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Park J, Varma K, Varma S. The role of executive function abilities in interleaved vs. blocked learning of science concepts. Front Psychol 2023; 14:1199682. [PMID: 38022929 PMCID: PMC10658001 DOI: 10.3389/fpsyg.2023.1199682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 09/21/2023] [Indexed: 12/01/2023] Open
Abstract
This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.
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Affiliation(s)
- Jimin Park
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Keisha Varma
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Sashank Varma
- School of Interactive Computing and School of Psychology, Georgia Institute of Technology, Atlanta, GA, United States
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Dumontheil I, Wilkinson HR, Farran EK, Smid C, Modhvadia R, Mareschal D. How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science? JOURNAL OF COGNITIVE ENHANCEMENT 2023; 7:257-275. [PMID: 38186609 PMCID: PMC10770252 DOI: 10.1007/s41465-023-00271-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 08/01/2023] [Indexed: 01/09/2024]
Abstract
Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children's mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296-314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017. Supplementary Information The online version contains supplementary material available at 10.1007/s41465-023-00271-0.
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Affiliation(s)
- Iroise Dumontheil
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Hannah R. Wilkinson
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Emily K. Farran
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Claire Smid
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Roshni Modhvadia
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Denis Mareschal
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
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Lin X, Yang W, Xie W, Li H. The integrative role of parenting styles and parental involvement in young children's science problem-solving skills. Front Psychol 2023; 14:1096846. [PMID: 37377695 PMCID: PMC10292753 DOI: 10.3389/fpsyg.2023.1096846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2022] [Accepted: 03/07/2023] [Indexed: 06/29/2023] Open
Abstract
Introduction How parents encourage and engage young children to learn science and solve scientific problems remains an understudied issue. Parenting styles have been widely studied and found to be associated with children's various developmental outcomes. However, there is a dearth of research linking parenting styles to early science skills which build from both cognitive and social abilities. This cross-sectional study intended to pilot test a mediation model of parental involvement in the relationship between parenting styles and children's science problem-solving skills. Methods A total of 226 children (M = 62.10 months, SD = 4.14, 108 girls) and their parents was recruited from five kindergartens in Fuzhou in China by adopting stratified random sampling. All parents completed the Demographics Questionnaire, the Parenting Style and Dimension Questionnaire, and the Chinese Early Parental Involvement Scale. Each child was tested with the Picture Problem Solving Task. Pearson's correlation analysis and intermediary effect analysis were conducted using IBM SPSS 25 in data analysis. Results and discussion Parental involvement had a significant mediating effect in the bidirectional associations between parenting styles and children's science problem-solving skills. The findings suggested that children with higher science problem-solving skills were likely to be raised by parents who were employing a flexible (i.e., authoritative) parenting style and had more involvement in children's formal and informal learning environments, while children's higher levels of science problem-solving skills predicted a higher level of parental involvement and a more flexible parenting style.
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Affiliation(s)
- Xunyi Lin
- College of Education, Fujian Normal University, Fuzhou, China
| | - Weipeng Yang
- Department of Early Childhood Education, Hong Kong Institute of Education, Tai Po, Hong Kong SAR, China
| | - Wanlin Xie
- College of Education, Fujian Normal University, Fuzhou, China
| | - Hui Li
- Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai, China
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Contributions of causal reasoning to early scientific literacy. J Exp Child Psychol 2022; 224:105509. [PMID: 35850022 DOI: 10.1016/j.jecp.2022.105509] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 06/16/2022] [Accepted: 06/17/2022] [Indexed: 11/21/2022]
Abstract
Although early causal reasoning has been studied extensively, inconsistency in the tasks used to assess it has clouded our understanding of its structure, development, and relevance to broader developmental outcomes. The current research attempted to bring clarity to these questions by exploring patterns of performance across several commonly used measures of causal reasoning, and their relation to scientific literacy, in a sample of 3- to 5-year-old children from diverse backgrounds (N = 153). A longitudinal confirmatory factor analysis revealed that some measures of causal reasoning (counterfactual reasoning, causal learning, and causal inference), but not all of them (tracking cause-effect associations and resolving confounded evidence), assess a unidimensional factor and that this resulting factor was relatively stable across time. A cross-lagged panel model analysis revealed associations between causal reasoning and scientific literacy across each age tested. Causal reasoning and scientific literacy related to each other concurrently, and each predicted the other in subsequent years. These relations could not be accounted for by children's broader cognitive skills. Implications for early STEM (science, technology, engineering, and math) engagement and success are discussed.
