When autistic kids grow up, Chapter 2: “You need to go to college”
Chapter 2 follows Tempest McDonald's journey through higher education after earning a high-school equivalency degree and becoming a single mother.
How Children Design by Analogy: The Role of Spatial Thinking
Analogical reasoning is a common reasoning tool for learning and problem-solving. Existing research has extensively studied children’s reasoning when comparing, or choosing from ready-made analogies. Relatively less is known about how children come up with analogies in authentic learning environments. Design education provides a suitable context to investigate how children generate analogies for creative learning purposes. Meanwhile, the frequent use of visual analogies in design provides an additional opportunity to understand the role of spatial reasoning in design-by-analogy. Spatial reasoning is one of the most studied human cognitive factors and is critical to the learning of science, technology, engineering, arts, and mathematics (STEAM). There is growing interest in exploring the interplay between analogical reasoning and spatial reasoning. In this talk, I will share qualitative findings from a case study, where a class of 11-to-12-year-olds in the Netherlands participated in a biomimicry design project. These findings illustrate (1) practical ways to support children’s analogical reasoning in the ideation process and (2) the potential role of spatial reasoning as seen in children mapping form-function relationships in nature analogically and adaptively to those in human designs.
Fidelity and Replication: Modelling the Impact of Protocol Deviations on Effect Size
Cognitive science and cognitive neuroscience researchers have agreed that the replication of findings is important for establishing which ideas (or theories) are integral to the study of cognition across the lifespan. Recently, high-profile papers have called into question findings that were once thought to be unassailable. Much attention has been paid to how p-hacking, publication bias, and sample size are responsible for failed replications. However, much less attention has been paid to the fidelity by which researchers enact study protocols. Researchers conducting education or clinical trials are aware of the importance in fidelity – or the extent to which the protocols are delivered in the same way across participants. Nevertheless, this idea has not been applied to cognitive contexts. This seminar discusses factors that impact the replicability of findings alongside recent models suggesting that even small fidelity deviations have real impacts on the data collected.
Analogy and Spatial Cognition: How and Why they matter for STEM learning
Space is the universal donor for relations" (Gentner, 2014). This quote is the foundation of my talk. I will explore how and why visual representations and analogies are related, and why. I will also explore how considering the relation between analogy and spatial reasoning can shed light on why and how spatial thinking is correlated with learning in STEM fields. For example, I will consider children’s numbers sense and learning of the number line from the perspective of analogical reasoning.
Assessing the potential for learning analogy problem-solving: does EF play a role?
Analogical reasoning is related to everyday learning and scholastic learning and is a robust predictor of g. Therefore, children's ability to reason by analogy is often measured in a school context to gain insight into children's cognitive and intellectual functioning. Often, the ability to reason by analogy is measured by means of conventional, static instruments. Static tests are criticised by researchers and practitioners to provide an overview of what individuals have learned in the past and for this reason are assumed not to tap into the potential for learning, based on Vygotsky's zone of proximal development. This seminar will focus on children's potential for reasoning by analogy, as measured by means of a dynamic test, which has a test-training-test design. In so doing, the potential relationship between dynamic test outcomes and executive functioning will be explored.
Common elements: An innovative methodology for identifying effective interventions in early childhood education
Evidence-based education programmes, like many clinical interventions, are multi-faceted and can be expensive to implement. In this talk I will describe an alternative: distilling the common elements across many evidence-based programmes. Published programme manuals are selected through systematic review, then extensively coded and cross-referenced. Finally, the common elements that emerge are shared with practitioners as part of a ‘library’ of practices (rather than a holistic programme manual). Although the common elements methodology has been used in the prevention and intervention sciences, this project reflects the first attempt at applying this approach to early childhood education. I will describe the common elements methods and preliminary findings from our Nuffield-funded project, in collaboration with the Early Intervention Foundation. I will discuss the challenges and opportunities we have encountered, alongside our strategies for sharing evidence with practitioners in a digestible way.
