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Fox DS, Elliott L, Bachman HJ, Votruba-Drzal E, Libertus ME. Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills. Child Dev 2024; 95:734-749. [PMID: 37861229 PMCID: PMC11023785 DOI: 10.1111/cdev.14024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, Mage = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
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Affiliation(s)
- Danielle S Fox
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Leanne Elliott
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Heather J Bachman
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Health and Human Development, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
| | - Melissa E Libertus
- Learning Research and Development Center, Pittsburgh, Pennsylvania, USA
- Department of Psychology, Dietrich School of Arts and Sciences, Pittsburgh, Pennsylvania, USA
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2
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee K, Gilmore C, Farran EK. Assessing the impact of LEGO® construction training on spatial and mathematical skills. Dev Sci 2024; 27:e13432. [PMID: 37408286 DOI: 10.1111/desc.13432] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 06/13/2023] [Accepted: 06/19/2023] [Indexed: 07/07/2023]
Abstract
Lego construction ability is associated with a variety of spatial skills and mathematical outcomes. However, it is unknown whether these relations are causal. We aimed to establish the causal impact of Lego construction training on: Lego construction ability; a broad range of spatial skills; and on mathematical outcomes in 7-9-year-olds. We also aimed to identify how this causal impact differs for digital versus physical Lego construction training. One-hundred and ninety-eight children took part in a six-week training programme, delivered twice weekly as a school lunch time club. They completed either physical Lego training (N = 59), digital Lego training (N = 64), or an active control condition (crafts; N = 75). All children completed baseline and follow-up measures of spatial skills (disembedding, visuo-spatial working memory, spatial scaling, mental rotation, and performance on a spatial-numerical task, the number line task), mathematical outcomes (geometry, arithmetic, and overall mathematical skills) and Lego construction ability. Exploratory analyses revealed evidence for near transfer (Lego construction ability) and some evidence for far transfer (arithmetic) of Lego training, but overall transfer was limited. Despite this, we identified key areas for further development (explicit focus on spatial strategies, training for teachers, and embedding the programme within a mathematical context). The findings of this study can be used to inform future development of Lego construction training programmes to support mathematics learning.
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Affiliation(s)
- Emily McDougal
- University of Surrey, Guildford, UK
- Evidence Based Practice Unit, University College London and Anna Freud, London, United Kingdom
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Gothenburg, Sweden
- Ashland University, Ashland, Ohio, USA
| | | | | | - Katie Gilligan-Lee
- Centre for Educational Neuroscience, University of London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | - Camilla Gilmore
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK
| | - Emily K Farran
- University of Surrey, Guildford, UK
- Centre for Educational Neuroscience, University of London, UK
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3
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McDougal E, Silverstein P, Treleaven O, Jerrom L, Gilligan-Lee KA, Gilmore C, Farran EK. Associations and indirect effects between LEGO® construction and mathematics performance. Child Dev 2023; 94:1381-1397. [PMID: 37186278 DOI: 10.1111/cdev.13933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 11/22/2022] [Accepted: 03/01/2023] [Indexed: 05/17/2023]
Abstract
There is a known association between LEGO® construction ability and mathematics achievement, yet the mechanisms which drive this association are largely unknown. This study investigated the spatial mechanisms underlying this association, and whether this differs for concrete versus digital construction. Between January 2020 and July 2021, children aged 7-9 years (N = 358, 189 female, ethnicity not recorded) completed spatial and mathematics tasks, and either a concrete or digital Lego construction task. Mediation analyses examining direct and indirect pathways (through spatial skills) between Lego construction ability and mathematics explained 8.4% to 26.6% of variance in mathematics scores. Exploratory moderated mediation analyses revealed that only the indirect path through mental rotation differed between Lego conditions. Findings are discussed in relation to theories of spatial-numerical associations and the potential of Lego training for mathematics improvement.
