The development of temporal concepts: Learning to locate events in time

A new model of the development of temporal concepts is described that assumes that there are substantial changes in how children think about time in the early years. It is argued that there is a shift from understanding time in an event-dependent way to an event-independent understanding of time. Early in development, very young children are unable to think about locations in time independently of the events that occur at those locations. It is only with development that children begin to have a proper grasp of the distinction between past, present, and future, and represent time as linear and unidirectional. The model assumes that although children aged 2 to 3 years may categorize events differently depending on whether they lie in the past or the future, they may not be able to understand that whether an event is in the past or future is something that changes as time passes and varies with temporal perspective. Around 4 to 5 years, children understand how causality operates in time, and can grasp the systematic relations that obtain between different locations in time, which provides the basis for acquiring the conventional clock and calendar system

The language of geometry : Fast Comprehension of Geometrical Primitives and rules in Human Adults and Preschoolers

Article Authors Metrics Comments Media Coverage Abstract Author Summary Introduction Results Discussion Supporting information Acknowledgments Author Contributions References Reader Comments (0) Media Coverage (0) Figures Abstract During language processing, humans form complex embedded representations from sequential inputs. Here, we ask whether a “geometrical language” with recursive embedding also underlies the human ability to encode sequences of spatial locations. We introduce a novel paradigm in which subjects are exposed to a sequence of spatial locations on an octagon, and are asked to predict future locations. The sequences vary in complexity according to a well-defined language comprising elementary primitives and recursive rules. A detailed analysis of error patterns indicates that primitives of symmetry and rotation are spontaneously detected and used by adults, preschoolers, and adult members of an indigene group in the Amazon, the Munduruku, who have a restricted numerical and geometrical lexicon and limited access to schooling. Furthermore, subjects readily combine these geometrical primitives into hierarchically organized expressions. By evaluating a large set of such combinations, we obtained a first view of the language needed to account for the representation of visuospatial sequences in humans, and conclude that they encode visuospatial sequences by minimizing the complexity of the structured expressions that capture them

Mathematical difficulties as decoupling of expectation and developmental trajectories

Recent years have seen an increase in research articles and reviews exploring mathematical difficulties (MD). Many of these articles have set out to explain the etiology of the problems, the possibility of different subtypes, and potential brain regions that underlie many of the observable behaviors. These articles are very valuable in a research field, which many have noted, falls behind that of reading and language disabilities. Here will provide a perspective on the current understanding of MD from a different angle, by outlining the school curriculum of England and the US and connecting these to the skills needed at different stages of mathematical understanding. We will extend this to explore the cognitive skills which most likely underpin these different stages and whose impairment may thus lead to mathematics difficulties at all stages of mathematics development. To conclude we will briefly explore interventions that are currently available, indicating whether these can be used to aid the different children at different stages of their mathematical development and what their current limitations may be. The principal aim of this review is to establish an explicit connection between the academic discourse, with its research base and concepts, and the developmental trajectory of abstract mathematical skills that is expected (and somewhat dictated) in formal education. This will possibly help to highlight and make sense of the gap between the complexity of the MD range in real life and the state of its academic science

How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children\u27s mathematical skills? A review of evidence from brain and behavior

Many studies have tested the association between number magnitude processing and mathematics achievement. However, results appear to be quite different depending on the number format used. When using symbolic numbers (digits), data consistent and robust across studies and populations have been found, with weaker performance associated with weak math achievement and dyscalculia. However, when using non-symbolic format (dots), many conflicting findings are reported. These inconsistencies might be explained by methodological issues. Alternatively, it might be that the processes measured by non-symbolic tasks are not particularly critical for school-relevant mathematics. A few neuroimaging studies have also shown the brain signature of these effects. During numerical magnitude processing, the degree of brain activation (mostly in parietal areas) varies with the children’s degree of math achievement, but the consistency of such relationships for symbolic and non-symbolic processing is unclear. These neurocognitive data provide ground for educational interventions, which seem to have positive effects on children\u27s numerical development in typical and atypical populations

The development of bottom-up and top-down interaction in the processing of goal-directed action

