权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Effects of Combined Attention and Academic Interventions for Kindergarten Children with Significant Difficulties in Mathematics

注意力与学业联合干预对数学有显着困难的幼儿园儿童的效果

基本信息

批准号：
2100328
负责人：
Marcia Barnes
金额：
$ 249.91万
依托单位：
Vanderbilt University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2025-08-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100328&HistoricalAwards=false
关键词：
Effects Combined Attention Academic Interventions

项目摘要

Low math skills significantly limit access to post-secondary education, employment, and lifetime earnings. Because math difficulties can be detected early in schooling, early intervention is key for preventing the negative consequences of persistent low math achievement. Kindergarten is a particularly important developmental time-window within which to intervene given that children who enter and exit kindergarten with low math knowledge are at high risk for having long-term difficulties in mathematics. Many kindergarten children who do not respond adequately to classroom math instruction are characterized as having both low math knowledge and difficulties in focusing and sustaining attention. One way to tackle the math learning difficulties of these at-risk kindergarten children, then, might be to create interventions that conjointly address mathematics and attention. The purpose of this project is to test the effects of a novel approach to intervention in which instruction in mathematics and training in attention are combined. The aim of this study is to determine whether combined intensive attention training and math intervention leads to greater math learning than the same math intervention without attention training. The study will also seek to determine whether the effects of combined training on mathematics are sensitive to the use of quantitative information during attention training. Two hundred and ten children identified as not having made progress in math in the fall semester of kindergarten will be randomly assigned to one of three active intervention conditions in the spring semester: 1) an intensive mathematics intervention; 2) the same mathematics intervention combined with adaptive game-like attention training designed to improve the abilities to focus and sustain attention; or 3) the mathematics intervention combined with similar adaptive attention training, but where the child has to focus on and respond to quantitative information in the games. Multiple measures of math, attention, and attention-related cognitive competencies such as working memory are measured prior to the intervention, immediately following the intervention, and after a one-month follow-up. The study is designed to address ongoing questions regarding whether cognitive training - in this case, when combined with math intervention - holds any promise for improving mathematical learning for young children at high risk for persistent low math achievement.This award is supported by the EHR Core Research Program (ECR). ECR supports fundamental research in STEM education in critical research areas that are essential, broad and enduring. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.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.

低数学技能严重限制了获得中学后教育，就业和终身收入。由于数学困难可以在学校教育的早期发现，早期干预是防止持续低数学成绩的负面后果的关键。幼儿园是一个特别重要的发展时间窗口，在此期间进行干预，因为进入和离开幼儿园的儿童数学知识低，在数学方面有长期困难的风险很高。许多幼儿园的孩子谁不充分响应课堂数学教学的特点是有两个低数学知识和困难，在集中和维持注意力。因此，解决这些高危幼儿园儿童数学学习困难的一种方法可能是制定联合解决数学和注意力问题的干预措施。本项目的目的是测试一种新的干预方法的效果，其中数学教学和注意力训练相结合。本研究的目的是确定是否结合密集的注意力训练和数学干预导致更大的数学学习比相同的数学干预没有注意力训练。本研究还将试图确定是否组合训练对数学的影响是敏感的注意力训练过程中使用的定量信息。210名在幼儿园秋季学期被确定为数学没有进步的儿童将在春季学期被随机分配到三个积极干预条件之一：1）强化数学干预; 2）相同的数学干预结合自适应游戏式注意力训练，旨在提高集中和维持注意力的能力;或3）数学干预结合类似的适应性注意力训练，但儿童必须专注于游戏中的定量信息并对其做出反应。在干预前、干预后立即和一个月的随访后测量数学、注意力和注意力相关的认知能力（如工作记忆）的多项指标。该研究旨在解决关于认知训练-在这种情况下，当与数学干预相结合时-是否有希望改善持续低数学成绩的高风险幼儿的数学学习的持续问题。该奖项由EHR核心研究计划（ECR）支持。ECR支持STEM教育在关键研究领域的基础研究，这些领域是必不可少的，广泛的和持久的。ECR计划的特点是强调积累强有力的证据，为以下努力提供信息：（a）理解，（B）建立解释理论，（c）建议干预措施（和创新），以应对STEM兴趣，教育，学习，该奖项反映了NSF的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准。