In the first study of its kind, SF State researchers have shown that younger children who use gestures outperform their peers in a problem-solving task.
The task itself is relatively simple -- sorting cards printed with colored shapes first by color, and then by shape. But the switch from color to shape can be tricky for children younger than 5, says Professor of Psychology Patricia Miller.
In a new study due to be published in the August, 2013 issue of Developmental Psychology, Miller and SF State graduate student Gina O'Neill found that young children who gesture are more likely to make the mental switch and group the shapes accurately.
In fact, gesturing seemed to trump age when it came to the sorting performance of the children, who ranged from 2 and a half years old to 5 years old. In the color versus shape task, as well as one that asked children to sort pictures based on size and spatial orientation, younger children who gestured often were more accurate in their choices than older children who gestured less. The children's gestures included rotating their hands to show the orientation of a card or using their hands to illustrate the image on the card, for example gesturing the shape of rabbits' ears for a card depicting a rabbit.
"Gina and I were surprised by the strength of the effect. Still, the findings are consistent with a growing body of research showing that mind and body work closely together in early cognitive development," Miller said.
July 26, 2013
Ability to Learn New Words Based On Efficient Communication Between Brain Areas That Control Movement and Hearing
For the first time scientists have identified how a pathway in the brain which is unique to humans allows us to learn new words.
The average adult's vocabulary consists of about 30,000 words. This ability seems unique to humans as even the species closest to us - chimps - manage to learn no more than 100.
It has long been believed that language learning depends on the integration of hearing and repeating words but the neural mechanisms behind learning new words remained unclear.
Previous studies have shown that this may be related to a pathway in the brain only found in humans and that humans can learn only words that they can articulate.
The average adult's vocabulary consists of about 30,000 words. This ability seems unique to humans as even the species closest to us - chimps - manage to learn no more than 100.
It has long been believed that language learning depends on the integration of hearing and repeating words but the neural mechanisms behind learning new words remained unclear.
Previous studies have shown that this may be related to a pathway in the brain only found in humans and that humans can learn only words that they can articulate.
July 18, 2013
Singing helps students tune into a foreign language
Study provides the first experimental evidence that a listen-and-repeat singing method can support foreign language learning
Singing in a foreign language can significantly improve learning how to speak it, according to a new study published in Springer's journal Memory & Cognition.
Adults who listened to short Hungarian phrases and then sang them back performed better than those who spoke the phrases, researchers at the University of Edinburgh's Reid School of Music found.
People who sang the phrases back also fared better than those who repeated the phrases by speaking them rhythmically.
Singing in a foreign language can significantly improve learning how to speak it, according to a new study published in Springer's journal Memory & Cognition.
Adults who listened to short Hungarian phrases and then sang them back performed better than those who spoke the phrases, researchers at the University of Edinburgh's Reid School of Music found.
People who sang the phrases back also fared better than those who repeated the phrases by speaking them rhythmically.
July 16, 2013
Taste Rules for Kids and Healthy Food Choices
Sweet and salty flavors, repeat exposure, serving size and parental behavior are the key drivers in children’s food choices.
“Children’s decision making has few dimensions,” explained Dr. Adam Drewnowski (CQ), director of the Center for Public Health Nutrition and professor of epidemiology at the School of Public Health, University of Washington, Seattle.
Not surprisingly, children lean toward sweets like cookies, chocolate, fruits and juices as well as salty foods that make them feel full like French fries and pizza.
But environment, peer groups, family, and exposure to a variety of menu items play a key role in children’s food choices.
“Children’s decision making has few dimensions,” explained Dr. Adam Drewnowski (CQ), director of the Center for Public Health Nutrition and professor of epidemiology at the School of Public Health, University of Washington, Seattle.
Not surprisingly, children lean toward sweets like cookies, chocolate, fruits and juices as well as salty foods that make them feel full like French fries and pizza.
But environment, peer groups, family, and exposure to a variety of menu items play a key role in children’s food choices.
July 15, 2013
How to Keep Kids Engaged with Educational Games
If you want teams of students to stay engaged while playing educational games, you might want them to switch seats pretty often.
That’s one finding from a pilot study that evaluated how well middle school students were able to pay attention to game-based learning tasks.
Students at a Raleigh, N.C., middle school were divided into two-person teams for the pilot study.
Researchers from North Carolina State University then had each team test gaming concepts for an educational game called “Engage,” which allows only one student at a time to control gameplay.
The researchers were trying to determine how effective educational gaming tasks were at teaching computer science concepts, but were also monitoring how engaged each student was.
The researchers found that, for each team, the student actively performing the game tasks was much more likely to stay engaged – but that the second student would often lose focus.
“This is a very useful finding, because..."
That’s one finding from a pilot study that evaluated how well middle school students were able to pay attention to game-based learning tasks.
