educating spatial intelligence

Educating Spatial IntelligenceEducating Spatial Intelligence

Nora S. NewcombeNora S. Newcombe

Temple UniversityTemple University

Talk at National Geographic SocietyTalk at National Geographic Society

November 2008November 2008

Standing on the Shoulders of Standing on the Shoulders of Giants, Preaching to the ConvertedGiants, Preaching to the Converted

Penn State spatial Penn State spatial discussion groupdiscussion group

UC-Santa Barbara UC-Santa Barbara NCGIA and Varenius NCGIA and Varenius ProjectsProjects

Learning to Think Learning to Think SpatiallySpatially

Nevertheless, Separated Communities Lead to Differences

Four ArgumentsFour Arguments

Spatial intelligence and learning are importantSpatial intelligence and learning are importantSpatial intelligence and learning can be Spatial intelligence and learning can be improvedimproved There are sex-linked and SES-linked differences in There are sex-linked and SES-linked differences in

spatial intelligence--addressing these differences is spatial intelligence--addressing these differences is important for social equityimportant for social equity

Spatial intelligence and learning are critically Spatial intelligence and learning are critically under-studiedunder-studiedSpecific educational techniques to foster spatial Specific educational techniques to foster spatial intelligence are within our graspintelligence are within our grasp

Spatial Intelligence and Spatial Intelligence and Learning Are ImportantLearning Are Important

In an evolutionary context, spatial In an evolutionary context, spatial adaptation is vitaladaptation is vital

In modern life, spatial thinking is used both In modern life, spatial thinking is used both in everyday tasks and in reasoning and in 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

Basic AdaptationBasic Adaptation

Way FindingWay Finding

Tool MakingTool Making

Everyday LifeEveryday Life

Reasoning and CommunicationReasoning and Communication

Graphs and diagramsGraphs and diagrams

InferenceInference

AnalogyAnalogy

MetaphorMetaphor

Performance in STEM DisciplinesPerformance in STEM Disciplines

PhysicsPhysics

ChemistryChemistry

BiologyBiology

EngineeringEngineering

MathematicsMathematics

GeoscienceGeoscience

Predicting B.A. Degree AreasPredicting B.A. Degree AreasFromFrom Shea, Lubinski & Benbow (2001)Shea, Lubinski & Benbow (2001)

What We Still NeedWhat We Still Need

Do Do improvementsimprovements in spatial skill translate in spatial skill translate into greater STEM interest and ability?into greater STEM interest and ability? How important are any such effects?How important are any such effects?

How do such effects compare with other How do such effects compare with other influences, e.g., work-family conflicts?influences, e.g., work-family conflicts?

Do such effects reduce sex- and SES-based Do such effects reduce sex- and SES-based differences in STEM participation?differences in STEM participation?

Does Does earlyearly spatial skill relate to spatial skill relate to earlyearly STEM learning?STEM learning?


Spatial intelligence and learning Spatial intelligence and learning are importantare importantSpatial intelligence and learning Spatial intelligence and learning can be improvedcan be improved There are sex-linked and SES-linked There are sex-linked and SES-linked

differences in spatial intelligence--differences in spatial intelligence--addressing these differences is addressing these differences is important for social equityimportant for social equity

Spatial intelligence and learning Spatial intelligence and learning are critically under-studiedare critically under-studiedSpecific educational techniques Specific educational techniques to foster spatial intelligence are to foster spatial intelligence are within our graspwithin our grasp

Especially Important For GirlsEspecially Important For Girls

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Levine, Huttenlocher, Taylor & Langrock (1999)

Social Class Effects and the Male Social Class Effects and the Male Advantage Advantage

(Levine, Vasilyeva, Lourenco, Newcombe & (Levine, Vasilyeva, Lourenco, Newcombe & Huttenlocher, Huttenlocher, Psychological SciencePsychological Science, 2005), 2005)

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Aerial Maps Mental Rotation

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)

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Some Prior Reasons To Believe in Some 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)

New Data on MalleabilityNew Data on MalleabilityNew meta-analysis supports large training New meta-analysis supports large training effects, 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 Uttal David Uttal will present this later onwill present this later on

Two specific recent studies on improvement that Two specific recent studies on improvement that is is durabledurable and and transferabletransferable Terlecki, Newcombe & Little (Terlecki, Newcombe & Little (Applied Cognitive Applied Cognitive

PsychologyPsychology, 2008), 2008) Wright, Thompson, Ganis, Newcombe & Kosslyn Wright, Thompson, Ganis, Newcombe & Kosslyn

((Psychonomic Bulletin & ReviewPsychonomic Bulletin & Review, 2008), 2008)

Five Questions about Improvement Five Questions about Improvement in Mental Rotation Skillsin Mental Rotation Skills

What is the shape of long-term growth What is the shape of long-term growth trajectories?trajectories?