The study of action-cognition is driven by the assumption that what one can do motorically depends on what one can conceive of mentally, given a set of external opportunities (Rosenbaum, Cohen, & Jax, 2007). Therefore, a comprehensive theory of action development ought to integrate perceptual aspects of action processing with conceptual changes that give rise to increasingly abstract behaviours. How and why children progress to higher levels of organization in the processing and coordination of purposeful behaviour is a question that has been at the core of developmental research for decades. Various competences underlying early action processing and decision-making have been identified and linked to sophisticated mental operations later in life. However, considerably less is known about the relationships between perceptual and conceptual abilities and how they interact to shape action development. Goal-pursuit is achieved with increasing efficiency during the preschool period. In fact, by the age of first grade children show substantial abilities to regulate actions into hierarchically structured sequences of events that can be transferred across contexts (e.g., Levy, 1980; Bell & Livesey, 1985; Livesey & Morgan, 1991). The aim of this project was to investigate the perceptual and conceptual processes that drive these remarkable advances as they emerge during the preschool years. The studies in this thesis investigate top-down and bottom-up interactions in the processing of actions at various levels of abstraction. Employing a range of novel paradigms, the results of four studies highlight considerable advances in preschoolers’ abilities to organise actions in terms of goal hierarchies. Findings further highlight that the ability to extract structure at a basic level is readily achieved early in life, while higher-level action comprehension and planning abilities continue to develop throughout the childhood years

Competências matemáticas emergentes : desempenho neuropsicológico de crianças em cidade pré-escolar = emergent math skills : neuropsychological performance in prescholl - aged children