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Affiliation(s)
| | - Priya Silverstein
- Institute for Globally Distributed Open Research and Education, Preston, UK
| | | | | | - Katie A Gilligan-Lee
- University of Surrey, Guildford, UK
- Department of Psychological Sciences, Centre for Educational Neuroscience, Birkbeck University of London, London, UK
- School of Psychology, University College Dublin, Dublin, Ireland
| | | | - Emily K Farran
- University of Surrey, Guildford, UK
- Institute for Globally Distributed Open Research and Education, Preston, UK
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4
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Shelton AL, Davis EE, Cortesa CS, Jones JD, Hager GD, Khudanpur S, Landau B. Characterizing the Details of Spatial Construction: Cognitive Constraints and Variability. Cogn Sci 2022; 46:e13081. [DOI: 10.1111/cogs.13081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 11/23/2021] [Accepted: 11/24/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Amy Lynne Shelton
- School of Education and Center for Talented Youth Johns Hopkins University
| | - E. Emory Davis
- School of Education and Center for Talented Youth Johns Hopkins University
- Department of Cognitive Science Krieger School of Arts & Sciences
| | - Cathryn S. Cortesa
- School of Education and Center for Talented Youth Johns Hopkins University
- Department of Cognitive Science Krieger School of Arts & Sciences
| | | | | | | | - Barbara Landau
- Department of Cognitive Science Krieger School of Arts & Sciences
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5
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Markevych I, Orlov N, Grellier J, Kaczmarek-Majer K, Lipowska M, Sitnik-Warchulska K, Mysak Y, Baumbach C, Wierzba-Łukaszyk M, Soomro MH, Compa M, Izydorczyk B, Skotak K, Degórska A, Bratkowski J, Kossowski B, Domagalik A, Szwed M. NeuroSmog: Determining the Impact of Air Pollution on the Developing Brain: Project Protocol. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:310. [PMID: 35010570 PMCID: PMC8744611 DOI: 10.3390/ijerph19010310] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Revised: 12/08/2021] [Accepted: 12/24/2021] [Indexed: 06/14/2023]
Abstract
Exposure to airborne particulate matter (PM) may affect neurodevelopmental outcomes in children. The mechanisms underlying these relationships are not currently known. We aim to assess whether PM affects the developing brains of schoolchildren in Poland, a country characterized by high levels of PM pollution. Children aged from 10 to 13 years (n = 800) are recruited to participate in this case-control study. Cases (children with attention deficit hyperactivity disorder (ADHD)) are being recruited by field psychologists. Population-based controls are being sampled from schools. The study area comprises 18 towns in southern Poland characterized by wide-ranging levels of PM. Comprehensive psychological assessments are conducted to assess cognitive and social functioning. Participants undergo structural, diffusion-weighted, task, and resting-state magnetic resonance imaging (MRI). PM concentrations are estimated using land use regression models, incorporating information from air monitoring networks, dispersion models, and characteristics of roads and other land cover types. The estimated concentrations will be assigned to the prenatal and postnatal residential and preschool/school addresses of the study participants. We will assess whether long-term exposure to PM affects brain function, structure, and connectivity in healthy children and in those diagnosed with ADHD. This study will provide novel, in-depth understanding of the neurodevelopmental effects of PM pollution.
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Affiliation(s)
- Iana Markevych
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
| | - Natasza Orlov
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
- Department of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, De Crespigny Park, London SE5 8AF, UK
| | - James Grellier
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
- European Centre of Environment and Human Health, University of Exeter Medical School, Royal Cornwall Hospital, Truro, Cornwall TR1 3HD, UK
| | - Katarzyna Kaczmarek-Majer
- Institute of Environmental Protection-National Research Institute, Krucza 5/11d, 00-548 Warsaw, Poland; (K.K.-M.); (K.S.); (A.D.); (J.B.)
- Systems Research Institute, Polish Academy of Sciences, Newelska 6, 01-447 Warsaw, Poland
| | - Małgorzata Lipowska
- Faculty of Management and Social Communication, Institute of Applied Psychology, Jagiellonian University, Łojasiewicza 4, 30-348 Krakow, Poland; (M.L.); (K.S.-W.)