Students at a Raleigh, N.C., middle school were divided into two-person teams for the pilot study.
Researchers from North Carolina State University then had each team test gaming concepts for an educational game called “Engage,” which allows only one student at a time to control gameplay.
The researchers were trying to determine how effective educational gaming tasks were at teaching computer science concepts, but were also monitoring how engaged each student was.
The researchers found that, for each team, the student actively performing the game tasks was much more likely to stay engaged – but that the second student would often lose focus.
“This is a very useful finding, because..."
Educators Explore Innovative "Theater" as a Way to Learn Physics
In a study released last week, education researchers found that personifying energy allowed students to grapple with difficult ideas about how energy works.
Contrasted with more traditional lectures and graphs, this innovative instructional technique may be useful for teaching about other ideas in physical science, which commonly deals with things that change form over time.
Energy is a very important concept across many fields of science, and is a key focus of the new national science standards.
Energy is also a central player in several global issues, such as climate change and fuel economy.
However, energy is a challenging concept to fully understand.
Contrasted with more traditional lectures and graphs, this innovative instructional technique may be useful for teaching about other ideas in physical science, which commonly deals with things that change form over time.
Energy is a very important concept across many fields of science, and is a key focus of the new national science standards.
Energy is also a central player in several global issues, such as climate change and fuel economy.
However, energy is a challenging concept to fully understand.
Bilingual Children Have a Two-Tracked Mind
Adults learning a foreign language often need flash cards, tapes, and
practice, practice, practice.
Children, on the other hand, seem to pick up their native language out of thin air.
The learning process is even more remarkable when two languages are involved.
In a study examining how bilingual children learn the two different sound systems of languages they are acquiring simultaneously, Ithaca College faculty member Skott Freedman has discovered insights that indicate children can learn two native languages as easily as they can learn one.
Children, on the other hand, seem to pick up their native language out of thin air.
The learning process is even more remarkable when two languages are involved.
In a study examining how bilingual children learn the two different sound systems of languages they are acquiring simultaneously, Ithaca College faculty member Skott Freedman has discovered insights that indicate children can learn two native languages as easily as they can learn one.
July 9, 2013
Dip, Dip, Hooray -- Kids Eat More Veggies With Flavored Dips
Many parents have a difficult time persuading their preschool-aged children to try vegetables, let alone eat them regularly.
Food and nutrition researchers have found that by offering a dip flavored with spices, children were more likely to try vegetables -- including those they had previously rejected.
"Less than 10 percent of 4- to 8-year-olds consume the USDA (U.S. Department of Agriculture) recommended daily servings of vegetables," said Jennifer S. Savage, associate director of the Center for Childhood Obesity Research at Penn State. "
Even more striking is that over one-third of children consume no servings of vegetables on a typical day. We wanted to figure out a way to increase vegetable consumption."
Food and nutrition researchers have found that by offering a dip flavored with spices, children were more likely to try vegetables -- including those they had previously rejected.
"Less than 10 percent of 4- to 8-year-olds consume the USDA (U.S. Department of Agriculture) recommended daily servings of vegetables," said Jennifer S. Savage, associate director of the Center for Childhood Obesity Research at Penn State. "
Even more striking is that over one-third of children consume no servings of vegetables on a typical day. We wanted to figure out a way to increase vegetable consumption."
July 1, 2013
Place Matters in Analyzing Students’ Performance
Where a child lives makes a difference in how demographics and other factors influence algebra performance, and policies should take into account local variation, research from Washington University in St. Louis suggests.
Head Start children and parents show robust gains in new intervention
An eight-week intervention involving 141 preschoolers in a Head Start program and their parents produced significant improvements in the children's behavior and brain functions supporting attention and reduced levels of parental stress that, in turn, improved the families' quality of life.
The findings — from the first phase of a long-term research project by University of Oregon neuroscientists that will monitor the families over time — appear this week online in advance of regular publication in the Proceedings of the National Academy of Sciences.
The findings — from the first phase of a long-term research project by University of Oregon neuroscientists that will monitor the families over time — appear this week online in advance of regular publication in the Proceedings of the National Academy of Sciences.
June 25, 2013
Kids’ Reading Success Boosted by Long-Term Individualized Instruction
Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, according to new research published in Psychological Science, a journal of the Association for Psychological Science.
These findings come after a three-year study that followed several hundred Floridian students, who received varying amounts of individualized instruction, from first to third grade.
“Our results show that children need sustained, effective instruction from first through third grade if they are going to become proficient readers,” said psychological scientist Carol McDonald Connor of Arizona State University, who led the research team.
These findings come after a three-year study that followed several hundred Floridian students, who received varying amounts of individualized instruction, from first to third grade.
