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 该项目由罗切斯特大学的一组研究人员领导，其目标是回答有关数字学习的基本认知能力的重要问题。该团队将通过研究提斯曼人（一个独特的农业采集者群体）的数学学习来检验流行理论所假设的普遍能力。他们所接受的正规教育的极端可变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，从对提斯曼生活中数字使用的民族志研究，到工作记忆等基本认知资源的评估，再到数学知识测试。该团队将对美国 2 至 12 岁在贫困学习环境中长大的儿童进行匹配样本研究。目标是确定未来干预措施应针对数字能力的哪些认知成分，以改善生活贫困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。许多能力与计算能力和数感有关，包括集合知识、数字词、计数、1-1对应、空间关系和近似数字估计。然而，尚不清楚这些能力中哪些是早期数量增长的基础，哪些是数量获取或其他文化因素的结果。该提案将寻求发现土著居民“提斯曼”中数字的认知基础。该人群与科学相关的关键特征是其正规教育体系的极大差异——一些孩子没有接受过正规教育——而且他们在较长的时间内完成数字学习阶段，所需时间是当地其他儿童和美国儿童的 3-4 倍。其他孩子则接受更长时间的正规教育。 该人群中教育、年龄和父母算术能力的高度变异性将使许多与数字增长相关的因素在不同寻常的程度上被分解为因果因素。该团队将使用人类学方法来记录文化背景和数字的使用，以便了解哪些实践支持数字的获取并预测儿童的知识。他们还将使用从数学教育和认知科学文献中提取的一系列简单实验任务来评估数字发展并详细绘制 Tsimane 数字学习的轨迹。目标是开发一个统一的数字学习计算模型，可快速用于预测未来哪些干预措施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价值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