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Larsen NE, Venkadasalam VP, Ganea PA. Prompting Children's Belief Revision About Balance Through Primary and Secondary Sources of Evidence. Front Psychol 2020; 11:1503. [PMID: 32793028 PMCID: PMC7387500 DOI: 10.3389/fpsyg.2020.01503] [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: 03/11/2020] [Accepted: 06/05/2020] [Indexed: 11/14/2022] Open
Abstract
Prior evidence has shown that children's understanding of balance proceeds through stages. Children go from a stage where they lack a consistent theory (No Theory), to becoming Center Theorists at around age 6 (believing that all objects balance in their geometric center), to Mass Theorists at around age 8, when they begin to consider the distribution of objects' mass. In this study we adapted prior testing paradigms to examine 5-year-olds' understanding of balance and compared children's learning about balance from evidence presented through primary sources (a guided activity) or secondary sources (picture books). Most of the research on young children's understanding of balance has been conducted using a single object, weighted either proportionally (symmetrical object) or disproportionally (asymmetrical object). In this study, instead of using a single object, 5-year-olds (N = 102) were shown 4 pairs of objects, two with the same weight and two with different weight. Children were told to place the objects on a beam where they thought they would balance. We found evidence for an intermediate level of understanding. Transition Theorists represent children who have two distinct theories, one for balancing same weight objects, and one for balancing different weight objects, but one of these theories is incorrect. Following the assessment of children's understanding, we compared their learning about balance from evidence that was either presented through primary sources (a guided activity) or secondary sources (picture books). Children learn equally well from both sources of evidence. Findings are discussed in terms of theoretical and practical implications.
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Affiliation(s)
| | | | - Patricia A. Ganea
- Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON, Canada
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Wilkinson HR, Smid C, Morris S, Farran EK, Dumontheil I, Mayer S, Tolmie A, Bell D, Porayska-Pomsta K, Holmes W, Mareschal D, Thomas MSC. Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science. JOURNAL OF COGNITIVE ENHANCEMENT 2019; 4:296-314. [PMID: 32832846 PMCID: PMC7410229 DOI: 10.1007/s41465-019-00161-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 11/25/2019] [Indexed: 12/01/2022]
Abstract
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp 2 = .067) and STP (p < .01, ηp 2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp 2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.
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Affiliation(s)
- Hannah R. Wilkinson
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Claire Smid
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Su Morris
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Emily K. Farran
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Sveta Mayer
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Andrew Tolmie
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Derek Bell
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Learnus, London, UK
| | - Kaśka Porayska-Pomsta
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Wayne Holmes
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Nesta, London, UK
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Michael S. C. Thomas
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - The UnLocke Team
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
- Learnus, London, UK
- Nesta, London, UK
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Brookman‐Byrne A, Mareschal D, Tolmie AK, Dumontheil I. The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem-Solving in Adolescence. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2019; 13:211-223. [PMID: 32362934 PMCID: PMC7189624 DOI: 10.1111/mbe.12212] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2018] [Revised: 06/25/2019] [Accepted: 07/03/2019] [Indexed: 05/14/2023]
Abstract
Relational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem-solving, and participants (N = 36, 11-15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem-solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.
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Affiliation(s)
- Annie Brookman‐Byrne
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
| | - Andrew K. Tolmie
- Centre for Educational NeuroscienceUniversity of London
- Department of Psychology and Human Development, UCL Institute of EducationUniversity College London
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological SciencesBirkbeck, University of London
- Centre for Educational NeuroscienceUniversity of London
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The specificity of associations between cognition and attainment in English, maths and science during adolescence. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2018.11.012] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills. EDUCATION SCIENCES 2018. [DOI: 10.3390/educsci8030144] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children’s natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration, persistence, and other adaptive domain-general learning skills. Indeed, in any science experiment or engineering problem, children make observations, engage in collaborative conversations with teachers and peers, and think flexibly to come up with predictions or potential solutions to their problem. Inherent to science and engineering is the idea that one learns from initial failures within an iterative trial-and-error process where children practice risk-taking, persistence, tolerance for frustration, and sustaining focus. Unfortunately, science and engineering instruction is typically absent from early childhood classrooms, and particularly so in programs that serve children from low-income families. However, our early science and engineering intervention research shows teachers how to build science and engineering instruction into activities that are already happening in their classrooms, which boosts their confidence and removes some of the stigma around science and engineering. In this paper, we discuss the promise of research that uses early childhood science and engineering experiences as engaging, hands-on, interactive platforms to instill ATL and EF in young children living below the poverty line. We propose that early childhood science and engineering offer a central theme that captures children’s attention and allows for integrated instruction across domain-general (ATL, EF, and social–emotional) and domain-specific (e.g., language, literacy, mathematics, and science) content, allowing for contextualized experiences that make learning more meaningful and captivating for children.
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