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

Summary

Achievement gaps in numeracy start early; children with low mathematical skills display a lower growth rate in mathematical achievement (Cahoon et al.,2021; Duncan et al.,2007).

More research is necessary to understand how children develop mathematical knowledge and language in early years (3-5-year-olds) and how this may lead to differences in mathematical development at school start.

Shared storybook reading benefits children’s cognition, communication skills, and mathematical talk (Hendrix et al.,2019).

However, eye-tracking studies show that children may struggle with literacy or mathematics when storybooks include unnecessary illustrations (Eng et al.,2020; Zhang et al.,2020).

Research highlights the importance of constructive communicative interactions (hand gestures) during shared storybook reading (Cárdenas et al.,2020).

Cognitive Load Theory suggests that instruction facilitates learning by directing cognitive resources to relevant activities rather than toward unnecessary text or illustrations (Chandler & Swellwe,1991).

However, there is limited research on whether text, illustrations, and communicative interactions engage or distract during storybook reading with number books for 3-5-year-olds, and what conditions enhance mathematical learning.

This project will be experimental in design. The objectives are to:

1. Use eye-tracking technology to investigate children’s gaze under different conditions (i.e., unnecessary versus streamlined illustrations; hand gestures versus no hand gestures) during storybook reading with number books.
2. Investigate whether children’s level of mathematical knowledge influences engagement or disengagement with number-book reading.
3. Explore individual differences to understand what influences gaze shifts away from text, illustrations, or gestures.

This project applies cognitive science to investigate how children process and engage with existing number-based storybooks, aiming to optimise them for attention and learning.

We will provide evidence on best practice for designing dialogic number-based storybooks that align with the NI early years curriculum, benefiting educators, children, and parents.

Findings will be summarised for policymakers and resources issued to family support services including Sure Start and BookTrust.

Applicant Requirements:

• First or upper second-class degree in psychology which confers the graduate basis for registration with the British Psychological Society – or equivalent.
• Some experience of working with children in early educational settings.
• Understanding of the ethical issues of working with young children.
• Show interest in cognitive/developmental psychology and a future career in research.
• Enthusiasm and self-motivation.

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)

Our fully funded PhD scholarships will cover tuition fees and provide a maintenance allowance of £21,000 (approximately) 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), 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.

*Part time PhD scholarships may be available to home candidates, based on 0.5 of the full time rate, and will require a six year registration period.

Due consideration should be given to financing your studies.