Collaborative Research: Language structure and number word learning

该项目将由加州大学圣地亚哥分校和卫斯理大学的研究人员进行，将研究1至4岁的儿童如何学习数字单词，这是数学学习的基本组成部分。主要的研究问题将是儿童母语的语法如何影响数字词的学习，从而导致早晚在数学上的进步。该项目将比较不同的语言(英语、阿拉伯语和斯洛文尼亚语)，这些语言在表达数字方面有不同的语法规则。这项工作将有助于提高对早期接触语言如何促进数字和数学学习的理解。这个项目将推进REAL(教育和学习研究)项目在研究STEM(科学、技术、工程和数学)学习的认知基础方面的工作。该项目将比较英语、阿拉伯语和斯洛文尼亚语的两种方言，它们在数字的语法标记方面存在差异。这项研究将调查句法自举假说，在该假说中，更细微的语法差异支持更早的学习。该项目将使用各种适合年龄的数字词学习方法，包括查看时间、集合创建计数和匹配。

This project, to be conducted by researchers at the University of California, San Diego, and Wesleyan University, will study how children between ages 1 and 4 learn number words, the basic building blocks of mathematical learning. The main research question will be how the grammar of a child's native language affects number word learning, leading to earlier or later progress in math. The project will compare different languages (English, Arabic, and Slovenian) that have different grammatical rules for expressions about numbers. This work will help improve understanding of how early language exposure fosters learning about numbers and math. This project will advance the work of the REAL (Research on Education and Learning) program in studying the cognitive basis of STEM (science, technology, engineering, and mathematics) learning.The project will compare English, Arabic, and two dialects of Slovenian, which vary in terms of grammatical marking for numbers. The research will investigate a syntactic bootstrapping hypothesis in which finer grammatical distinctions support earlier learning. The project will use various age-appropriate measures of number word learning, including looking time, set creation counting, and matching.