Keep it simple? Eye-tracking the learning of numbers in early childhood.

Summary

Achievement gaps in numeracy start early, with children with low mathematical skills displaying a lower growth rate in mathematical achievement over time (Cahoon et al., 2021; Duncan et al., 2007). More research is necessary to understand how children develop mathematical knowledge and mathematical language in early years (3-5-year-olds) and how this may lead to the individual differences in mathematical development observed at school start.

Research has shown that shared storybook reading offers benefits for children’s cognition, communication skills, and mathematical talk (Hargrave & Sénéchal, 2000; Hendrix et al., 2019). However, eye-tracking studies show that children may perform poorly in literacy development or have difficulties in mathematical learning when there are unnecessary illustrations detailed in storybooks (Eng et al., 2020; Zhang et al., 2020). Research has shown how important it is to enact constructive methods of communicative interactions (hand gestures) during shared storybook reading (Bautista et al., 2018; Cárdenas et al., 2020). Cognitive Load Theory suggests that effective instruction facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward unnecessary text or illustrations (Chandler & Swellwe, 1991). However, there is limited research on whether text, illustrations, and communicative interactions (hand gestures) are engaging or distracting during storybook reading with number books for 3-5-year-olds and what conditions enhance mathematical learning outcomes.

This project will be experimental in design. The objectives are:
1. To use innovative research methods (i.e., eye-tracking technology) to investigate children’s eye-tracking gaze under different conditions (i.e., unnecessary versus streamlined illustrations; hand gestures versus no hand gestures) during storybook reading with number books.
2. To investigate whether children’s level of mathematical knowledge influences children’s engagement or disengagement of storybook reading with number books.
3. To explore individual differences of early mathematical performers to understand what could influence gaze shifts away from text, illustrations, or hand gestures.

Please note: Applicants with a 2:1 degree in Psychology (or close to completion) are strongly encouraged to apply.

AccessNI clearance required

Please note, the successful candidate will be required to obtain AccessNI clearance prior to registration due to the nature of the project.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• A comprehensive and articulate personal statement
• A demonstrable interest in the research area associated with the studentship
• Evidence of academic writing skills (a short sample of academic written work of the applicant's choosing (Max 3 pages, A4, font 11)) – please upload in the section entitled Research Proposal

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• First Class Honours (1st) Degree
• Work experience relevant to the proposed project
• Publications record appropriate to career stage
• A demonstrable interest in or experience of using open science methods

Equal Opportunities

The University is an equal opportunities employer and welcomes applicants from all sections of the community, particularly from those with disabilities.

Appointment will be made on merit.

Funding and eligibility

This project is funded by:

• Department for the Economy (DfE)
• Vice Chancellor's Research Scholarship (VCRS)

Our fully funded PhD scholarships will cover tuition fees and provide a maintenance allowance of £19,237 (tbc) per annum for three years (subject to satisfactory academic performance).  A Research Training Support Grant (RTSG) of £900 per annum is also available.

These scholarships, funded via the Department for the Economy (DfE) and the Vice Chancellor’s Research Scholarships (VCRS), are open to applicants worldwide, regardless of residency or domicile.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies.