CAREER: Early Number-Concept Development in Low-Income English-Language Learners: Observation and Intervention

职业：低收入英语学习者的早期数字概念发展：观察和干预

• 批准号: 0953521
• 负责人: Barbara Sarnecka
• 金额: $ 79.82万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-07-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0953521&HistoricalAwards=false
• 关键词: CAREER; Early; Number; Concept; Development

The project, conducted by investigators from the University of California at Irvine, is an observation and intervention study of number-concept development in 3- to 4-year-old children, controlling for income and language status. Several lines of research have shown that children's number estimation acuity at the age of 3 years and their understanding of cardinal numbers when they enter kindergarten both predict performance on standardized mathematics tests many years thereafter.The observation component will assess 260 children at ages 3 and 4 years and will be the first comprehensive, baseline description of the number knowledge of low-income English Language Learner (ELL) preschoolers. By assessing children in both Spanish and English, this study will separately describe (a) the children's knowledge of number concepts, and (b) the degree to which this knowledge can be expressed in English. Three comparison groups will also be tested: low-income English monolinguals, middle-income English monolinguals, and middle income Spanish/English simultaneous bilinguals. The children will be tested in 2 sessions, 6 months apart, on 10 measures that include such variables as receptive vocabulary in English and the home language, approximate number system (ANS) acuity, knowledge of the linguistic number systems of English and the home language, family demographic information, and attentional control. The intervention component will focus on 160 children from low-income households where Spanish is spoken. Three-year-olds will be randomly assigned to either a treatment or control group. The intervention has previously been shown to improve English monolingual children's knowledge of the linguistic number system and may also help children map preverbal approximate number representations to number words. It is hoped that the observation and intervention studies can lead to similar gains in this vulnerable and understudied ELL population.

该项目由加州大学欧文分校的研究人员进行，是一项观察和干预研究，研究3至4岁儿童的数字概念发展，控制收入和语言状况。多项研究表明，儿童在3岁时的数字估计敏锐度和他们进入幼儿园时对基数的理解都预示着许多年后标准化数学考试的表现。观察部分将评估260名3岁和4岁的儿童，这将是第一个全面的，低收入英语语言学习者（ELL）学龄前儿童数量知识的基线描述。通过评估儿童在西班牙语和英语，这项研究将分别描述（a）儿童的知识的数字概念，和（B）的程度，这种知识可以用英语表达。三个比较组也将进行测试：低收入的英语单语者，中等收入的英语单语者，和中等收入的西班牙语/英语同时双语者。儿童将在2个阶段，相隔6个月，测试10项措施，其中包括英语和家庭语言的接受性词汇，近似数字系统（ANS）的敏锐度，英语和家庭语言的语言数字系统的知识，家庭人口统计信息和注意力控制等变量。干预部分将侧重于讲西班牙语的低收入家庭的160名儿童。三岁的奥尔兹将被随机分配到治疗组或对照组。先前的干预已被证明可以提高英语单语儿童的语言数字系统的知识，也可以帮助儿童映射preverbal近似数字表示的数字单词。希望观察和干预研究能够在这一脆弱和研究不足的ELL人群中取得类似的成果。