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: 2201964
• 负责人: Elizabeth Gunderson
• 金额: $ 55.27万
• 依托单位: Temple University
• 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 2024-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201964&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.

然而，学前计算能力是 STEM 学习和长期学业成功的重要基础。之前的研究表明，强大的计算能力的发展取决于感知、认知和语言技能的结合。过去的大多数研究都集中在相对较小的方面。因此，当前对早期算术的理解可能无法推广到不同的学习者群体，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产生影响。计算能力为了解决这个问题，并探讨哪些因素推动了代表性样本的早期算术，这个史无前例的项目调查了幼儿和学龄前儿童如何在大型多实验室中感知、推理和谈论数字。与全球 130 多个研究中心合作。对于早期算术，该合作项目包括两项基础研究。第一项研究重点关注 2 至 5 岁儿童如何感知数量、学习数字单词以及如何准确计算物体组。该研究考察了儿童学习数字和数量的方式存在差异，同时探索驱动他们学习的潜在知觉、认知和语言机制。第二项基础研究侧重于幼儿跟踪小组物体的能力，研究人员认为这可能发挥着特别重要的作用。这项研究考察了比之前研究的更多、更多样化的参与者群体的差异。除了这些基础研究之外，这项研究还探讨了当儿童开始学习数字单词时，他们的物体跟踪能力是否会发生变化。项目支持创建多个探索性研究，允许世界各地的研究人员之间进行新颖的、突破性的合作，这些探索性研究探讨了数字能力如何与不同的现象相关，包括但不限于社会认知、语言多样性、执行功能等认知能力以及跨文化差异。总的来说，这些研究将结合横断面和纵向行为评估，对美国 28 个州和 27 个国家的 3000 多名儿童进行测试，最终数据将与更广泛的科学界共享，并将在 2017 年公布。一个该项目由 EHR 核心研究 (ECR) 计划资助，该计划支持推进 STEM 学习和学习环境的基础研究、扩大 STEM 的参与以及 STEM 劳动力发展的工作该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。