Cognitive and Neural Mechanisms of Numeracy in Preschool Children

学龄前儿童算术的认知和神经机制

• 批准号: 1252445
• 负责人: Daniel Hyde
• 金额: $ 68.15万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1252445&HistoricalAwards=false
• 关键词: Cognitive; Neural; Mechanisms; Numeracy; Preschool

This project is identifying cognitive and neural mechanisms by which early numerical learning occurs and using this knowledge to improve numerical skills in children before entering school. In addition, it is developing and empirically validating a methodological framework for enhancing early numerical development. Building on work previously conducted with NSF support, the investigator is conducting a full-scale, randomized, experimental training study of the effectiveness of five different PC-based, in-home training interventions on numeracy in pre-school children. The study has a mixed cross-sectional and longitudinal research design that will yield both correlational and causal (quasi-experimental, experimental) evidence.

该项目正在确定早期数字学习发生的认知和神经机制，并利用这些知识在入学前提高儿童的数字技能。此外，它正在制定和实证验证一个方法框架，以加强早期的数字发展。在先前在NSF支持下进行的工作的基础上，研究人员正在进行一项全面的，随机的，实验性的培训研究，研究五种不同的基于PC的家庭培训干预措施对学龄前儿童算术的有效性。该研究采用混合横截面和纵向研究设计，将产生相关性和因果性（准实验，实验）证据。