Educating Spatial Intelligence for NGC
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Educating Spatial IntelligenceEducating Spatial Intelligence
Nora S. NewcombeNora S. NewcombeTemple UniversityTemple University
Talk at National Geographic SocietyTalk at National Geographic Society
November 2008November 2008
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Four ArgumentsFour Arguments
Spatial intelligence and learning are importantSpatial intelligence and learning are important
Spatial intelligence and learning can beSpatial intelligence and learning can beimprovedimproved There are sex-linked and SES-linked differences inThere are sex-linked and SES-linked differences in
spatial intelligence--addressing these differences isspatial intelligence--addressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning are criticallySpatial intelligence and learning are criticallyunder-studiedunder-studied
Specific educational techniques to foster spatialSpecific educational techniques to foster spatialintelligence are within our graspintelligence are within our grasp
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Standing on the Shoulders ofStanding on the Shoulders of
Giants, Preaching to the ConvertedGiants, Preaching to the ConvertedPenn State spatialPenn State spatial
discussion groupdiscussion group
UC-Santa BarbaraUC-Santa Barbara
NCGIA and VareniusNCGIA and Varenius
ProjectsProjects
Learning to ThinkLearning to ThinkSpatiallySpatially
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Four ArgumentsFour Arguments
Spatial intelligence and learning are importantSpatial intelligence and learning are important
Spatial intelligence and learning can beSpatial intelligence and learning can beimprovedimproved There are sex-linked and SES-linked differences inThere are sex-linked and SES-linked differences in
spatial intelligence--addressing these differences isspatial intelligence--addressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning are criticallySpatial intelligence and learning are criticallyunder-studiedunder-studied
Specific educational techniques to foster spatialSpecific educational techniques to foster spatialintelligence are within our graspintelligence are within our grasp
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Spatial Intelligence andSpatial Intelligence and
Learning Are ImportantLearning Are ImportantIn an evolutionary context, spatialIn an evolutionary context, spatial
adaptation is vitaladaptation is vital
In modern life, spatial thinking is used bothIn modern life, spatial thinking is used bothin everyday tasks and in reasoning andin everyday tasks and in reasoning and
communicationcommunication
In scientific thought and communication,In scientific thought and communication,spatial skills are particularly centralspatial skills are particularly central
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Basic AdaptationBasic Adaptation
Way FindingWay Finding
Tool MakingTool Making
http://images.google.com/imgres?imgurl=http://www.orbitals.com/self/survey/chain/big/pliers.jpg&imgrefurl=http://www.orbitals.com/self/survey/chain/chain.html&h=403&w=510&sz=19&tbnid=r1qwZoE4qb8J:&tbnh=101&tbnw=128&hl=en&start=1&prev=/images%3Fq%3Dpliers%26svnum%3D10%26hl%3Den%26lr%3D%26rls%3DRNWE,RNWE:2004-31,RNWE:en%26sa%3DNhttp://images.google.com/imgres?imgurl=http://abyss.uoregon.edu/~js/images/stone_tool.gif&imgrefurl=http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec09.html&h=683&w=641&sz=310&tbnid=M0WKLJKx8WAJ:&tbnh=137&tbnw=128&hl=en&start=1&prev=/images%3Fq%3Dtool%2Bmaking%26svnum%3D10%26hl%3Den%26lr%3D -
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Everyday LifeEveryday Life
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Reasoning and CommunicationReasoning and Communication
Graphs and diagramsGraphs and diagrams
InferenceInference
AnalogyAnalogyMetaphorMetaphor
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Performance in STEM DisciplinesPerformance in STEM Disciplines
PhysicsPhysics
ChemistryChemistry
BiologyBiology
EngineeringEngineering
MathematicsMathematics
GeoscienceGeoscience
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Predicting B.A. Degree AreasPredicting B.A. Degree Areas