O presente trabalho insere-se no âmbito do emergente campo científico da Neurociência Educacional (também conhecida como Neuroeducação) e está organizado em duas principais abordagens, nas quais se estudam duas populações diferentes. A primeira abordagem subscreve a recomendação internacional sobre a importância de adotar uma visão da neurociência educacional para resolver alguns dos problemas educacionais. Nesta linha, uma pesquisa nacional foi realizada para analisar o conhecimento neurocientífico dos professores e as suas percepções sobre o significado da “ponte” entre a neurociência e a educação. Assim, dois estudos originais foram projetados para fornecer informação sobre o conhecimento dos professores e as suas crenças sobre o recente campo científico da neurociência educacional. Neste caso, a amostra coletada foi junto de professores do ensino pré-escolar ao ensino secundário [Estudo 1: Amostra com 627 professores de diferentes áreas de especialização com idades entre 25 e 65 anos (M = 41, DP = 9); Estudo 2: Participaram 583 professores com idades entre 25 e 61 anos (M = 41, DP = 9)]. A segunda abordagem refere-se à avaliação neuropsicológica e aborda um dos principais problemas atribuídos pela comunidade científica – os escassos instrumentos de medida (adaptados para o Português) para avaliar vários domínios neuropsicológicos. Três estudos experimentais foram realizados e um protocolo de avaliação neuropsicológica foi desenvolvido para este fim. Funções executivas, memória de trabalho visual-espacial, contagem dos dedos, percepção de pequenas quantidades sem proceder à contagem (subitizing) e a habilidade de usar funcionalmente os dedos e de os representar mentalmente (finger gnosis) foram os domínios trabalhados, a partir dos quais foram analisadas as suas relações com as competências matemáticas emergentes. Aqui, a população estudada foram crianças com idade pré-escolar [Estudo 3: Amostra composta por 137 crianças dos 3 aos 5 anos (M = 60, DP = 9; em meses); Estudo 4: Os participantes foram 30 crianças com 5 anos de idade ( 60-71 meses, M = 68, DP = 2.78 ); Estudo 5: Participaram 35 crianças com 5 anos de idade (M = 67.26, DP = 5.43), em meses]. Cada grupo de estudos experimentais, ou seja, os estudos correspondentes a cada abordagem, foram precedidos por revisões de literatura. Assim, são três os objetivos estruturais desta tese doutoral: (i) determinar se as perspectivas dos professores sobre a relação entre neurociência e educação (e seu conhecimento neurocientífico) dá a este campo científico a importância merecida (Estudos 1&2), (ii) adaptar para o Português o teste The Shape School para a sua utilização com crianças pré-escolares (Estudo 3), (iii) determinar se as capacidades matemáticas emergentes (pelo sistema do número aproximado e pelo conhecimento numérico) de crianças com idade pré-escolar é facilitada pelas funções executivas, memória de trabalho visuo-espacial, contagem de dedos, subitizing e a habilidade de usar funcionalmente os dedos (Estudos 4&5). Quanto aos resultados obtidos, na primeira abordagem, os estudos 1 e 2 fornecem evidências do interesse dos professores e do seu reconhecimento sobre o potencial da investigação neurocientífica na educação. No entanto, verificou-se também uma lacuna entre este interesse demonstrado e a proficiência na interpretação de informação científica, uma vez que os professores mostraram dificuldade em distinguir mitos de factos neurocientíficos. Os mitos “inteligências múltiplas”, “ensino dirigido aos estilos de aprendizagem (modelo VAK-Visual, Auditory, Kinaesthesic)” e “lado esquerdo do cérebro contra o lado direito do cérebro” foram os mais prevalentes. Os estudos desenvolvidos destacaram a importância de um processo de translação para que professores e neurocientistas possam colaborar. Em relação à avaliação neuropsicológica, ou seja, a segunda abordagem aqui tratada, os resultados do estudo 3 permitiram obter a adaptação Portuguesa do teste The Shape School que se revelou adequado para utilização quer em investigação, quer em contextos educacionais e clínicos. Com os estudos 4 e 5 identificaram-se os componentes que se relacionam com as competências matemáticas emergentes, destacando-se as funções executivas, subitizing e finger gnosis como preditores do conhecimento numérico. Assim, os vários estudos realizados neste âmbito suportam a necessidade de avaliação precoce dos domínios neuropsicológicos analisados, visto que parecem contribuir para uma melhor caracterização das competências matemáticas emergentes em crianças com idade pré-escolar. Considerando todos os resultados no seu conjunto, as conclusões destacam a necessidade de validade científica para a reforma do ensino, em geral, e para a educação da matemática, em particular, sob o campo da neurociência educacionalThe present work falls within the emerging field of Educational Neuroscience and is organized around two main approaches, studying two different populations. The first approach subscribes the international recommendation concerning the importance to adopt an educational neuroscience view to solving some of the educational problems. In this line, a national research was conducted to analyse the teacher’s neuroscientific knowledge and their perceptions about the “neuroscience-education bridge” meaning. Thus, two original researches were designed to analyse the teachers’ knowledge and beliefs concerning educational neuroscience. In this case, the sample collected was the Portuguese teachers from preschool to high school [Study 1: Sample with 627 teachers with ages ranged between 25 and 65 years (M=41; SD=9); Study 2: Participated 583 teachers from different areas of expertise, aged between 25 and 61 years (M=41; SD=9)]. The second approach refers to the neuropsychological assessment and addresses one of the main problems assigned by the research community – the few tools (adapted to Portuguese) to evaluate several neuropsychological domains. Three experimental studies were performed and a neuropsychological assessment protocol was developed for this purpose. Executive functions, visual-spatial working memory, finger counting, finger gnosis and subitizing were the studied domains, which were then correlated with early number knowledge. Here, the population studied was the Portuguese preschool-aged children [Study 3: Sample composed of 137 children from 3 to 5 years (M=60; SD=9; in months); Study 4: Participants were 30 children with 5 years-old (60-71 months; M=68, SD=2.78); Study 5: Collected 35 children with 5 years-old (M=67.26, SD=5.43), in months]. Each group of experimental studies, i.e., concerning each approach, were preceded by literature reviews. Therefore, the structural goals of this thesis are threefold: (i) determine whether the Portuguese teachers’ perspectives on the relationship between neuroscience and education (and their neuroscientific knowledge) gives to this field the significance deserved (Studies 1&2); (ii) adapt The Shape School test for the use of Portuguese preschoolers (Study 3); (iii) determine whether the emergent mathematical ability (by the approximate number system and the number knowledge) of Portuguese preschoolers is facilitated by the executive functions, visual-spatial working memory, finger counting, subitizing and finger gnosis (Studies 4&5). Concerning the findings, in the first approach, present studies provide evidence of the teachers’ interest and acknowledge of the potential of neuroscientific information in education, but also found a gap between their interest and proficiency in the interpretation of scientific information, since they showed difficulty of distinguishing myths from facts. Regarding the neuropsychological assessment, i.e., the second approach discussed here, the current studies support the need for early assessment of the components abilities analysed, which seem to contribute to a better characterisation of emerging numeracy skills in preschoolers. Taken all together, the conclusions highlight the need of scientific validity for reforming education, in general, and mathematics education, in particular, under the field of educational neuroscienc

