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

• 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

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.

算术是扫盲的灰姑娘，研究量较少，但至少对于就业和生活成功与识字一样重要。该研究项目将调查数字数字和数字符号之间的联系的基本原理的发展，目的是确定低数值的潜在风险因素。进入小学的儿童需要从使用主要使用数字单词（例如，二十三十三个”）转变为能够写下正确的多元数字阿拉伯语词（例如，'23'）（例如，'23'''）。这称为数字开发的数字转码和基础。该项目将研究数字单词和阿拉伯数字之间转码的三个方面。首先，我们将分析单个阿拉伯数字（例如'8'）和相应的数字单词（例如'八''）之间的映射，因为单个阿拉伯数字是所有阿拉伯语多位数字符串（例如28732）的基本构建块。小学中的大多数孩子已经知道单身阿拉伯语数字。我们建议小学在数字和数字单词之间映射的效率仍在增加。在这个项目中，我们将通过测量不同年龄段儿童的映射效率来测试这一点。我们还将衡量儿童的数学能力，以查看映射的效率是否与他们的数学能力有关。其次，该项目将调查多位数编码。这很重要，因为孩子在小学中处理的大多数数字都是多位数的数字（例如，2015年），并且通常以口头给出指令（例如，'thirthiptwo'）。我们将关注从1年级到3年级的儿童，并衡量他们每年转码多数数字以及其他数字技能的能力。我们还将测试他们的数学表现。这项研究将使我们能够确定孩子在第一年准确地转码多数数字的能力是否可以预测他们在接下来的几年中如何发展其数学技能措施的能力。进入小学的非本地儿童将不太熟悉本地数字单词及其映射到阿拉伯语数字。鉴于英国小学和整个欧洲的许多儿童的多语言背景，重要的是要找出是否以及是否这样，语言因素如何影响口语单词和阿拉伯语数字之间的关联。我们将通过比较来自两种语言背景的单语言儿童来调查语言对数字转码的影响：英语和德语。除了增加我们对数字转码过程的了解外，该研究项目还将带来评估儿童数量技能的新方法，从长远来看，将帮助与数学挣扎的本地和非本地儿童。

项目成果

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

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

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
• 作者: Steiner A

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。

• DOI: 10.1016/j.jecp.2020.104970
• 发表时间: 2021
• 期刊: Journal of experimental child psychology
• 影响因子: 2.6
• 作者: Steiner AF

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