Does videogame training have effects exceeding Does 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 spatial and 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 transfer Do practice and training transfer, and is transfer durable?durable?

TrainingTrainingOne hour per week for a semesterOne hour per week for a semester Tetris or SolitaireTetris or Solitaire

Weekly MRT administrationWeekly MRT administration

Time Course of ImprovementTime Course of ImprovementTerlecki, Newcombe & Little, 2008Terlecki, Newcombe & Little, 2008

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Five New AimsFive New AimsTraining intensive enough to produce large Training intensive enough to produce large gains but shorter than a semestergains but shorter than a semesterNovel stimuli: to assess stimulus-specific Novel stimuli: to assess stimulus-specific versus general effectsversus general effectsSymmetric look at transfer: A to B and also Symmetric look at transfer: A to B and also B to AB to ANon-spatial task to make sure transfer is Non-spatial task to make sure transfer is spatially-specificspatially-specificComponential analysis: intercept versus Componential analysis: intercept versus slope effectsslope effects

Three TasksThree Tasks

TrainingTraining

21 consecutive 21 consecutive days, about 20 days, about 20 minutes per dayminutes per day

Either MRT or Either MRT or Paper FoldingPaper Folding

Transfer Across Spatial TasksTransfer Across Spatial TasksWright, Thompson, Ganis, Newcombe & Kosslyn, Wright, Thompson, Ganis, Newcombe & Kosslyn,

Psychonomic Bulletin & ReviewPsychonomic Bulletin & Review, 2008, 2008

Transfer Across Spatial TasksTransfer Across Spatial TasksWright, Thompson, Ganis, Newcombe & Kosslyn, Wright, Thompson, Ganis, Newcombe & Kosslyn,

Psychonomic Bulletin & Review, Psychonomic Bulletin & Review, 20082008

Goals for New Training StudiesGoals for New Training StudiesDelineate Delineate mechanismsmechanisms of improvement and of improvement and possible possible additivityadditivity of methods of methods Allowing for Allowing for tailoredtailored recommendations about recommendations about

sequencing and aptitude-treatment interactionssequencing and aptitude-treatment interactionsTim Shipley Tim Shipley will present progress report on an adult study will present progress report on an adult study of this kindof this kind

How should we best enhance spatial learning in How 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

More GoalsMore GoalsWhat are the neural correlates of improvements?What are the neural correlates of improvements? Do they provide clues as to mechanism?Do they provide clues as to mechanism?

How do we improve way finding skills?How do we improve way finding skills?

Is there far transfer from visualization to way Is there far transfer from visualization to way finding and vice versa?finding and vice versa?

(Again) What are the implications of (Again) What are the implications of improvements for STEM learning? improvements for STEM learning? Different at various ages?Different at various ages? Different for different disciplines or sub-areas?Different for different disciplines or sub-areas?

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)

The 2 by 2 FrameworkThe 2 by 2 FrameworkObject

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One Application of the Framework: One Application of the Framework: LanguageLanguage

Manner Verb

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Path Verb

PrepositionNoun

The Third Dimension:The Third Dimension:ScaleScale

Different processes for different scales Different processes for different scales (particularly peri-personal space)(particularly peri-personal space)

Object versus scene at many scalesObject versus scene at many scales

Domain General ProcessesDomain General ProcessesThere are many such processes and most of There are many such processes and most of them 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 Perceptual learningPerceptual learning

In addition, specific skills (e.g., understanding In addition, specific skills (e.g., understanding diagrams) involves non-spatial content mastery diagrams) involves non-spatial content mastery (e.g., of diagrammatic conventions)(e.g., of diagrammatic conventions)