FromFromShea, Lubinski & Benbow (2001)Shea, Lubinski & Benbow (2001)
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Four ArgumentsFour Arguments
Spatial intelligence and learning areSpatial intelligence and learning areimportantimportant
Spatial intelligence and learning canSpatial intelligence and learning canbe improvedbe improved
There are sex-linked and SES-linkedThere are sex-linked and SES-linkeddifferences in spatial intelligence--differences in spatial intelligence--addressing these differences isaddressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning areSpatial intelligence and learning arecritically under-studiedcritically under-studied
Specific educational techniques toSpecific educational techniques tofoster spatial intelligence are withinfoster spatial intelligence are withinour graspour grasp
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Especially Important For GirlsEspecially Important For Girls
0
5
10
15
20
25
30
35
40
Boys
Girls
Spatial Transformation Score
Frequency
Levine, Huttenlocher, Taylor & Langrock (1999)
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Social Class Effects and the MaleSocial Class Effects and the Male
AdvantageAdvantage
(Levine, Vasilyeva, Lourenco, Newcombe &(Levine, Vasilyeva, Lourenco, Newcombe &Huttenlocher,Huttenlocher, Psychological SciencePsychological Science, 2005), 2005)
20
30
40
50
60
70
80
90
100
Low Middle High
SES
Boys Gir ls
Chance
20
30
40
50
60
70
80
90
100
Low Middle High
SES
Boys Girls
Chance
Aerial Maps Mental Rotation
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Not Just Because of Difficulty LevelNot Just Because of Difficulty Level
(Levine, Vasilyeva, Lourenco, Newcombe &(Levine, Vasilyeva, Lourenco, Newcombe &
Huttenlocher,Huttenlocher, Psychological SciencePsychological Science, 2005), 2005)
20
30
40
50
60
70
80
90
100
High Middle Low
Percentage
Co
rrect
Boys Girls
Fall, 2nd grade Spring, 3rd grade
SES
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Some Prior Reasons To Believe inSome Prior Reasons To Believe in
MalleabilityMalleability
Effects of practice and trainingEffects of practice and training Baenninger & Newcombe (1989)Baenninger & Newcombe (1989)
Effects of simple instructionsEffects of simple instructions Ward, Newcombe & Overton (1986)Ward, Newcombe & Overton (1986)
School effectsSchool effects
Huttenlocher, Levine & Vevea (1998)Huttenlocher, Levine & Vevea (1998)
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New Data on MalleabilityNew Data on MalleabilityNew meta-analysis supports large trainingNew meta-analysis supports large trainingeffects, as well as durability and transfereffects, as well as durability and transfer Liu, Uttal, Marulis, Lewis, Warren, & Newcombe,Liu, Uttal, Marulis, Lewis, Warren, & Newcombe,
under reviewunder review David UttalDavid Uttal will present this later onwill present this later on
Two specific recent studies on improvement thatTwo specific recent studies on improvement thatisis durabledurableandand transferabletransferable Terlecki, Newcombe & Little (Terlecki, Newcombe & Little (Applied CognitiveApplied Cognitive
PsychologyPsychology, 2008), 2008) Wright, Thompson, Ganis, Newcombe & KosslynWright, Thompson, Ganis, Newcombe & Kosslyn
((Psychonomic Bulletin & ReviewPsychonomic Bulletin & Review, 2008), 2008)
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Five Questions about ImprovementFive Questions about Improvement
in Mental Rotation Skillsin Mental Rotation Skills
What is the shape of long-term growthWhat is the shape of long-term growth
trajectories?trajectories?
Does videogame training have effects exceedingDoes videogame training have effects exceeding
simple practice?simple practice?Do growth trajectories differ for men and women,Do growth trajectories differ for men and women,
and for individuals of higher or lower spatialand for individuals of higher or lower spatial
experience?experience?
Are practice and training effects durable?Are practice and training effects durable?
Do practice and training transfer, and is transferDo practice and training transfer, and is transfer
durable?durable?
