educating spatial intelligence for ngc

8/9/2019 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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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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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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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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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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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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Morris Water Maze for KidsMorris Water Maze for Kids


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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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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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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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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





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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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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




educating spatial intelligence for ngc

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