News in the lab

Can spatial training improve outcomes in science, technology, engineering and math (STEM)?-- Article on line

Spatial skills are key to success in STEM fields, and research by Prof. David Uttal has shown that spatial skills can be taught. Now his new study will test whether spatial training actually leads to STEM achievement in school and beyond — an outcome that is important for the future of the U.S.

Recent Publications

Using symbols: developmental perspectives David H. Uttal and Lei Yuan-- download the paper here

The frequent and fluent use of symbols is a distinguishing characteristic of human thought and communication. Symbols free us from the bounds of our own direct experience and allow us to learn about the world from others. To use a symbol, children need to (1) understand the intention that led to the creation and use of the symbol, and (b) how the symbol relates to its referent. For example, to use a map, children need to know that it is intended to communicate spatial information, and how locations on the map correspond to locations in the world. In some cases, even very young children are capable of meeting both requirements. For example, infants quickly learn that people intend to communicate when they use words. Moreover, they quickly learn the meanings of many specific words and the objects or concepts that they stand for. In other cases, such as learning to use maps of large-scale space, children may struggle to understand what the symbol is intended to communicate and the specific relations between elements of the symbol and their referents in the world. Here we review the development of children’s understanding of words, photographs, scale models, maps, and text. We consider when and how children gain insight into the communicative intent of each of these symbols and how they learn to establish connections between the symbol and what it represents. This review helps to integrate research on the development of children’s understanding of a variety of symbol systems

The Malleability of spatial skills: A meta-analysis of training studies

Having good spatial skills strongly predicts achievement and attainment in STEM fields (e.g., Shea, Lubinski, & Benbow, 2001; Wai, Lubinski, & Benbow, 2009). Improving spatial skills is therefore of both theoretical and practical importance. To determine whether and to what extent training can improve these skills, we meta-analyzed 217 research studies, investigating the magnitude, moderators, durability and generalizability of training on spatial skills. After eliminating outliers, the average effect size (Hedges’ g) for training relative to control was .47 (SE = .04). Effect sizes were affected substantially by the presence and type of control groups. When treatment and control group improvements were considered separately, the mean effect size for trained groups was.62 (SE = .04), significantly larger than the effect size for control groups, .45 (SE = .04). Training effects were stable and were not affected by delays between training and post-testing. Training also led to both near and moderately far transfer. Considered together, the results suggest that spatially enriched education could pay substantial dividends in increasing participation in mathematics, science, and engineering.

Integrating Cognitive Science with Innovative Teaching in STEM Disciplines: Spatial Learning in STEM.

Friday, September 18, 2015: 8 a.m. to 5 p.m.
Saturday, September 19, 2015: 8 a.m. to 1 p.m.

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