- Institute of Psychology, University of Gdansk, Bażyńskiego 4, 80-952 Gdansk, Poland
| | - Katarzyna Sitnik-Warchulska
- Faculty of Management and Social Communication, Institute of Applied Psychology, Jagiellonian University, Łojasiewicza 4, 30-348 Krakow, Poland; (M.L.); (K.S.-W.)
| | - Yarema Mysak
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
| | - Clemens Baumbach
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
- ENIANO GmbH, Schwanthalerstraße 73, 80336 Munich, Germany
| | - Maja Wierzba-Łukaszyk
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
| | - Munawar Hussain Soomro
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
| | - Mikołaj Compa
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
| | - Bernadetta Izydorczyk
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
- Faculty of Management and Social Communication, Institute of Applied Psychology, Jagiellonian University, Łojasiewicza 4, 30-348 Krakow, Poland; (M.L.); (K.S.-W.)
| | - Krzysztof Skotak
- Institute of Environmental Protection-National Research Institute, Krucza 5/11d, 00-548 Warsaw, Poland; (K.K.-M.); (K.S.); (A.D.); (J.B.)
| | - Anna Degórska
- Institute of Environmental Protection-National Research Institute, Krucza 5/11d, 00-548 Warsaw, Poland; (K.K.-M.); (K.S.); (A.D.); (J.B.)
| | - Jakub Bratkowski
- Institute of Environmental Protection-National Research Institute, Krucza 5/11d, 00-548 Warsaw, Poland; (K.K.-M.); (K.S.); (A.D.); (J.B.)
| | - Bartosz Kossowski
- Laboratory of Brain Imaging, Nencki Institute for Experimental Biology, Pasteur 3, 02-093 Warsaw, Poland;
| | - Aleksandra Domagalik
- Brain Imaging Core Facility, Małopolska Centre of Biotechnology, Jagiellonian University, Gronostajowa 7A, 30-387 Krakow, Poland;
| | - Marcin Szwed
- Institute of Psychology, Jagiellonian University, Ingardena 6, 30-060 Krakow, Poland; (I.M.); (N.O.); (J.G.); (Y.M.); (C.B.); (M.W.-Ł.); (M.H.S.); (M.C.); (B.I.)
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Bower CA, Zimmermann L, Verdine BN, Pritulsky C, Golinkoff RM, Hirsh-Pasek K. Enhancing spatial skills of preschoolers from under-resourced backgrounds: A comparison of digital app vs. concrete materials. Dev Sci 2021; 25:e13148. [PMID: 34235822 DOI: 10.1111/desc.13148] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 05/29/2021] [Accepted: 06/21/2021] [Indexed: 11/29/2022]
Abstract
Spatial skills support STEM learning and achievement. However, children from low-socioeconomic (SES) backgrounds typically lag behind their middle- and high-SES peers. We asked whether a digital educational app-designed to mirror an already successful, spatial assembly training program using concrete materials-would be as effective for facilitating spatial skills in under-resourced preschoolers as the concrete materials. Three-year-olds (N = 61) from under-resourced backgrounds were randomly assigned to a business-as-usual control group or to receive 5 weeks of spatial training using either concrete, tangible materials or a digital app on a tablet. The spatial puzzles used were an extension of items from the Test of Spatial Assembly (TOSA). Preschoolers were pretested and posttested on new two-dimensional (2D) TOSA trials. Results indicate that both concrete and digital spatial training increased performance on the 2D-TOSA compared to the control group. The two trainings did not statistically differ from one another suggesting that educational spatial apps may be one route to providing early foundational skills to children from under-resourced backgrounds.
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Affiliation(s)
- Corinne A Bower
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
| | - Laura Zimmermann
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Brian N Verdine
- School of Education, University of Delaware, Newark, Delaware, USA
| | - Calla Pritulsky
- School of Education, University of Delaware, Newark, Delaware, USA
| | | | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, Pennsylvania, USA
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7
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Newman SD, Loughery E, Ecklund A, You C, Von Werder H, Soylu F. Structured versus free block play: the impact on arithmetic processing. Trends Neurosci Educ 2021; 22:100146. [PMID: 33845976 DOI: 10.1016/j.tine.2020.100146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 10/29/2020] [Accepted: 11/19/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Block play is one type of intervention that improves visuospatial skills. There are multiple forms of block play and it is unclear whether they have differential cognitive effects. METHOD Given the importance of visuospatial skills for mathematical performance, we studied the differential impact of two types of block playstructured (copying a block design) and free (building from imagination) on arithmetic processing, using behavioral and fMRI methods. Forty-three children aged 8.3±0.8 years participated (21 free play and 22 structured block play). RESULTS Results showed that while both groups showed behavioral improvements, only the structured block play group showed significant improvements in both addition and subtraction performance. Additionally, the structured block play group showed increased activation in several regions linked to memory, motor, and arithmetic processing after training. CONCLUSION The results inform choices for activities used in the classroom to improve visuospatial skills and suggest structured block play may be beneficial for arithmetic processing.
