Determining the foundational properties of numerical development

确定数值开发的基本属性

• 批准号: 1901262
• 负责人: Steven Piantadosi
• 金额: $ 182.07万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-01 至 2023-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1901262&HistoricalAwards=false
• 关键词: Determining; foundational; properties; numerical; development

Award AbstractThe goal of this project, led by a team of researchers at the University of Rochester, is to answer important questions about fundamental cognitive capacities underlying number learning. The team will examine abilities assumed by prevailing theories to be universal by studying mathematical learning in the Tsimane', a unique population of farming-foragers. The extreme variability in their exposure to formal education will provide the researchers with an opportunity to evaluate the roles of education, age, maturity, and core cognitive systems in driving early mathematical development. The project will involve multiple methodologies from ethnographic studies of number use in Tsimane' life, to assessments of basic cognitive resources such as working memory, to tests of mathematical knowledge. The team will conduct studies of matched samples of children from 2 to 12 years of age in the US who grow up in impoverished learning environments. The goal is to identify which cognitive components of number competence ought to be targeted by future interventions so as to improve learning in US children living in poverty or who face learning delays. The project is funded by the EHR Core Research (ECR) program, which supports work that advances the fundamental research literature on STEM learning. Many abilities are related to numeracy and number sense, including knowledge of sets, the number words, counting, 1-1 correspondence, spatial relations, and approximate number estimation. Yet, it is not known which of these capacities are the foundations of early number growth and which are the consequence of number acquisition or other cultural factors. This proposal will seek to discover the cognitive underpinnings of number in an indigenous population, the Tsimane'. The key scientifically-relevant features of this population are the extreme variability in their formal educational system -- some children receive no formal education -- and that they progress through the stages of number learning at a protracted timescale, taking 3-4 times as long other children in the locale and children in the United States. Other children have longer, formal education. The high variability in education, age, and parental numeracy in this population will allow many of the components related to number growth to be disentangled as causal factors to an unusual extent. The team will use anthropological methods to document the cultural context and use of number in order to understand what practices support its acquisition and predict children's knowledge. They will also use a series of simple experimental tasks drawn from the mathematics education and cognitive science literatures to assess numerical development and chart the trajectory of Tsimane' number learning in detail. The goal is to develop a unifying computational model of number learning that can be used rapidly to predict which future interventions will be most promising in helping to improve learning in US children, especially those living in disadvantaged learning environments.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.

奖项摘要这个项目由罗切斯特大学的一个研究团队领导，目的是回答有关数字学习背后的基本认知能力的重要问题。该团队将通过研究齐曼人的数学学习来检验主流理论所假定的普遍能力。齐曼人是一种独特的耕种-觅食群体。他们接受正规教育的极端变异性将为研究人员提供一个机会来评估教育、年龄、成熟度和核心认知系统在推动早期数学发展中的作用。该项目将涉及多种方法，从对齐曼一生中数字使用的人种学研究，到对工作记忆等基本认知资源的评估，再到数学知识的测试。该团队将对在贫困学习环境中长大的美国2至12岁儿童进行配对样本研究。目标是确定数字能力的哪些认知成分应该成为未来干预的目标，以改善生活在贫困中或面临学习延迟的美国儿童的学习。该项目由EHR核心研究(ECR)计划资助，该计划支持推进STEM学习基础研究文献的工作。许多能力都与算术和数感有关，包括集合、数词、计数、1-1对应、空间关系和概数估计的知识。然而，这些能力中的哪些是早期数量增长的基础，哪些是数量习得或其他文化因素的结果，目前还不清楚。这项提议将寻求发现土著人口齐马尼人对数字的认知基础。这一群体与科学相关的关键特征是他们正规教育系统的极端变异性--一些儿童没有接受正规教育--他们在漫长的时间尺度上经历数字学习阶段，花费的时间是当地其他儿童和美国儿童的3-4倍。其他孩子接受的是更长时间的正规教育。在这一人群中，教育、年龄和父母计算能力的高度变异性将使许多与数量增长相关的因素在不同寻常的程度上被视为因果因素。该团队将使用人类学方法记录数字的文化背景和使用情况，以了解哪些实践支持数字的习得并预测儿童的知识。他们还将使用一系列从数学教育和认知科学文献中提取的简单实验任务来评估数字发展，并详细绘制齐曼学习数字的轨迹。其目标是开发一个统一的数字学习计算模型，可以快速用于预测未来哪些干预措施将最有希望帮助改善美国儿童的学习，特别是那些生活在不利学习环境中的儿童。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Exact Number Concepts Are Limited to the Verbal Count Range

• DOI: 10.1177/09567976211034502
• 发表时间: 2022-02
• 期刊: Psychological Science
• 影响因子: 8.2
• 作者: Benjamin Pitt;E. Gibson;S. Piantadosi

A Unified Account of Number Perception

数字感知的统一解释

• 发表时间: 2020
• 期刊: Nature human behaviour
• 影响因子: 29.9
• 作者: Cheyette, Samuel;Piantadosi, Steven T.
• 通讯作者: Piantadosi, Steven T.

A primarily serial, foveal accumulator underlies approximate numerical estimation

• DOI: 10.1073/pnas.1819956116
• 发表时间: 2019-09-03
• 期刊: PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
• 影响因子: 11.1
• 作者: Cheyette, Samuel J.;Piantadosi, Steven T.
• 通讯作者: Piantadosi, Steven T.

Multi-directional mappings in the minds of the Tsimane’: Size, time, and number on three spatial axes

提斯曼人头脑中的多向映射——三个空间轴上的大小、时间和数量

• 发表时间: 2021
• 期刊: Proceedings of the Annual Conference of the Cognitive Science Society
• 作者: Pitt, Benjamin;Casasanto, Daniel;Ferrigno, Stephen;Gibson, Edward;Piantadosi, Steven T.
• 通讯作者: Piantadosi, Steven T.

The computational origin of representation.

• DOI: 10.1007/s11023-020-09540-9
• 发表时间: 2021-03
• 期刊: Minds and machines
• 影响因子: 7.4
• 作者: Piantadosi ST