Analogical Reasoning Plus: Why Dissimilarities Matter
Analogical reasoning remains foundational to the human ability to forge meaningful patterns within the sea of information that continually inundates the senses. Yet, meaningful patterns rely not only on the recognition of attributional similarities but also dissimilarities. Just as the perception of images rests on the juxtaposition of lightness and darkness, reasoning relationally requires systematic attention to both similarities and dissimilarities. With that awareness, my colleagues and I have expanded the study of relational reasoning beyond analogous reasoning and attributional similarities to highlight forms based on the nature of core dissimilarities: anomalous, antinomous, and antithetical reasoning. In this presentation, I will delineate the character of these relational reasoning forms; summarize procedures and measures used to assess them; overview key research findings; and describe how the forms of relational reasoning work together in the performance of complex problem solving. Finally, I will share critical next steps for research which has implications for instructional practice.
Analogical encodings and recodings
This talk will focus on the idea that the kind of similarity driving analogical retrieval is determined by the kind of features encoded regarding the source and the target cue situations. Emphasis will be put on educational perspectives in order to show the influence of world semantics on learners’ problem representations and solving strategies, as well as the difficulties arising from semantic incongruence between representations and strategies. Special attention will be given to the recoding of semantically incongruent representations, a crucial step that learners struggle with, in order to illustrate a promising path for going beyond informal strategies.
Comparing Multiple Strategies to Improve Mathematics Learning and Teaching
Comparison is a powerful learning process that improves learning in many domains. For over 10 years, my colleagues and I have researched how we can use comparison to support better learning of school mathematics within classroom settings. In 5 short-term experimental, classroom-based studies, we evaluated comparison of solution methods for supporting mathematics knowledge and tested whether prior knowledge impacted effectiveness. We next developed supplemental Algebra I curriculum and professional development for teachers to integrate Comparison and Explanation of Multiple Strategies (CEMS) in their classrooms and tested the promise of the approach when implemented by teachers in two studies. Benefits and challenges emerged in these studies. I will conclude with evidence-based guidelines for effectively supporting comparison and explanation in the classroom. Overall, this program of research illustrates how cognitive science research can guide the design of effective educational materials as well as challenges that occur when bridging from cognitive science research to classroom instruction.
So you want to be a neuroscientist?
Dr Juavinett will be presenting her book "So you want to be a neuroscientist?", which aims to give aspiring neuroscientists honest, informative insight about the field, as well as education and careers through it. The talk will be followed by a pub quiz (which is optional).
European University for Brain and Technology Virtual Opening
The European University for Brain and Technology, NeurotechEU, is opening its doors on the 16th of December. From health & healthcare to learning & education, Neuroscience has a key role in addressing some of the most pressing challenges that we face in Europe today. Whether the challenge is the translation of fundamental research to advance the state of the art in prevention, diagnosis or treatment of brain disorders or explaining the complex interactions between the brain, individuals and their environments to design novel practices in cities, schools, hospitals, or companies, brain research is already providing solutions for society at large. There has never been a branch of study that is as inter- and multi-disciplinary as Neuroscience. From the humanities, social sciences and law to natural sciences, engineering and mathematics all traditional disciplines in modern universities have an interest in brain and behaviour as a subject matter. Neuroscience has a great promise to become an applied science, to provide brain-centred or brain-inspired solutions that could benefit the society and kindle a new economy in Europe. The European University of Brain and Technology (NeurotechEU) aims to be the backbone of this new vision by bringing together eight leading universities, 250+ partner research institutions, companies, societal stakeholders, cities, and non-governmental organizations to shape education and training for all segments of society and in all regions of Europe. We will educate students across all levels (bachelor’s, master’s, doctoral as well as life-long learners) and train the next generation multidisciplinary scientists, scholars and graduates, provide them direct access to cutting-edge infrastructure for fundamental, translational and applied research to help Europe address this unmet challenge.