in so doing will examine how changes in semantic structure across a number of early acquired domains of knowledge (e.g., animals, clothes, foods) are related to changes in the ability to make inferences in those domains. In Studies 2 and 3, the research team will partner with a local botanical garden to directly test how different aspects of children's informal learning experiences contribute to changes in semantic structure and thereby affect children's inferential comprehension. The results of this project will provide the research community with new methods of studying semantic networks in children and will provide new insights into the importance of enrichment experiences for semantic development, including aspects of semantic development that are relevant for school success.This 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.

人类对世界的知识是在语义网络中构成的，在语义网络中，概念与相关关系联系在一起。这种语义结构被认为对于许多日常活动至关重要，包括在正式和非正式环境中学习，因为它允许在许多不同的情况下访问和使用存储的知识。先前的研究表明，基于年龄和特定领域的专业知识等因素，语义结构上存在明显的个体差异。但是，缺乏适合研究幼儿语义结构的方法使得在几个关键的发展时期（包括学龄前年度以及过渡到正规教育）的经验和学习方面了解语义结构的变化是一项挑战。利用幼儿结构化语义知识的最新进展，该项目将进一步了解现实世界中的学习和经验如何（例如在当地植物园的夏令营）如何促进儿童语义网络的快速变化。该项目的结果将对我们对许多被认为依赖结构化语义知识的认知过程的理解有影响，包括记忆编码和检索，注意力，阅读理解和在形式和非正式环境中学习。因此，该项目的结果有可能提供新的证据，以表明丰富经验的重要性（例如实地考察和夏令营）对儿童的学业成绩。该项目的发现将被传播给学术受众以及社区中的父母和教育者。因此，该项目将提供机会让公众参与有关改善儿童科学素养的对话。该项目的目标是（1）开发和验证适合发展儿童语义结构的方法，（2）直接测试有关促进学习机制的理论驱动的预测，促进了在现实世界中促进语义结构的变化，（3）以研究语义结构的变化如何促进定性理解的变化，认知能力的变化，认知能力，是一种认知的理解。在研究1中，研究人员将开发和验证研究4-9岁儿童的语义结构的新方法，因此，这样做将研究跨许多早期获得的知识领域（例如，动物，衣服，食物）的语义结构的变化与这些域中推断这些域的能力的变化有关。在研究2和3中，研究小组将与当地的植物园合作，直接测试儿童非正式学习经历的不同方面如何有助于语义结构的变化，从而影响儿童的推论理解。该项目的结果将为研究社区提供研究儿童语义网络的新方法，并将为富集体验对语义发展的重要性提供新的见解，包括语义发展的各个方面，这些方面与学校成功相关。该奖项反映了NSF的法规使命，并认为通过基金会的知识优点和广泛的crietia criter scritia crietia criter scritia criter scritia criter critia critia criteria crietia crietia criter scritia crietia crietia crietia crietia crietia crietia cromitia and crigitia cromitia cripitia又有值得的支持。

项目成果

Experience‐Driven Semantic Differentiation: Effects of a Naturalistic Experience on Within‐and Across‐Domain Differentiation in Children

经验驱动的语义分化：自然体验对儿童内部和跨领域分化的影响

• DOI: 10.1111/cdev.13369
• 发表时间: 2020
• 期刊: Child development
• 影响因子: 4.6
• 作者: Vales, C;States, S.L;Fisher, A.V.
• 通讯作者: Fisher, A.V.

The Role of Co‐Occurrence Statistics in Developing Semantic Knowledge

同现统计在语义知识发展中的作用

• DOI: 10.1111/cogs.12894
• 发表时间: 2020
• 期刊: Cognitive Science
• 影响因子: 2.5
• 作者: Unger, Layla;Vales, Catarina;Fisher, Anna V.
• 通讯作者: Fisher, Anna V.

Lumping and Splitting: Developmental changes in the structure of children’s semantic networks

集中与分裂：儿童语义网络结构的发展变化

• DOI: 10.1016/j.jecp.2020.104914
• 发表时间: 2020
• 期刊: Journal of experimental child psychology
• 影响因子: 2.6
• 作者: Vales, C.;Stevens, P.;Fisher, A.V.
• 通讯作者: Fisher, A.V.

The Emergence of Richly Organized Semantic Knowledge from Simple Statistics: A Synthetic Review.

从简单统计中产生丰富组织的语义知识：综合评论。

• DOI: 10.1016/j.dr.2021.100949
• 发表时间: 2021
• 期刊: Developmental review : DR
• 作者: Unger,Layla;Fisher,AnnaV
• 通讯作者: Fisher,AnnaV