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Cognition of coding: the relation between coding ability and syntactic skills in preschoolers

Contributors:
  1. Rosalind Thornton
  2. Genevieve McArthur
  3. Stephen Crain

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Description: Very little is known about how to (1) teach coding to children, (2) train teachers to teach coding, and (3) remediate the 5% of children who will struggle to learn to code (“dyscodia”). A fundamental prerequisite towards addressing the above gaps is to discover which cognitive skills underpin coding ability. In this study, we will start our investigations in the linguistic area because fMRI research with adults has shown that the language areas in the brain are particularly strongly involved in coding (Siegmund et al., 2014). Our specific research goals are to: 1. Develop a tool to assess coding ability in 4-6 year old children 2. Examine the link between syntactic processing and coding ability

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