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Time Course of ImprovementTime Course of ImprovementTerlecki, Newcombe & Little, 2008Terlecki, Newcombe & Little, 2008
0
123456789
1011
121314151617181920
1 2 3 4 5 6 7 8 9 10 11 12
Weeks
MRTSc
ore
Practice
Training
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Time Course of ImprovementTime Course of ImprovementTerlecki, Newcombe & Little, 2008Terlecki, Newcombe & Little, 2008
0
2
4
6
8
1012
14
16
18
20
1 2 3 4 5 6 7 8 9 10 11 12
Weeks
MRTSco
re
High MHigh W
Low W
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Transfer is Durable andTransfer is Durable and
Tetris Augments TransferTetris Augments TransferTerlecki, Newcombe & Little, 2008Terlecki, Newcombe & Little, 2008
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
Pretest Posttest Retake
TransferTask%
Correct
Practice
Training
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Five New AimsFive New Aims
Training intensive enough to produce large gains butTraining intensive enough to produce large gains butshorter than a semestershorter than a semester
Novel stimuli: to assess stimulus-specific versus generalNovel stimuli: to assess stimulus-specific versus generaleffectseffects
Symmetric look at transfer: A to B and also B to ASymmetric look at transfer: A to B and also B to A
Non-spatial task to make sure transfer is spatially-specificNon-spatial task to make sure transfer is spatially-specific
Componential analysis: intercept versus slope effectsComponential analysis: intercept versus slope effects
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Three TasksThree Tasks
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TrainingTraining
21 consecutive21 consecutive
days, about 20days, about 20
minutes per dayminutes per day
Either MRT orEither MRT or
Paper FoldingPaper Folding
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Transfer Across Spatial TasksTransfer Across Spatial TasksWright, Thompson, Ganis, Newcombe & Kosslyn,Wright, Thompson, Ganis, Newcombe & Kosslyn,
Psychonomic Bulletin & ReviewPsychonomic Bulletin & Review, 2008, 2008
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Transfer Across Spatial TasksTransfer Across Spatial TasksWright, Thompson, Ganis, Newcombe & Kosslyn,Wright, Thompson, Ganis, Newcombe & Kosslyn,
Psychonomic Bulletin & Review,Psychonomic Bulletin & Review, 20082008
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Goals for New Training StudiesGoals for New Training StudiesDelineateDelineate mechanismsmechanisms of improvement and possibleof improvement and possible
additivityadditivityof methodsof methods Allowing forAllowing fortailoredtailoredrecommendations about sequencingrecommendations about sequencing
and aptitude-treatment interactionsand aptitude-treatment interactions
Tim ShipleyTim Shipley will present progress report on an adult study of thiswill present progress report on an adult study of this
kindkind
How should we best enhance spatial learning inHow should we best enhance spatial learning in
children?children?Methods that are more play, less workMethods that are more play, less work
Gesture, puzzle play, paper folding, block playGesture, puzzle play, paper folding, block play
Training in different SES groupsTraining in different SES groups
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Four ArgumentsFour Arguments
Spatial intelligence and learning are importantSpatial intelligence and learning are important
Spatial intelligence and learning can beSpatial intelligence and learning can beimprovedimproved There are sex-linked and SES-linked differences inThere are sex-linked and SES-linked differences in
spatial intelligence--addressing these differences isspatial intelligence--addressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning are criticallySpatial intelligence and learning are criticallyunder-studiedunder-studied
Specific educational techniques to foster spatialSpecific educational techniques to foster spatialintelligence are within our graspintelligence are within our grasp
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Spatial FrameworkSpatial Framework
Two spatial frames Object (internal relations that define shape) Scene (external relations that define relations
among objects)Two temporal properties Static (unchanging relations)
Dynamic (changing relations)
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The 2 by 2 FrameworkThe 2 by 2 FrameworkObject
Stat
ic
Dynamic
Scene
O A li ti f th F k
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One Application of the Framework:One Application of the Framework:
LanguageLanguage
Manner Verb
Object
Stat
ic
Dynamic
Scene
Path Verb
PrepositionNoun
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Domain General ProcessesDomain General Processes
There are many such processes and most ofThere are many such processes and most ofthem are relevant to spatial learningthem are relevant to spatial learning
In SILC, we have been concentrating on:In SILC, we have been concentrating on:
AnalogyAnalogy GestureGesture
Working memoryWorking memory
In addition, understanding diagrams involvesIn addition, understanding diagrams involvesnon-spatial content mastery, e.g., ofnon-spatial content mastery, e.g., of
diagrammatic conventionsdiagrammatic conventions
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Static Scene Representations:Static Scene Representations:
Hierarchical Coding ModelHierarchical Coding Model
Categorical or qualitativeCategorical or qualitative
Fine-grained or coordinate or metricFine-grained or coordinate or metric
Bayesian combinationBayesian combination
Leads toLeads to Method to diagnose categoriesMethod to diagnose categories
Work on natural scenes and geoscience expertiseWork on natural scenes and geoscience expertise
Way to think about developmentWay to think about development
Way to think about neural bases of spatial codingWay to think about neural bases of spatial coding
Anjan ChatterjeeAnjan Chatterjee willwill talk about this latertalk about this later
D i R t tiDynamic Representations:
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Dynamic Representations:Dynamic Representations:
Mental Transformations May BeMental Transformations May Be
Formally But Not PsychologicallyFormally But Not PsychologicallyEquivalentEquivalent
Rotate object (or array) vs move viewerRotate object (or array) vs move viewer
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3939
Dynamic SceneDynamic Scene
RepresentationsRepresentationsNavigation can be guided byNavigation can be guided by Egocentric codingEgocentric coding
Allocentric codingAllocentric coding
Landmarks/place learningLandmarks/place learning
Gradients such as slopeGradients such as slope Daniele NardiDaniele Nardi will presentwill present
work on this laterwork on this later
Most work of this kind is on groupsMost work of this kind is on groups
or normative developmentor normative developmentindividual differences?individual differences?