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Affiliation(s)
- Sharlene D Newman
- Department of Psychology, University of Alabama; Department of Psychological and Brain Sciences, Indiana University; Program in Neuroscience, Indiana University.
| | - Erin Loughery
- Department of Psychological and Brain Sciences, Indiana University
| | - Ambur Ecklund
- Department of Psychological and Brain Sciences, Indiana University
| | - Cindy You
- Department of Psychological and Brain Sciences, Indiana University
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8
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Tymofiyeva O, Gaschler R. Training-Induced Neural Plasticity in Youth: A Systematic Review of Structural and Functional MRI Studies. Front Hum Neurosci 2021; 14:497245. [PMID: 33536885 PMCID: PMC7848153 DOI: 10.3389/fnhum.2020.497245] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Accepted: 12/01/2020] [Indexed: 01/17/2023] Open
Abstract
Experience-dependent neural plasticity is high in the developing brain, presenting a unique window of opportunity for training. To optimize existing training programs and develop new interventions, it is important to understand what processes take place in the developing brain during training. Here, we systematically review MRI-based evidence of training-induced neural plasticity in children and adolescents. A total of 71 articles were included in the review. Significant changes in brain activation, structure, microstructure, and structural and functional connectivity were reported with different types of trainings in the majority (87%) of the studies. Significant correlation of performance improvement with neural changes was reported in 51% of the studies. Yet, only 48% of the studies had a control condition. Overall, the review supports the hypothesized neural changes with training while at the same time charting empirical and methodological desiderata for future research.
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Affiliation(s)
- Olga Tymofiyeva
- Department of Radiology & Biomedical Imaging, University of California, San Francisco, CA, United States.,Department of Psychology, University of Hagen, Hagen, Germany
| | - Robert Gaschler
- Department of Psychology, University of Hagen, Hagen, Germany
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9
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Zhang X, Chen C, Yang T, Xu X. Spatial Skills Associated With Block-Building Complexity in Preschoolers. Front Psychol 2020; 11:563493. [PMID: 33192834 PMCID: PMC7649809 DOI: 10.3389/fpsyg.2020.563493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Accepted: 08/12/2020] [Indexed: 11/13/2022] Open
Abstract
Block building is a popular play activity among young children and is also used by psychologists to assess their intelligence. However, little research has attempted to systematically explore the cognitive bases of block-building ability. The current study (N = 66 Chinese preschoolers, 32 boys and 34 girls; mean age = 4.7 years, SD = 0.29, range = 3.4 to 5.2 years) investigated the relationships between six measures of spatial skills (shape naming, shape recognition, shape composition, solid figure naming, cube transformation, and mental rotation, with the former four representing form perception and the latter two representing visualization) and block-building complexity. Correlation results showed that three of the four measures of form perception (shape naming, shape recognition, and shape composition) were significantly and positively correlated with block-building complexity, whereas the two measures of visualization were not. Results from regression models indicated that shape recognition and shape composition, as well as shape-recognition-by-gender interaction, were unique predictors of children's block-building complexity. These findings provide preliminary evidence for the basic spatial skills underlying children's block-building complexity and have implications for classroom instructions aimed at improving preschoolers' block-building complexity.
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Affiliation(s)
- Xiaoxia Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China.,School of Education, Capital Normal University, Beijing, China
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, Irvine, CA, United States
| | - Tao Yang
- Department of Psychological Science, University of California, Irvine, Irvine, CA, United States
| | - Xiaohui Xu
- School of Preschool Education, Capital Normal University, Beijing, China
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10
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Cai L, Luo J, Zhang H, Ying J. The Development of Spatial Representation Through Teaching Block-Building in Kindergartners. Front Psychol 2020; 11:565723. [PMID: 33132968 PMCID: PMC7562790 DOI: 10.3389/fpsyg.2020.565723] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
This study investigated the effects of the teaching block-building intervention on overall spatial representation and its three sub-forms, namely linguistic, graphic and model representations, in kindergartners. Eighty-four children (39 girls and 45 boys), aged 5–6 years old, were randomly selected and equally divided into two groups, i.e., experimental group and control group. The experimental group received the intervention of teaching block-building for 14 weeks (45 min each time, once a week), while children in the control group freely played with blocks for the equivalent time. Children’s spatial representation performances were measured in both pre- and post-tests by the Experimental Tasks of Spatial Representation for Children. The results showed that: (1) teaching block-building could promote not only the overall spatial representation but also all three sub-forms of spatial representations; (2) there was no gender differences regarding the effect of teaching block-building on neither the overall nor three sub-forms of spatial representations; (3) after the intervention, the diversity of children’s choices regarding the use of sub-forms spatial representations was also promoted in the experimental group. In summary, these results contributed to a comprehensive and systematic understanding of the effects of teaching block-building on spatial representation among children in kindergartens.
