Canada

As the theme of this year’s conference suggests, cognitive diversity among learners and educators is increasingly acknowledged. However, in our societies that increasingly require advanced education, training, and technical skills, the pressure to standardize learning objectives, delivery techniques and delivery tools, especially online, is high. In these situations, learners and educators of diverse cognitive phenotypes and abilities experience learning environments that are a poor match for their abilities, making effective delivery of educational content challenging.

CogSci 2022

Fostering shared intentionality for diverse learners through cross-sensory interaction design

workshop paper

Join us for CogSci2022! Our 44th Annual Conference will be centered around the theme of diversity, with an accompanying range of keynotes and invited speakers who themselves highlight the diversity of our field. Our three symposia are Cognition across Diverse Populations, Cognition within Diverse Societies, and Global Challenges for Cognitive Science. The conference is being offered in a fully hybrid environment for onsite and online attendees.
 
 [**The Program at a Glance can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/07/Cogsci-2022-PAAG-Detailed-July-12final-1.pdf)
 [**The Detailed Program can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/08/DeArmond-CogSci2022-program-v113-final.pdf)

This conference requires a registration to attend. Please use the link below to secure your ticket. The website will be available to all registered attendees on July 25th. 

[Register to Attend](https://cognitivesciencesociety.org/registration/)

Registration Is Required

The 44th Annual Meeting of the Cognitive Science Society highlighted research on the theme Cognitive Diversity in addition to the full breadth and diversity of research topics offered by the society’s membership. 





Recent work has suggested that cross-notation understanding (e.g., 2/5 vs. 0.25) is important for math outcomes. In this study, equivalent fraction, decimal, and percent stimuli were used to examine individual differences in cross-notation and within-notation comparison in undergraduate students (N=183). Hierarchical linear regression analyses suggested that cross-notation magnitude comparison accuracy added explanatory power beyond that of within-notation magnitude comparison accuracy in predicting fraction arithmetic calculation and estimation skills, as well as ACT scores. Additionally, participants did not perceive equivalent rational numbers as equivalent when expressed in different notations (e.g., percentages were perceived as larger than equivalent fractions or decimals). Undergraduate students were also randomly assigned to one of two number line interventions: one focused on emphasizing connections among fractions, decimals, and percentages and another focused on developing fraction magnitude representations. Both interventions yielded improvements in rational number understanding, but there were some greater benefits of the cross-notation intervention.

Monster Math Race: Chasing Integrated Number Sense

Because of its importance in academic achievement, especially in mathematics, training cognitive flexibility at school is a major issue. The present research investigates the effectiveness of a school-based intervention to improve proportion arithmetic problem solving. The study was conducted with 5th graders of 10 classes from 5 high-priority education schools in the Paris region. Students of the control and experimental groups took part in 8 learning sessions about proportion problem solving. The experimental group’s training focused on comparing and flexibly categorizing the problems in the hopes to help students achieve a deeper understanding of proportion problems. Results show that training flexible categorization allowed the experimental group to progress more than the control group, in both categorization and solving tasks. The educational implications of our results are discussed.

Training flexible categorization to improve arithmetic problem solving: A school-based intervention with 5th graders

This exploratory study provides evidence that middle-grade students' symbolic fraction knowledge relates to grounded and embodied cognitive learning processes such as spatial ability and anxiety. These findings (N = 89) are consistent with several previous findings on fraction knowledge and mathematics learning more generally while highlighting several novel associations. Three key findings include: 1) mental rotation and spatial visualization are specifically predictive of fraction knowledge scores; 2) spatial anxiety may moderate the relationship between spatial ability and fraction knowledge scores; and 3) fraction knowledge is not only grounded in processes operating at biological and cognitive timescales individually, but components of these processes are interconnected. Though exploratory, these findings may provide the foundations for future work exploring the mechanisms behind these associations.


Expanding Understandings of Embodied Mathematical Cognition in Students' Fraction Knowledge

This study investigated how the different components of mathematical language, quantitative language (e.g., more) and spatial language (e.g., after) relate to children’s performance in different domains of mathematics (numerical competencies, measurement, geometry). Our sample included 75 preschool children (Mage = 4 years 10 months). Children received measures of mathematical language and mathematical ability. We also assessed their general language and spatial skill, and investigated to which extent associations between mathematical language and mathematical abilities remained when these general skills were controlled for. Results indicated that both quantitative and spatial language were correlated with children’s numerical competencies, measurement and geometry scores. We further observed that spatial language, but not quantitative language, was a unique predictor of children’s mathematical abilities, particularly of their numerical competencies and their geometry performance, suggesting that spatial language is more critical than quantitative language. This relation between spatial language and mathematical ability disappeared when general language and spatial skill, were taken into account. Follow-up analyses further indicated that spatial language partially mediated the association between these general abilities and mathematical abilities. These findings present evidence on the link between distinct types of mathematical language and different mathematical abilities, and they emphasize the role of spatial language in children’s mathematical abilities.


Understanding mathematical development in preschool children: the association between mathematical language and mathematical abilities

Based on prior work, we predicted that traditional, 2-D counting books would be better than tactile counting books at promoting young children's numeracy. However, the first author suspected that the effect of tactility on learning would differ for Black versus non-Black children. To test this, we examined data from an existing project on preschoolers' learning from shared counting book reading. Participants included 325 preschoolers, ages 2 to 6, 41% of whom were Black. Findings suggest that race moderates the effect of tactility on numeracy. Non-Black children conformed to the original hypothesis that non-tactile counting books would be best for promoting children's numeracy, but Black children did not. This finding is important because much of the research on children's early numeracy is conducted with homogeneous, convenience samples, so theories and predictions are being built on incomplete data. Without studying diverse samples, the field risks making inaccurate conclusions about how children learn.


Race moderates the effect of tactility on children's learning from counting books

Following Griffiths and Tenenbaum (2006), we explore whether people use relevant social information to improve their already nearly optimal predictions about quantities in everyday events. We tested this question in two experiments involving quantities in three domains: cake baking times, movie runtimes, and podcast lengths. In Experiment 1, we found that participants were sensitive to the difference between relevant and irrelevant social information. In Experiment 2, we found that people consistently used relevant social information to adjust their predictions in the expected directions. We introduce an optimal social prediction model but find that it does not consistently perform better at accounting for our participants' social predictions than an optimal non-social prediction model. We conclude by discussing whether people use social information for prediction in an optimal way.


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Monster Math Race: Chasing Integrated Number Sense

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