Collaborative Research: A Multi-Lab Investigation of the Conceptual Foundations of Early Number Development

合作研究：早期数字发展概念基础的多实验室调查

• 批准号: 2201968
• 负责人: Melissa Libertus
• 金额: $ 4.23万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201968&HistoricalAwards=false
• 关键词: Collaborative; Research; Multi; Lab; Investigation

Preschool numeracy is a crucial foundation for STEM learning and long-term academic success. Previous research suggests that the development of strong numeracy skills depends on a combination of perceptual, cognitive, and language skills. However, most past studies have focused on a relatively small and homogeneous groups of children in US urban areas. As a result, current understanding of early numeracy may notgeneralize to diverse groups of learners. It is likely that home language background, socio-economic status, and geographic and cross-cultural differences could also influence numeracy development. To address this, and to probe what factors drive early numeracy in a representative sample, this first-of-its-kind project investigates how toddlers and preschool-aged children perceive, reason, and talk about numbers in a massive multi-lab collaboration involving over 130 research sites worldwide.To investigate early numeracy, this collaborative project includes two foundational studies. The first study focuses on how 2- to 5-year-old children perceive quantity, learn number words, and how to accurately count groups of objects. The study examines variability in how children learn about number and quantity while exploring the underlying perceptual, cognitive and linguistic mechanisms that drive their learning. The second foundational study focuses on toddler’s abilities to keep track of small groups of objects, which researchers have argued may play an especially important role in early numerical learning. This study examines variability across larger and more diverse groups of participants than previously studied. The study also asks whether limits to children’s object tracking abilities change when they begin to learn number words. In addition to these foundational studies, the project supports the creation of multiple exploratory studies, allowing for novel, ground-breaking collaborations between researchers worldwide. These exploratory studies examine how numerical abilities are related to diverse phenomena including but not limited to social cognition, linguistic diversity, cognitive abilities like executive function, and cross-cultural differences in mathematics education and attitudes. Collectively, these studies will test over 3000 children in 28 US states and 27 countries, using a combination of cross-sectional and longitudinal behavioral assessments. Final data will be shared with the broader scientific community, and will be presented on a website in simplified form to make findings accessible to the broader public.This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.

学龄前数字是STEM学习和长期学术成功的关键基础。先前的研究表明，强大的数值技能的发展取决于感知，认知和语言技能的结合。但是，过去的大多数研究都集中在美国市区的一个相对较小且同质的儿童群体上。结果，当前对早期数字性的理解可能无法推广到潜水者的学习者群体。也许家庭语言背景，社会经济地位以及地理和跨文化差异也可能影响数值发展。为了解决这一问题，并探究哪些因素在代表性样本中推动了早期的算法，这个首先的项目研究了如何在全球范围内进行大规模多LAB协作中的幼儿和学龄前儿童感知，理性和谈论数字的信息，这是全球范围内的130个研究站点。第一项研究的重点是2至5岁的孩子如何感知数量，学习数字单词以及如何准确计算对象组。该研究检查儿童如何学习数量和数量的可变性，同时探索推动学习的基本知觉，认知和语言机制。第二项基础研究的重点是蹒跚学步的能力跟踪一小群对象，研究人员认为，这可能在早期数值学习中起着特别重要的作用。这项研究研究了比以前研究的更大，更多样化的参与者组的可变性。该研究还询问儿童对象跟踪能力的限制是否在开始学习数字单词时是否会发生变化。除了这些基础研究外，该项目还支持创建多项探索性研究，从而允许全球研究人员之间进行新颖，开创性的合作。这些探索性研究研究了数值能力与多种现象的关系，包括但不限于社会认知，语言多样性，执行功能（例如执行功能）以及数学教育和参加的跨文化差异。总的来说，这些研究将使用横断面和纵向行为评估的结合，在美国28个州和27个国家中测试3000多名儿童。 Final data will be shared with the broader scientific community, and will be presented on a website in simplified form to make findings accessible to the broader public.This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed precious of support through evaluation using the Foundation's智力优点和更广泛的影响审查标准。