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Affiliation(s)
- Liman Cai
- School of Education, South China Normal University, Guangzhou, China
| | - Jiutong Luo
- Advanced Innovation Center for Future Education, Faculty of Education, Beijing Normal University, Beijing, China.,Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong
| | - Hui Zhang
- Teacher's College, Shihezi University, Shihezi, China
| | - Jinling Ying
- School of Education, South China Normal University, Guangzhou, China
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11
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Chung SA, Choi J, Jeong S, Ko J. Block-building performance test using a virtual reality head-mounted display in children with intermittent exotropia. Eye (Lond) 2020; 35:1758-1765. [PMID: 32873945 DOI: 10.1038/s41433-020-01160-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Revised: 07/28/2020] [Accepted: 08/20/2020] [Indexed: 11/09/2022] Open
Abstract
PURPOSE To determine whether childhood intermittent exotropia (IXT) affects distance divergence and performance in block-building tasks within a virtual reality (VR) environment. METHODS Thirty-nine children with IXT, aged 6-12 years, who underwent muscle surgery and 37 normal controls were enrolled. Children were instructed to watch the target moving away and perform a block-building task while fitted with a VR head-mounted display equipped with eye- and hand-movement tracking systems. The change in inter-ocular distance with binocular distance viewing, time to stack five cube blocks of different sizes in order, and distance disparities between the largest and farthest cubes were assessed. All children were evaluated at baseline and 3-month time points. RESULTS The patients with IXT exhibited a larger distance divergence than did controls (p = 0.024), which was associated with greater distance angle of deviation and poorer distance control (r = 0.350, p = 0.001 and r = 0.349, p = 0.004). At baseline, the patients with IXT showed larger distance disparities in the block-building task than did controls in terms of the horizontal, vertical, and 3-dimensional (3-D) measurements (all ps < 0.050). Larger horizontal disparity was associated with greater distance angle of deviation (r = 0.383, p = 0.037). Three months after surgery, the horizontal and 3-D disparities in the patients with IXT improved significantly and were not comparably different compared with controls. CONCLUSIONS These preliminary findings suggest that VR-based block-building task may be useful in testing possible deficits in visuo-motor skills associated with childhood IXT.
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Affiliation(s)
- Seung Ah Chung
- Department of Ophthalmology, Ajou University School of Medicine, Suwon, South Korea.
| | - Jaewon Choi
- School of Integrated Technology, College of Engineering, Yonsei University, Incheon, South Korea
| | - Seungchan Jeong
- Department of Software and Computer Engineering, Ajou University College of Information and Technology, Suwon, South Korea
| | - Jeonggil Ko
- School of Integrated Technology, College of Engineering, Yonsei University, Incheon, South Korea
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12
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Yu M, Liu YJ, Zhang Y, Zhao G, Yu C, Shi Y. Interactions With Reconfigurable Modular Robots Enhance Spatial Reasoning Performance. IEEE Trans Cogn Dev Syst 2020. [DOI: 10.1109/tcds.2019.2914162] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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13
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Li Y, Kong F, Ji M, Luo Y, Lan J, You X. Shared and Distinct Neural Bases of Large- and Small-Scale Spatial Ability: A Coordinate-Based Activation Likelihood Estimation Meta-Analysis. Front Neurosci 2019; 12:1021. [PMID: 30686987 PMCID: PMC6335367 DOI: 10.3389/fnins.2018.01021] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2018] [Accepted: 12/18/2018] [Indexed: 11/19/2022] Open
Abstract