Comparison of Manipulatives Effect on Academic Achievement in Preschool Math

Students in the United States tend to possess poor academic performance in mathematics compared to other developed countries. Despite the increased preschool enrollment and attendance, there are academic disparities among preschool students. Earlier exposure to mathematical concepts can positively affect student outcomes. Research supports the idea that early exposure and mastery of patterning skills and non-symbolic quantity knowledge are trajectories of math academic achievement during elementary and middle-level grades (Rittle-Johnson, Fyfe, Hofer, & Farran, 2016). Students who begin with mathematics deficiencies, without proper intervention, tend to continue to lack understanding of foundational math skills that are essential for proficiency in the following grade or skill. Using manipulatives in conjunction with classroom instruction has been shown to increase scores in some math skills significantly. Although many studies explored the effectiveness of physical and virtual manipulatives in mathematics, few investigate the relationship between the implementation of manipulative with preschool students and math learning acquisition. There is also a gap in the literature related to manipulatives’ effect on preschool students’ acquisition of patterning skills and non-symbolic quantity knowledge. The purpose of this study is to compare virtual and physical manipulatives effect on academic achievement when learning non-symbolic quantity knowledge and patterning skills in preschool. Ninety-one preschool students participated in the study and were randomly assigned into two intervention groups, physical and manipulative groups, and a control group. The Repeated Pattern and Panamath assessments were administered before and after instruction to assess patterning skills and non-symbolic quantity knowledge. A mixed ANOVA analysis found no significant difference between the physical and virtual manipulatives on patterning skills assessment scores. Additionally, there was no significant difference between the physical and virtual manipulatives and non-symbolic quantity knowledge scores in preschool students. Implications and recommendations for future research are also discussed

Counting and Basic Numerical Skills

The following chapter outlines a typical developmental trajectory of children’s early number knowledge and counting skills. Using a series of anecdotal demonstrations of a young child’s emergent knowledge as a guide, the chapter first outlines the conceptual and procedural building blocks for counting and basic numerical skills (Section 4.1 and 4.2), proceeds to an extended discussion of major conceptual achievements in counting (Section 4.3), and concludes with a review of our emerging understanding on how to best support and facilitate the development of these skills (Section 4.4). Throughout each of these sections, seminal studies are discussed to more clearly demonstrate the role of children’s intuitive number sense in the construction of natural number concepts; specific challenges that children confront as they acquire the verbal count list (including several conceptual and linguistic obstacles that are often overlooked in early childhood curricula and assessments); and the effectiveness of low-cost, practical interventions that can be adopted by educators and parents to support and facilitate development

Development of Spatial Preferences for Counting and Picture Naming

The direction of object enumeration reflects children’s enculturation but previous work on the development of such spatial preferences has been inconsistent. Therefore, we documented directional preferences in finger counting, object counting, and picture naming for children (4 groups from 3 to 6 years, N = 104) and adults (N = 56). We found a right-side preference for finger counting in 3- to 6-year-olds and a left-side preference for counting objects and naming pictures by 6 years of age. Children were consistent in their special preferences when comparing object counting and picture naming, but not in other task pairings. Finally, spatial preferences were not related to cardinality comprehension. These results, together with other recent work, suggest a gradual development of spatial-numerical associations from early non-directional mappings into culturally constrained directional mappings