“Our results show that children need sustained, effective instruction from first through third grade if they are going to become proficient readers,” said psychological scientist Carol McDonald Connor of Arizona State University, who led the research team.
Language Intervention Levels Playing Field for English Language Learners
A new approach to teaching pre-kindergarten could take a bite out of the achievement gap and level the playing field for America’s growing population of English language learners, according to a recently published study by researchers at Vanderbilt’s Peabody College of education and human development.
“We are excited that we have helped teachers develop ways of teaching that result in such remarkable gains among children,” David K. Dickinson, professor of education and one of the project's leaders, said.
“Our teachers are committed to continuing using the approaches that are working, which means that many more children will benefit from being in their classrooms.”
“We are excited that we have helped teachers develop ways of teaching that result in such remarkable gains among children,” David K. Dickinson, professor of education and one of the project's leaders, said.
“Our teachers are committed to continuing using the approaches that are working, which means that many more children will benefit from being in their classrooms.”
June 24, 2013
Giving children non-verbal clues about words boosts vocabularies
The clues that parents give toddlers about words can make a big difference in how deep their vocabularies are when they enter school, new research at the University of Chicago shows.
By using words to reference objects in the visual environment, parents can help young children learn new words, according to the research.
It also explores the difficult-to-measure quality of non-verbal clues to word meaning during interactions between parents and children learning to speak.
For example, saying, “There goes the zebra” while visiting the zoo helps a child learn the word “zebra” faster than saying, “Let’s go to see the zebra.”
Differences in the quality of parents’ non-verbal clues to toddlers (what children can see when their parents are talking) explain about a quarter (22 percent) of the differences in those same children’s vocabularies when they enter kindergarten, researchers found.
By using words to reference objects in the visual environment, parents can help young children learn new words, according to the research.
It also explores the difficult-to-measure quality of non-verbal clues to word meaning during interactions between parents and children learning to speak.
For example, saying, “There goes the zebra” while visiting the zoo helps a child learn the word “zebra” faster than saying, “Let’s go to see the zebra.”
Differences in the quality of parents’ non-verbal clues to toddlers (what children can see when their parents are talking) explain about a quarter (22 percent) of the differences in those same children’s vocabularies when they enter kindergarten, researchers found.
June 20, 2013
Student Engagement More Complex, Changeable Than Thought
Pitt research paves way toward giving educators tools to recognize, correct disengagement among students
“Enhancing student engagement has been identified as the key to addressing problems of low achievement, high levels of student misbehavior, alienation, and high dropout rates.” – Pitt professor Ming-Te Wang
A student who shows up on time for school and listens respectfully in class might appear fully engaged to outside observers, including teachers.
But other measures of student engagement, including the student’s emotional and cognitive involvement with the course material, may tell a different story—one that could help teachers recognize students who are becoming less invested in their studies, according to a new study coauthored by a University of Pittsburgh researcher.
“Enhancing student engagement has been identified as the key to addressing problems of low achievement, high levels of student misbehavior, alienation, and high dropout rates.” – Pitt professor Ming-Te Wang
A student who shows up on time for school and listens respectfully in class might appear fully engaged to outside observers, including teachers.
But other measures of student engagement, including the student’s emotional and cognitive involvement with the course material, may tell a different story—one that could help teachers recognize students who are becoming less invested in their studies, according to a new study coauthored by a University of Pittsburgh researcher.
Narrowing the achievement gap: parents are the key
Schools know how important it is to engage parents in their child’s learning – and that this is not always easy.
A new study by the National Foundation for Educational Research (NFER) and the Oxford University Press (OUP) aims to help schools with this perennial challenge by highlighting the latest evidence on what makes for successful home-school relationships.
Evidence shows that parental engagement in education can improve academic performance among disadvantaged youngsters and that schools can contribute significantly to enabling this.
The most effective approaches take into account parents’ gender, cultural, linguistic or socio-economic background, and see schools working closely with other support agencies and experts to effect positive change for whole families such as improvements in literacy and employment opportunities.
A new study by the National Foundation for Educational Research (NFER) and the Oxford University Press (OUP) aims to help schools with this perennial challenge by highlighting the latest evidence on what makes for successful home-school relationships.
Evidence shows that parental engagement in education can improve academic performance among disadvantaged youngsters and that schools can contribute significantly to enabling this.
The most effective approaches take into account parents’ gender, cultural, linguistic or socio-economic background, and see schools working closely with other support agencies and experts to effect positive change for whole families such as improvements in literacy and employment opportunities.
June 19, 2013
Mindfulness can increase wellbeing and reduce stress in school children
Mental training could reduce symptoms of stress and depression and promote wellbeing among school children...
