Roberta Golinkoff and Kathy Hirsh-Pasek were keynote speakers at the International Workshop on Advanced Learning Sciences (IWALS 2018) hosted by LRDC and held at the University of Pittsburgh, June 6-8, 2018. Roberta is the Unidel H. Rodney Sharp Professor of Education, Psychological and Brain Science, and Linguistics and Cognitive Science at the University of Delaware. Kathy is the Stanley and Debra Lefkowitz Faculty Fellow, and Director, Infant Language Laboratory, Department of Psychology at Temple University.
Michelene Chi was named the winner of the 19th David E. Rumelhart Prize in Cognitive Science. Often called “the Nobel Prize in Cognitive Science,” the award is presented annually to an individual or team making a significant contemporary contribution to the theoretical foundations of human cognition. “Micki” Chi is a Foundation Professor and the Dorothy Bray Professor of Science and Teaching at Mary Lou Fulton Teachers College at Arizona State University, where she has been a faculty member since 2008.
In the News. . .
Lindsay Page and her colleague Hunter Gehlbach published a blog post on The Brookings Institution site on September 11 about their work on summer melt. The post is titled "Freezing 'Summer Melt' in its Tracks: Increasing College Enrollment with AI." Read here
A New Look at Early Math Ability
Young children learn best from imitating what other people are doing – how their parents talk, games their peers’ games play, and the way their teachers solve problems. But how do children decide what to imitate in ambiguous situations like when a person is decorating a picture of a bug with different colored stamps? A new study by University of Pittsburgh psychology graduate student Emily Braham and collaborators examined what makes young children pay attention to numerical information when they imitate an adult’s actions. Children who spontaneously imitate the number of stamps on the bug regardless of their color or location tend to score higher on a standardized math test two years later. Braham’s findings provide parents with ways to incorporate math into everyday activities that can benefit their children’s math abilities.
Until now, little has been known about whether and how parents can encourage their children to focus on numbers without guidance or prompting. Braham’s work is the first to show that engaging children with numbers in the context of parent-guided play can increase children’s attention to numerical information. The study suggests that when parents interact naturally with their children in ways that involve numerical content, such as pretending to shop on a specific budget, that interaction sharpens children’s later spontaneous attention to number.
Braham’s research employs the playful approach to learning that many scholars perceive as being most beneficial at a young age. “Overall, these findings emphasize the value of creating learning situations that incorporate numbers into play,” Braham notes, “Studies such as this can provide parents with ideas for activities that improve their children’s opportunities to learn math. They can also assist children’s museum educators in crafting materials for effective, play-based learning that may boost children’s openness and attentiveness to math concepts.”
(Braham, E.J., Libertus, M.E., & McCrink. K. 2018. Children’s spontaneous focus on number before and after guided parent-child interactions in a children’s museum. Developmental Psychology, 54, 1492-1498).
Kudos . . .
Jamie Hanson, Psychology, was the recipient of the Steven D. Manners Award, for “Leveraging Ecological Momentary Assessments to Understand Associations Between Poverty, Stress Exposure and Environmental Volatility.”
The Institute for Learning (IFL) and the Center for Urban Education (CUE) in Pitt’s School of Education have received a five-year grant from the Bill & Melinda Gates Foundation to serve as a network improvement hub in literacy for 12 Dallas ISD schools.
Diane Litman, and Amanda Godley,
Ming-Te Wang, was awarded the Lyle Spencer Research Award for his work titled, "In Spite of Parents? Exploring the Value of Family Involvement in Educating African American Adolescents," which seeks to develop a comprehensive framework of best practices on how African American caretakers effectively advance their children’s educational outcomes in adolescence.
Selected Recent Publications
Baikadi, A., Demmans Epp, C., & Schunn, C. (2018). Participating by activity or by week in MOOCs. Information and Learning Science. Article here.
Betancur, L., Vortuba-Drzal, E., & Schunn., C. (2018). Socioeconomic gaps in science achievement. International Journal of STEM Education 5(38), 1-25. Article here.
Clarke, S. N., Resnick, L. B., & Rosé, C. P. (2018). Discourse analytics for classroom learning. Learning Analytics in Education, 139-153. Article here.
Hanson, J. L., Gilmore, A., Holmes, C. J., Yu, T., Barton, A. W., Beach, S. R., Galván, A., MacKillop, J., Windle, M., Chen, E., Miller, G. E., Sweet, L. H., & Brody, G. H. (2018). A family-focused intervention influences hippocampal-prefrontal connectivity through gains in self-regulation. Child Development. Article here.
Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2018). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 99, 1-17. Article here.
McKenney, S. & Schunn, C. D. (2018). How can educational research support practice at scale? Attending to educational designer needs. British Educational Research Journal, 1-17. Article here.
Meuris, J. & Leana, C. (2018). The price of financial precarity: Organizational costs of employee financial concerns. Organization Science, 29(3), 398-417. Article here.
Rice, C., Beekhuizen, B., Dubrovsky, V., Stevenson, S., & Armstrong, B. C. (2018). A comparison of homonym meaning frequency estimates derived from movie and television subtitles, free association, and explicit ratings. Behavior Research Methods, 50, 1-27. Article here.
Schneider, N. et al. (2018). A preliminary high-definition fiber tracking study of the executive control network in blast-induced traumatic brain injury. Journal of Neurotrauma. Article here.
Stiehl, E., Kossek & Leana, C. (2018). A multi-level model of care flow: Examining the generation and spread of care in organizations. Organizational Psychology Review, 8(1), 31-69. Article here.