Background: Spatial ability is vital for human survival and development. However, the relationship between large-scale and small-scale spatial ability remains poorly understood. To address this issue from a novel perspective, we performed an activation likelihood estimation (ALE) meta-analysis of neuroimaging studies to determine the shared and distinct neural bases of these two forms of spatial ability. Methods: We searched Web of Science, PubMed, PsycINFO, and Google Scholar for studies regarding "spatial ability" published within the last 20 years (January 1988 through June 2018). A final total of 103 studies (Table 1) involving 2,085 participants (male = 1,116) and 2,586 foci were incorporated into the meta-analysis. Results: Large-scale spatial ability was associated with activation in the limbic lobe, posterior lobe, occipital lobe, parietal lobe, right anterior lobe, frontal lobe, and right sub-lobar area. Small-scale spatial ability was associated with activation in the parietal lobe, occipital lobe, frontal lobe, right posterior lobe, and left sub-lobar area. Furthermore, conjunction analysis revealed overlapping regions in the sub-gyrus, right superior frontal gyrus, right superior parietal lobule, right middle occipital gyrus, right superior occipital gyrus, left inferior occipital gyrus, and precuneus. The contrast analysis demonstrated that the parahippocampal gyrus, left lingual gyrus, culmen, right middle temporal gyrus, left declive, left superior occipital gyrus, and right lentiform nucleus were more strongly activated during large-scale spatial tasks. In contrast, the precuneus, right inferior frontal gyrus, right precentral gyrus, left inferior parietal lobule, left supramarginal gyrus, left superior parietal lobule, right inferior occipital gyrus, and left middle frontal gyrus were more strongly activated during small-scale spatial tasks. Our results further indicated that there is no absolute difference in the cognitive strategies associated with the two forms of spatial ability (egocentric/allocentric). Conclusion: The results of the present study verify and expand upon the theoretical model of spatial ability proposed by Hegarty et al. Our analysis revealed a shared neural basis between large- and small-scale spatial abilities, as well as specific yet independent neural bases underlying each. Based on these findings, we proposed a more comprehensive version of the behavioral model.
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Affiliation(s)
- Yuan Li
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Feng Kong
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Ming Ji
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Yangmei Luo
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Jijun Lan
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
| | - Xuqun You
- School of Psychology, Shaanxi Normal University, Xi'an, China
- Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, China
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14
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Neale D, Clackson K, Georgieva S, Dedetas H, Scarpate M, Wass S, Leong V. Toward a Neuroscientific Understanding of Play: A Dimensional Coding Framework for Analyzing Infant-Adult Play Patterns. Front Psychol 2018; 9:273. [PMID: 29618994 PMCID: PMC5871690 DOI: 10.3389/fpsyg.2018.00273] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Accepted: 02/19/2018] [Indexed: 11/26/2022] Open
Abstract
Play during early life is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behavior (which may be solitary or shared with a social partner) is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play – whether examined at a behavioral, cognitive or neurological level. Combining these different approaches in a multimodal analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically grounded play models. However, there is currently no integrated framework for conducting a multimodal analysis of play that spans brain, cognition and behavior. The proposed coding framework uses grounded and observable behaviors along three dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behavior in a social context, and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N = 5) of mother-infant object-oriented interactions during experimental conditions that were either non-conducive (Condition 1) or conducive (Condition 2) to the emergence of playful behavior. We find that the framework accurately identifies the modal form of social interaction as being either non-playful (Condition 1) or playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. It is intended that this fine-grained coding of play behavior will be easily assimilated with, and inform, future analysis of neural data that is also collected during adult–infant play. In conclusion, here, we present a novel framework for analyzing the continuous time-evolution of adult–infant play patterns, underpinned by biologically informed state coding along sensorimotor, cognitive and socio-emotional dimensions. We expect that the proposed framework will have wide utility amongst researchers wishing to employ an integrated, multimodal approach to the study of play, and lead toward a greater understanding of the neuroscientific basis of play. It may also yield insights into a new biologically grounded taxonomy of play interactions.