Mindfulness – a mental training that develops sustained attention that can change the ways people think, act and feel – could reduce symptoms of stress and depression and promote wellbeing among school children, according to a new study published online by the British Journal of Psychiatry.
With the summer exam season in full swing, school children are currently experiencing higher levels of stress than at any other time of year.
The research showed that interventions to reduce stress in children have the biggest impact at this time of year.
There is growing evidence that mindfulness-based approaches for adults are effective at enhancing mental health and wellbeing.
However, very few controlled trials have evaluated their effectiveness among young people.
Mindfulness – a mental training that develops sustained attention that can change the ways people think, act and feel – could reduce symptoms of stress and depression and promote wellbeing among school children, according to a new study published online by the British Journal of Psychiatry.
With the summer exam season in full swing, school children are currently experiencing higher levels of stress than at any other time of year.
The research showed that interventions to reduce stress in children have the biggest impact at this time of year.
There is growing evidence that mindfulness-based approaches for adults are effective at enhancing mental health and wellbeing.
However, very few controlled trials have evaluated their effectiveness among young people.
June 18, 2013
Not All Reading Disabilities Are Dyslexia: Lesser-Known Reading Disorder Can Be Easily Missed
A common reading disorder goes undiagnosed until it becomes problematic, according to the results of five years of study by researchers at Vanderbilt’s Peabody College of education and human development in collaboration with the Kennedy Krieger Institute/Johns Hopkins School of Medicine.
Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much reading research.
But that’s not the case with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words, according to lead investigator Laurie Cutting, Patricia and Rodes Hart Chair at Peabody.
Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much reading research.
But that’s not the case with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words, according to lead investigator Laurie Cutting, Patricia and Rodes Hart Chair at Peabody.
June 17, 2013
Fiber-optic pen helps see inside brains of children with learning disabilities
For less than $100, University of Washington researchers have designed a computer-interfaced drawing pad that helps scientists see inside the brains of children with learning disabilities while they read and write.
The device and research using it to study the brain patterns of children will be presented June 18 at the Organization for Human Brain Mapping meeting in Seattle.
A paper describing the tool, developed by the UW’s Center on Human Development and Disability, was published this spring in Sensors, an online open-access journal.
“Scientists needed a tool that allows them to see in real time what a person is writing while the scanning is going on in the brain,” said Thomas Lewis, director of the center’s Instrument Development Laboratory.
“We knew that fiber optics were an appropriate tool. The question was, how can you use a fiber-optic device to track handwriting?”
The device and research using it to study the brain patterns of children will be presented June 18 at the Organization for Human Brain Mapping meeting in Seattle.
A paper describing the tool, developed by the UW’s Center on Human Development and Disability, was published this spring in Sensors, an online open-access journal.
“Scientists needed a tool that allows them to see in real time what a person is writing while the scanning is going on in the brain,” said Thomas Lewis, director of the center’s Instrument Development Laboratory.
“We knew that fiber optics were an appropriate tool. The question was, how can you use a fiber-optic device to track handwriting?”
June 14, 2013
From the mouths of babes: The truth about toddler talk
The sound of small children chattering away as they learn to talk has always been considered cute – but not particularly sophisticated.
However, research by a Newcastle University expert has shown that toddlers’ speech is far more advanced than previously understood.
Dr Cristina Dye, a lecturer in child language development, found that two to three- year-olds are using grammar far sooner than expected.
However, research by a Newcastle University expert has shown that toddlers’ speech is far more advanced than previously understood.
Dr Cristina Dye, a lecturer in child language development, found that two to three- year-olds are using grammar far sooner than expected.
June 13, 2013
Yale researchers unravel genetics of dyslexia and language impairment
In previous studies, Gruen and his team found that dopamine-related genes ANKK1 and DRD2 are involved in language processing.
In further non-genetic studies, they found that prenatal exposure to nicotine has a strong negative affect on both reading and language processing. They had also previously found that a gene called DCDC2 was linked to dyslexia.
In this new study, Gruen and colleagues looked deeper within the DCDC2 gene to pinpoint the specific parts of the gene that are responsible for dyslexia and language impairment.
They found that some variants of a gene regulator called READ1 (regulatory element associated with dyslexia1) within the DCDC2 gene are associated with problems in reading performance while other variants are strongly associated with problems in verbal language performance.
In further non-genetic studies, they found that prenatal exposure to nicotine has a strong negative affect on both reading and language processing. They had also previously found that a gene called DCDC2 was linked to dyslexia.
In this new study, Gruen and colleagues looked deeper within the DCDC2 gene to pinpoint the specific parts of the gene that are responsible for dyslexia and language impairment.
They found that some variants of a gene regulator called READ1 (regulatory element associated with dyslexia1) within the DCDC2 gene are associated with problems in reading performance while other variants are strongly associated with problems in verbal language performance.
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