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4141
Morris Water MazeMorris Water Maze
Room Cue
1
Room Cue
3
Room Cue
2
Th E f Pl
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The Emergence of PlaceThe Emergence of Place
LearningLearning
Considerable evidence, from a wide variety ofConsiderable evidence, from a wide variety of
techniques, that place learning depends ontechniques, that place learning depends on
hippocampushippocampus
Animal studies: e.g., Morris, Garrud, Rawlins, &Animal studies: e.g., Morris, Garrud, Rawlins, &
OKeefe (1982)OKeefe (1982)
Human studies: e.g., Holdstock et al. (2000)Human studies: e.g., Holdstock et al. (2000)
Place learning seems to emerge betweenPlace learning seems to emerge between18 and 24 months of age18 and 24 months of age
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Place Learning TaskPlace Learning Task
Children go to otherChildren go to otherside of box beforeside of box before
searchingsearching
Landmarks in roomLandmarks in room
either visible oreither visible orhidden by circularhidden by circular
white curtainwhite curtain
Results: OnlyResults: Only
children older thanchildren older than
21 months used the21 months used the
landmarkslandmarksNewcombe, Huttenlocher, Drummey & Wiley(1998), Cognitive Development
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4545
Morris Water Maze for KidsMorris Water Maze for Kids
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4646
Balcomb & NewcombeBalcomb & NewcombeSubjectsSubjects Children aged 16-24 monthsChildren aged 16-24 months
MaterialsMaterials 10 diameter carpeted circle divided10 diameter carpeted circle divided
into quadrantsinto quadrants Battery operated puzzleBattery operated puzzle
TaskTask Locate puzzle hidden under carpetLocate puzzle hidden under carpet Remember puzzle locationRemember puzzle location
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4747
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4949
ProceduresProcedures
FamiliarizationFamiliarizationLearningLearning 4 trials to learn the puzzles location4 trials to learn the puzzles location
Different points of entryDifferent points of entry
TestTest Same as learning trialsSame as learning trials
No puzzleNo puzzle
ControlControl Control for motivation & walking speedControl for motivation & walking speed
Puzzle clearly visiblePuzzle clearly visible
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5050
ResultsResults
Age correlates withAge correlates with # times goal found:# times goal found: r(24)r(24)=.58, p=.001=.58, p=.001
Expressive language:Expressive language: r(24)r(24)=.73, p=.0001=.73, p=.0001
Partial out agePartial out age No correlation between # times goal foundNo correlation between # times goal found
and expressive languageand expressive language r(26)r(26)=.15, p=.47=.15, p=.47
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More Detailed AnalysesMore Detailed Analyses
Search typesSearch types Spatial (perimeter, correct quadrant)Spatial (perimeter, correct quadrant)
Non-spatial (under self, other, unrelated)Non-spatial (under self, other, unrelated)
LanguageLanguage Nouns, verbs, preps, total language, relationalNouns, verbs, preps, total language, relational
languagelanguage
Peripheral Searches (proximal cue use)
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X
Peripheral Searches (proximal cue use)
cueA
cueCcueD
cueB
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Non-spatial searches
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X
Non-spatial searches
cueA
cueCcueD
cueB
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Spatial ResultsSpatial Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
16-18 19-21 22-24
Age
goal found/4
% adj
% periph
% spatial
% non spatial
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Space and LanguageSpace and Language
Measure Nouns Verbs Preps # times goal found # searches under other
Nouns -- .87 .72 .21 (.34) .36 (.09)
Verbs -- .80 .11 (.61) .34 (.10)
Preps -- .42 (.05) .20 (.34)
# times goalfound
-- -.2 (.35)
Intercorrelations between language and spatial searches
C l i d I li tiC l i d I li ti
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Conclusions and ImplicationsConclusions and ImplicationsPlace learning and expressive language developPlace learning and expressive language develop
independently in 16-24 month old childrenindependently in 16-24 month old children BUT--Acquisition of prepositions and place learning doBUT--Acquisition of prepositions and place learning do
