
cached image
Sara J. Cordes, Ph.D. - US grants
Affiliations: | Psychology | Boston College, Newton, MA, United States |
Area:
Numerical Cognition/DevelopmentWebsite:
https://www2.bc.edu/sara-cordes/We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please sign in and mark grants as correct or incorrect matches.
High-probability grants
According to our matching algorithm, Sara J. Cordes is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
---|---|---|---|---|
2011 — 2017 | Cordes, Sara | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Career: Understanding and Facilitating Numerical Discriminations in Infancy @ Boston College Infants are sensitive to numerical information in the world around them, and evidence suggests that the ease with which they discriminate the number of items in a set may be correlated with later achievements in mathematics in the classroom setting. While much work has been dedicated to identifying simple and effective means for targeting math skills in school-aged children, no work has identified similar interventions for enhancing numerical abilities in infancy. Can infants be taught to attend to number? If so, does this training have lasting effects? The first goal of this project is to validate simple and inexpensive methods for facilitating numerical discriminations in preverbal infants, long before mathematics difficulties may be encountered in the classroom. |
0.915 |
2016 — 2019 | Cordes, Sara | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Research: Foundations of Quantitative Thought: Number, Space, Time, and Probability @ Boston College Humans have an innate ability to estimate quantities yet their intuitions often contain biases that interfere with learning new ways to think about quantity. Weaving together strands of psychology, neuroscience, economics, and education, researchers at Wesleyan University and Boston College shed light on the cognitive processes underlying our abilities to estimate 4 kinds of quantities: number, space, time, and probability. By comparing processes across these four distinct areas, the researchers aim to provide a unifying account of how children and adults estimate quantities, which has the potential to transform current understanding of the cognitive bases of how people learn in and across STEM disciplines. Achieving a simple unifying account is important because the ability to think well about quantity in all of these areas is fundamental to STEM learning. Other educational benefits include the establishment of partnerships with local museums that allow the research team to collect data from a diverse population while also supporting the museum's public education efforts. This project also contributes to STEM workforce development by training undergraduate students through a service-learning course offered at Wesleyan, and through a summer research internship exchange across the two universities. These aspects of the project, taken with its robust theoretical grounding, well-formulated research questions and tests of competing models of how people reason about quantity in childhood and adulthood, demonstrate its potential to guide and improve the design of STEM learning environments for all citizens. |
0.915 |
2019 — 2022 | Cordes, Sara | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Collaborative Research: Social Influences of Math Learning @ Boston College This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 19-508. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. 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. |
0.915 |
2019 — 2022 | Cordes, Sara | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes @ Boston College There is currently a gender gap in STEM fields, such that females participate at lower rates and have lower career attainment than their male counterparts. While much research has focused on gender differences in math attitudes, little work has explored how attitudes in a closely related STEM domain, spatial reasoning, may also contribute to the observed gender gap. The proposed research will characterize the acquisition of gender stereotypes in childhood in two key domains critical to success and participation in STEM fields: math and spatial skills. Recent evidence suggests that children acquire math gender stereotypes (i.e., the belief that "math is for boys") as early as 1st - 2nd grades, but less is known about children's attitudes about spatial abilities. This project will be one of the first to investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children, and their impact on parent-child interactions in the pre-school period. This project is funded by the EHR Core Research program, which emphasizes STEM education research that will generate foundational knowledge in the field. |
0.915 |
2022 — 2026 | Cordes, Sara | N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ Boston College Preschool numeracy is a crucial foundation for STEM learning and long-term academic success. Previous research suggests that the development of strong numeracy skills depends on a combination of perceptual, cognitive, and language skills. However, most past studies have focused on a relatively small and homogeneous groups of children in US urban areas. As a result, current understanding of early numeracy may not<br/>generalize to diverse groups of learners. It is likely that home language background, socio-economic status, and geographic and cross-cultural differences could also influence numeracy development. To address this, and to probe what factors drive early numeracy in a representative sample, this first-of-its-kind project investigates how toddlers and preschool-aged children perceive, reason, and talk about numbers in a massive multi-lab collaboration involving over 130 research sites worldwide.<br/><br/>To investigate early numeracy, this collaborative project includes two foundational studies. The first study focuses on how 2- to 5-year-old children perceive quantity, learn number words, and how to accurately count groups of objects. The study examines variability in how children learn about number and quantity while exploring the underlying perceptual, cognitive and linguistic mechanisms that drive their learning. The second foundational study focuses on toddler’s abilities to keep track of small groups of objects, which researchers have argued may play an especially important role in early numerical learning. This study examines variability across larger and more diverse groups of participants than previously studied. The study also asks whether limits to children’s object tracking abilities change when they begin to learn number words. In addition to these foundational studies, the project supports the creation of multiple exploratory studies, allowing for novel, ground-breaking collaborations between researchers worldwide. These exploratory studies examine how numerical abilities are related to diverse phenomena including but not limited to social cognition, linguistic diversity, cognitive abilities like executive function, and cross-cultural differences in mathematics education and attitudes. Collectively, these studies will test over 3000 children in 28 US states and 27 countries, using a combination of cross-sectional and longitudinal behavioral assessments. Final data will be shared with the broader scientific community, and will be presented on a website in simplified form to make findings accessible to the broader public.<br/><br/>This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.<br/><br/>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. |
0.915 |