Symbolic Representation

Language Brings up classic “language and thought”

issues

Spatial representations Maps Graphs Diagrams

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 Chatterjee Anjan Chatterjee willwill talk about this latertalk about this later

Dynamic Representations:Dynamic Representations:Mental Transformations May Be Mental Transformations May Be Formally But Not Psychologically Formally But Not Psychologically

EquivalentEquivalentRotate object (or array) vs move viewerRotate object (or array) vs move viewer

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Dynamic Scene Dynamic Scene RepresentationsRepresentations

Navigation 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 Nardi Daniele Nardi will present will present

work on this laterwork on this later

Most work of this kind is on Most work of this kind is on groups or normative groups or normative development—individual development—individual differences?differences?

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Morris Water MazeMorris Water Maze

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Morris Water MazeMorris Water Maze

Room Cue

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The Emergence of Place The Emergence of Place LearningLearning

Considerable evidence, from a wide variety of Considerable evidence, from a wide variety of techniques, that place learning depends on techniques, that place learning depends on hippocampushippocampus Animal studies: e.g., Morris, Garrud, Rawlins, & Animal studies: e.g., Morris, Garrud, Rawlins, &

O’Keefe (1982)O’Keefe (1982) Human studies: e.g., Holdstock et al. (2000) Human studies: e.g., Holdstock et al. (2000)

Place learning seems to emerge between Place learning seems to emerge between 18 and 24 months of age18 and 24 months of age

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New Research QuestionsNew Research Questions

• Are there individual differences in early place Are there individual differences in early place learning abilities?learning abilities?

• Do language and spatial representations Do language and spatial representations develop independently?develop independently?

• What is the relationship between the What is the relationship between the developing brain and emergent behavior?developing brain and emergent behavior?

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Balcomb & NewcombeBalcomb & NewcombeSubjectsSubjects Children aged 16-24 monthsChildren aged 16-24 monthsMaterialsMaterials 10’ diameter carpeted circle 10’ diameter carpeted circle

divided into quadrantsdivided into quadrants Battery operated puzzleBattery operated puzzleTask Task Locate puzzle hidden under Locate puzzle hidden under

carpetcarpet Remember puzzle locationRemember puzzle location

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ProceduresProceduresFamiliarizationFamiliarization

Learning Learning 4 trials to learn the puzzle’s location4 trials to learn the puzzle’s 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

Spatial ResultsSpatial Results

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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 goal found

-- -.2 (.35)

Intercorrelations between language and spatial searches

Conclusions and ImplicationsConclusions and Implications

Place learning and expressive language develop Place learning and expressive language develop independently in 16-24 month old childrenindependently in 16-24 month old children BUT--Acquisition of prepositions and place BUT--Acquisition of prepositions and place

learning do correlatelearning do correlateIndividual differences measure allows us to Individual differences measure allows us to address relations with other abilitiesaddress relations with other abilities Episodic memory (not spatial but should Episodic memory (not spatial but should

correlate)correlate) Mental rotation (spatial but may not correlate)Mental rotation (spatial but may not correlate) New way to address structure of intellect in New way to address structure of intellect in

comparative and neuroscience-inspired contextcomparative and neuroscience-inspired context

Some ExamplesSome ExamplesThe use of analogical comparison in teaching The use of analogical comparison in teaching geosciencegeoscience Dedre GentnerDedre Gentner

Understanding young children’s difficulties with Understanding young children’s difficulties with measurement—and ameliorating themmeasurement—and 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 toolkit Spatial toolkit will bring them togethewill bring them togetherr

Teachers Vary in Spatial InputTeachers Vary in Spatial Input(Levine & Huttenlocher)(Levine & Huttenlocher)

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And Input is Correlated with And Input is Correlated with Children’s Spatial GrowthChildren’s Spatial Growth

(Levine & Huttenlocher)(Levine & Huttenlocher)

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Parental Spatial Language in Parental Spatial Language in Four ContextsFour Contexts

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How Do We Accelerate Pace and How Do We Accelerate Pace and Scope of Study of These Issues?Scope of Study of These Issues?

Spatial Network at Spatial Network at www.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

educating spatial intelligence

Documents

importantspatial intelligence

graspspatial intelligence

spatial skills

spatial adaptation

spatial thinking

spatial intelligencenora

early stem learning

seslinked differences