correlatecorrelate
Individual differences measure allows us to addressIndividual differences measure allows us to address
relations with other abilitiesrelations with other abilities Episodic memory (not spatial but should correlate)Episodic memory (not spatial but should correlate) Mental rotation (spatial but may not correlate)Mental rotation (spatial but may not correlate) New way to address structure of intellect in comparativeNew way to address structure of intellect in comparative
and neuroscience-inspired contextand neuroscience-inspired context
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Four ArgumentsFour Arguments
Spatial intelligence and learning are importantSpatial intelligence and learning are importantSpatial intelligence and learning can beSpatial intelligence and learning can beimprovedimproved There are sex-linked and SES-linked differences inThere are sex-linked and SES-linked differences in
spatial intelligence--addressing these differences isspatial intelligence--addressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning are criticallySpatial intelligence and learning are criticallyunder-studiedunder-studied
Specific educational techniques to foster spatialSpecific educational techniques to foster spatialintelligence are within our graspintelligence are within our grasp
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Some ExamplesSome Examples
The use of analogical comparison in teachingThe use of analogical comparison in teachinggeosciencegeoscience Dedre GentnerDedre Gentner
Understanding young childrens difficulties withUnderstanding young childrens difficulties with
measurementand ameliorating themmeasurementand ameliorating them Susan Levine & Kristin RatliffSusan Levine & Kristin Ratliff
The importance of spatial language to childrenThe importance of spatial language to children Just a few examples nowJust a few examples now
Many othersMany others
Spatial toolkitSpatial toolkit will bring them togethewill bring them togetherr
T h V i S ti l I tT h V i S ti l I t
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Teachers Vary in Spatial InputTeachers Vary in Spatial Input(Levine & Huttenlocher)(Levine & Huttenlocher)
0
5
10
15
20
25
1
1
2
3
4
5
6
7
8
9
10
11
12
Instances of spatial
talk in one hour of
coded tape
And Input is Correlated withAnd Input is Correlated with
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And Input is Correlated withAnd Input is Correlated with
Childrens Spatial GrowthChildrens Spatial Growth
(Levine & Huttenlocher)(Levine & Huttenlocher)
0
5
10
15
20
25
-0.2 -0.1 0 0.1 0.2 0.3
change in chidlren's spatial scores
spatialinput
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Play ContextsPlay Contexts
Pre-assembled Play Free Play
Guided Play
P t l S ti l L iP t l S ti l L i
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Parental Spatial Language inParental Spatial Language in
Four ContextsFour Contexts
0
0.02
0.04
0.06
0.08
0.1
0.12
Pre-assembled
Play
Free Play Guided Play CHILDES
Control
Propor
tion
ofParentalSp
atialLanguage
Session 1 Session 2
How Do We Accelerate Pace andHow Do We Accelerate Pace and
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How Do We Accelerate Pace andHow Do We Accelerate Pace and
Scope of Study of These Issues?Scope of Study of These Issues?
Spatial Network atSpatial Network at
www.spatiallearning.orgwww.spatiallearning.org
Resources at same URLResources at same URL Sian Beilock is coordinatingSian Beilock is coordinating
Gatherings like this one!Gatherings like this one! Thanks to Danny Edelson and the NGSThanks to Danny Edelson and the NGS
http://www.spatiallearning.org/http://www.spatiallearning.org/http://www.spatiallearning.org/ -
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Four ArgumentsFour Arguments
Spatial intelligence and learning are importantSpatial intelligence and learning are importantSpatial intelligence and learning can beSpatial intelligence and learning can beimprovedimproved There are sex-linked and SES-linked differences inThere are sex-linked and SES-linked differences in
spatial intelligence--addressing these differences isspatial intelligence--addressing these differences isimportant for social equityimportant for social equity
Spatial intelligence and learning are criticallySpatial intelligence and learning are criticallyunder-studiedunder-studied
Specific educational techniques to foster spatialSpecific educational techniques to foster spatialintelligence are within our graspintelligence are within our grasp