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Affiliation(s)
- Dave Neale
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom.,School of Education, University of Delaware, Newark, DE, United States
| | - Kaili Clackson
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Stanimira Georgieva
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Hatice Dedetas
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Melissa Scarpate
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Sam Wass
- Division of Psychology, University of East London, London, United Kingdom
| | - Victoria Leong
- Department of Psychology, University of Cambridge, Cambridge, United Kingdom.,Division of Psychology, Nanyang Technological University, Singapore, Singapore
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15
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Tian M, Deng Z, Meng Z, Li R, Zhang Z, Qi W, Wang R, Yin T, Ji M. The Impact of Individual Differences, Types of Model and Social Settings on Block Building Performance among Chinese Preschoolers. Front Psychol 2018; 9:27. [PMID: 29441031 PMCID: PMC5797599 DOI: 10.3389/fpsyg.2018.00027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2017] [Accepted: 01/10/2018] [Indexed: 11/17/2022] Open
Abstract
Children's block building performances are used as indicators of other abilities in multiple domains. In the current study, we examined individual differences, types of model and social settings as influences on children's block building performance. Chinese preschoolers (N = 180) participated in a block building activity in a natural setting, and performance was assessed with multiple measures in order to identify a range of specific skills. Using scores generated across these measures, three dependent variables were analyzed: block building skills, structural balance and structural features. An overall MANOVA showed that there were significant main effects of gender and grade level across most measures. Types of model showed no significant effect in children's block building. There was a significant main effect of social settings on structural features, with the best performance in the 5-member group, followed by individual and then the 10-member block building. These findings suggest that boys performed better than girls in block building activity. Block building performance increased significantly from 1st to 2nd year of preschool, but not from second to third. The preschoolers created more representational constructions when presented with a model made of wooden rather than with a picture. There was partial evidence that children performed better when working with peers in a small group than when working alone or working in a large group. It is suggested that future study should examine other modalities rather than the visual one, diversify the samples and adopt a longitudinal investigation.
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Affiliation(s)
- Mi Tian
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Zhu Deng
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Zhaokun Meng
- School of Art and Literature, Shihezi University, Xinjiang, China
| | - Rui Li
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China
| | - Zhiyi Zhang
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
| | - Wenhui Qi
- School of Foreign Studies, Nanjing Forestry University, Nanjing, China
| | - Rui Wang
- Nanjing Liuyi Kindergarten, Nanjing, China
| | | | - Menghui Ji
- Nanjing Liuyi Kindergarten, Nanjing, China
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16
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Sohn WS, Lee TY, Kwak S, Yoon YB, Kwon JS. Higher extrinsic and lower intrinsic connectivity in resting state networks for professional Baduk (Go) players. Brain Behav 2017; 7:e00853. [PMID: 29299380 PMCID: PMC5745240 DOI: 10.1002/brb3.853] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/19/2017] [Revised: 09/07/2017] [Accepted: 09/11/2017] [Indexed: 12/22/2022] Open
Abstract
INTRODUCTION Dedication and training to a profession results in a certain level of expertise. This expertise, like any other skill obtained in our lifetime, is encoded in the brain and may be reflected in our brain's connectome. This property can be observed by mapping resting state connectivity. In this study, we examine the differences in resting state functional connectivity in four major networks between professional "Baduk" (Go) players and normal subjects. METHODS Resting state fMRI scans were acquired for professional "Baduk" (Go) players and normal controls. Major resting state networks were identified using independent component analysis and compared between the two groups. Networks which were compared include the default mode network, the left and right fronto-parietal network, and the salience network. RESULTS We found that normal subjects showed increased connectivity within certain areas of each target network. Professional players, however, showed higher connectivity to regions outside the traditional regions of each given network. Close examination of these regions revealed that regions shown to have higher connectivity in professional players have been revealed to be relevant in expertise for board games. CONCLUSION The findings in this study suggest that continuous training results in greater integration between regions and networks, which are necessary for high-level performance. The differences observed in our study between normal controls and professional players also shed light on the difference in brain connectivity which can arise through lifestyle and specialization in a specific field.
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Affiliation(s)
- William S Sohn
- Institute of Human Behavioral Medicine SNU-MRC Seoul Korea
| | - Tae Young Lee
- Department of Psychiatry Seoul National University College of Medicine Seoul Korea
| | - Seoyeon Kwak
- Department of Brain and Cognitive Sciences Seoul National University Seoul Korea
| | - Youngwoo Bryan Yoon
- Institute of Human Behavioral Medicine SNU-MRC Seoul Korea.,Department of Brain and Cognitive Sciences Seoul National University Seoul Korea
| | - Jun Soo Kwon
- Institute of Human Behavioral Medicine SNU-MRC Seoul Korea.,Department of Psychiatry Seoul National University College of Medicine Seoul Korea.,Department of Brain and Cognitive Sciences Seoul National University Seoul Korea
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