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

Bilateral Austria: three hundred-and-twenty-eight and 328: cross-format number integration and its relationship to mathematics performance

双边奥：三百二十八和328：跨格式数积分及其与数学成绩的关系

基本信息

批准号：
ES/N014677/1
负责人：
Silke Goebel
金额：
$ 48.25万
依托单位：
University of York
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FN014677%2F1
关键词：
Bilateral Austria three hundred twenty

项目摘要

Numeracy is the Cinderella of literacy, much less researched but at least as important for employment and life success as literacy. This research project will investigate the development of a fundamental principle of numeracy, the link between number words and number symbols, with the aim to identify potential risk factors for low numeracy.Children entering primary school need to shift from using mainly spoken numbers words (e.g., 'twenty-three') to being able to write down the correct multi-digit Arabic strings (e.g., '23') upon hearing spoken number words. This is called number word transcoding and fundamental for mathematical development.This project will investigate three aspects of transcoding between number words and Arabic digits. First, we will analyse the mapping between single Arabic digits (e.g., '8') and the corresponding number words (e.g., 'eight'), because the single Arabic digits are the basic building blocks for all Arabic multi-digit strings (e.g. 28732). Most children in primary school already know the single Arabic digits. We propose that the efficiency with which children map between digits and number words is still increasing in primary school. In this project we will test this by measuring the efficiency of the mapping in children of different ages. We will also measure children's mathematical ability to see whether the efficiency of the mapping is related to their mathematical ability. Secondly, this project will investigate multi-digit number transcoding. This is important because most of the numbers children are dealing with in primary school are multi-digit numbers (e.g., 2015) and instructions are often given verbally (e.g., 'thirty-two'). We will follow children from Year 1 to Year 3 and measure their ability to transcode multi-digit numbers as well as other number skills every year. We will also test their maths performance. This study will enable us to decide whether a child's ability to transcode multi-digits accurately in Year 1 predicts how their mathematical ability will develop over the next few years better than other measures of numerical skills.Thirdly, number words depend on the language a person speaks. Non-native children entering primary school will be much less familiar with native number words and their mapping to the Arabic digits. Given the multilingual context of many children in primary school in the UK and across Europe, it is important to find out whether and if so, how, language factors influence the association between spoken number words and Arabic digits. We will investigate the influence of language on number transcoding by comparing monolingual children from two language backgrounds: English and German. In addition to increasing our knowledge about the process of number transcoding, this research project will lead to new ways of assessing children's number skills and will in the long run help native and non-native children who struggle with maths.

算术是识字的灰姑娘，研究得少得多，但至少对就业和生活的成功同样重要的识字。这项研究项目将调查计算能力的基本原则的发展，数字词和数字符号之间的联系，旨在确定低计算能力的潜在风险因素。进入小学的儿童需要从主要使用口头数字词（例如，'二十三'）到能够写下正确的多位阿拉伯字符串（例如，”（23）“听”字。这被称为数字转换和数学发展的基础。这个项目将研究数字和阿拉伯数字之间的转换的三个方面。首先，我们将分析单个阿拉伯数字之间的映射（例如，“8”）和相应的数字字（例如，'eight'），因为单个阿拉伯数字是所有阿拉伯多位字符串的基本构建块（例如28732）。大多数小学生已经知道阿拉伯数字。我们认为，儿童在数字和数字之间映射的效率在小学仍在增加。在这个项目中，我们将通过测量不同年龄儿童的映射效率来测试这一点。我们还将测量儿童的数学能力，看看映射的效率是否与他们的数学能力有关。其次，该项目将研究多位数号码转码。这很重要，因为孩子们在小学处理的大多数数字都是多位数数字（例如，2015）并且通常口头给出指令（例如，“三十二”）。我们将跟踪1至3年级的儿童，并每年测量他们对多位数进行代码转换的能力以及其他数字技能。我们还将测试他们的数学成绩。这项研究将使我们能够确定一个孩子在第一年准确地转换多位数字的能力是否能比其他数字技能的衡量标准更好地预测他们的数学能力在未来几年的发展。第三，数字词取决于一个人所说的语言。进入小学的非本地儿童将不太熟悉本地数字单词及其与阿拉伯数字的映射。鉴于英国和欧洲许多小学生的多语言背景，重要的是要找出语言因素是否会影响口语数字和阿拉伯数字之间的联系。我们将通过比较来自两种语言背景（英语和德语）的单语儿童来研究语言对数字代码转换的影响。除了增加我们对数字转码过程的了解外，这项研究项目还将带来评估儿童数字技能的新方法，并将从长远来看帮助那些在数学上挣扎的本地和非本地儿童。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages.

转码计数：不同语言中数字写入对算术的纵向贡献。

DOI：
10.1016/j.jecp.2022.105482
发表时间：
2022
期刊：
Journal of experimental child psychology
影响因子：
2.6
作者：
Banfi C
通讯作者：
Banfi C

Language effects in early development of number writing and reading

语言对数字书写和阅读早期发展的影响

DOI：
10.5964/jnc.6929
发表时间：
2021
期刊：
Journal of Numerical Cognition
影响因子：
0
作者：
Steiner A
通讯作者：
Steiner A

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years.

DOI：
10.1371/journal.pone.0258847
发表时间：
2021
期刊：
PloS one
影响因子：
3.7
作者：
Finke S;Banfi C;Freudenthaler HH;Steiner AF;Vogel SE;Göbel SM;Landerl K
通讯作者：
Landerl K

Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP Study.

DOI：
10.3389/fpsyg.2021.765709
发表时间：
2021
期刊：
Frontiers in psychology
影响因子：
3.8
作者：
Finke S;Kemény F;Clayton FJ;Banfi C;Steiner AF;Perchtold-Stefan CM;Papousek I;Göbel SM;Landerl K
通讯作者：
Landerl K

Twenty-four or four-and-twenty: Language modulates cross-modal matching for multidigit numbers in children and adults.

二十四或四加二十：语言调节儿童和成人多位数的跨模式匹配。