Challenging the Computational Metaphor: Implications for How We Think

This paper explores the role of the traditional computational metaphor in our thinking as computer scientists, its influence on epistemological styles, and its implications for our understanding of cognition. It proposes to replace the conventional metaphor--a sequence of steps--with the notion of a community of interacting entities, and examines the ramifications of such a shift on these various ways in which we think

Assessing Vocabulary of Children: Investigating the Evaluation and Instruction of Basic Concepts

Vocabulary knowledge of preschool children is a key factor in predicting literacy success in elementary school (Hammer, Farkas, & Maczuga, 2010). However, few deliberate attempts to teach basic concept vocabulary have been studied (Bowers & Schwarz, 2013; Wilson, 2004). The purpose of this research is to determine if large group explicit instruction with interactive activities of specific basic concept vocabulary will increase preschool children\u27s understanding of basic concept terms when measured by a standardized basic concept assessment. This research will also assess the validity of a basic concept-curriculum based measure (BC-CBM) as an efficient tool to monitor a child\u27s understanding of basic concept vocabulary over time. There were 30 preschool children (M age=53.8 months) who participated in this experiment. Results demonstrated the standardized assessment and BC-BM raw scores improved through intervention. Further research is supported to evaluate the BC-CBM on a larger scale and control for more factors, which influence vocabulary development in children. Keywords: basic concept, vocabulary, preschool, assessmen

Beneficial effects of childhood selective dorsal rhizotomy in adulthood

Background: Selective dorsal rhizotomy (SDR) has been used to treat children with spastic cerebral palsy (CP) for over three decades. However, little is known about the outcomes of childhood SDR in adults.  Objectives: 1) To study the effects of childhood SDR on the quality of life and ambulatory function in adult life. 2) To determine late side effects of SDR in adults.   Methods: Adults (> 17.9 years) who underwent SDR in childhood (2 - 17.9 years) between 1987 and 2013 were surveyed in 2015. Patients completed a survey, including questions on demographic information, quality of life, health, surgical outcomes, motor function, manual ability, pain, braces/orthotics, post-SDR treatment, living situation, education level, work status, and side effects of SDR.  Results: In our study population of 294 patients (18.0 - 37.4 years), patients received SDR during the ages of 2.0 - 17.9 years and were followed up 2.2 to 28.3 years after surgery. Eighty-four percent had spastic diplegia, 12% had spastic quadriplegia, and 4% had spastic triplegia. The majority (88%) of patients reported improved post-SDR quality of life and 1% considered the surgery detrimental. Most (83%) would recommend the procedure to others and 3% would not. However, patients who would not recommend SDR to others ambulated with a walker or were not ambulatory at all prior to SDR. The majority (83%) of patients improved (30%) or remained stable (53%) in ambulation. Twenty-nine percent of patients reported pain, mostly in the back and lower limbs, with a mean pain level of 4.4 ± 2.4 on the Numeric Pain Rating Scale (NPRS). Decreased sensation in small areas of the lower limbs was reported by 8% of patients, though this did not affect daily life. Scoliosis was diagnosed in 28%, with 40% of these patients pursuing treatment. Whether scoliosis was related to SDR is not clear, though scoliosis is known to occur in patients with CP and also in the general population. Only 4% of patients underwent spinal fusion.  Orthopedic surgeries were pursued by 59% of patients. The most common orthopedic surgeries were hamstring lengthenings (31%), Achilles tendon lengthenings (18%), adductor lengthenings (16%), and derotational osteotomies (16%). Twenty-four percent of all patients later underwent hip surgery and 8% had surgeries on their knees.  Conclusion: Results of this study indicate that the beneficial effects of childhood SDR extend to adulthood quality of life and ambulatory function without late side effects of surgery

A Rule Set for the Future

This volume, Digital Young, Innovation, and the Unexpected, identifies core issues concerning how young people's use of digital media may lead to various innovations and unexpected outcomes. The essays collected here examine how youth can function as drivers for technological change while simultaneously recognizing that technologies are embedded in larger social systems, including the family, schools, commercial culture, and peer groups. A broad range of topics are taken up, including issues of access and equity; of media panics and cultural anxieties; of citizenship, consumerism, and labor; of policy, privacy, and IP; of new modes of media literacy and learning; and of shifting notions of the public/private divide. The introduction also details six maxims to guide future research and inquiry in the field of digital media and learning. These maxims are "Remember History," "Consider Context," "Make the Future (Hands-on)," "Broaden Participation," "Foster Literacies," and "Learn to Toggle." They form a kind of flexible rule set for investigations into the innovative uses and unexpected outcomes now emerging or soon anticipated from young people's engagements with digital media

Reading and company: embodiment and social space in silent reading practices

Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice

Emotional engagements predict and enhance social cognition in young chimpanzees

Social cognition in infancy is evident in coordinated triadic engagements, that is, infants attending jointly with social partners and objects. Current evolutionary theories of primate social cognition tend to highlight species differences in cognition based on human-unique cooperative motives. We consider a developmental model in which engagement experiences produce differential outcomes. We conducted a 10-year-long study in which two groups of laboratory-raised chimpanzee infants were given quantifiably different engagement experiences. Joint attention, cooperativeness, affect, and different levels of cognition were measured in 5- to 12-month-old chimpanzees, and compared to outcomes derived from a normative human database. We found that joint attention skills significantly improved across development for all infants, but by 12 months, the humans significantly surpassed the chimpanzees. We found that cooperativeness was stable in the humans, but by 12 months, the chimpanzee group given enriched engagement experiences significantly surpassed the humans. Past engagement experiences and concurrent affect were significant unique predictors of both joint attention and cooperativeness in 5- to 12-month-old chimpanzees. When engagement experiences and concurrent affect were statistically controlled, joint attention and cooperation were not associated. We explain differential social cognition outcomes in terms of the significant influences of previous engagement experiences and affect, in addition to cognition. Our study highlights developmental processes that underpin the emergence of social cognition in support of evolutionary continuity

Associations among Family Environment, Attention, and School Readiness for At-Risk Children

This study examined the developmental pathways from children’s family environment to school readiness within an at-risk sample (N = 1,701). Measures of the family environment (maternal parenting behaviors and maternal mental health) across early childhood were related to children’s observed sustained attention as well as to academic and behavioral outcomes at age 5 years. Results suggest specificity in the associations among attention and its correlates. Maternal parenting behaviors but not mental health explained individual differences in sustained attention, which in turn were associated with variability in children’s academic school readiness. Mediation tests confirmed that sustained attention partially accounted for the link between parenting behaviors and academic school readiness. While maternal mental health was associated with children’s behavioral school readiness, sustained attention did not play a mediating role. Findings indicate sustained attention as a potential target for efforts aimed at enhancing academic school readiness among predominantly poor and minority children.child development, educational success, parenting behaviors, school readiness, mental health

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming