I. Spatial Skills, Their Development, and Their Links to Mathematics

Verdine, Brian N.; Golinkoff, Roberta Michnick; Hirsh‐Pasek, Kathy; Newcombe, Nora S.

doi:10.1111/mono.12280

Cited by 130 publications

(79 citation statements)

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“…As mentioned earlier, models of developmental dyscalculia are compatible with Vandervert’s [4, 5, 30] interpretation of the cerebellar basis of Mandler’s (Fig. 2) conceptual primitives that include working memory, executive control, and visual-spatial learning, see Verdine, Golinkoff, Hirsh-Pasek and Newcombe [59] and von Aster and Shalev [58]. However, these models do not include studies of the possible contributions of inner speech in the cerebellum.…”

Section: Purposesupporting

confidence: 59%

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia

Vandervert¹

2017

cerebellum ataxias

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BackgroundMathematicians and scientists have struggled to adequately describe the ultimate foundations of mathematics. Nobel laureates Albert Einstein and Eugene Wigner were perplexed by this issue, with Wigner concluding that the workability of mathematics in the real world is a mystery we cannot explain. In response to this classic enigma, the major purpose of this article is to provide a theoretical model of the ultimate origin of mathematics and “number sense” (as defined by S. Dehaene) that is proposed to involve the learning of inverse dynamics models through the collaboration of the cerebellum and the cerebral cortex (but prominently cerebellum-driven). This model is based upon (1) the modern definition of mathematics as the “science of patterns,” (2) cerebellar sequence (pattern) detection, and (3) findings that the manipulation of numbers is automated in the cerebellum. This cerebro-cerebellar approach does not necessarily conflict with mathematics or number sense models that focus on brain functions associated with especially the intraparietal sulcus region of the cerebral cortex. A direct corollary purpose of this article is to offer a cerebellar inner speech explanation for difficulty in developing “number sense” in developmental dyscalculia.ResultsIt is argued that during infancy the cerebellum learns (1) a first tier of internal models for a primitive physics that constitutes the foundations of visual-spatial working memory, and (2) a second (and more abstract) tier of internal models based on (1) that learns “number” and relationships among dimensions across the primitive physics of the first tier. Within this context it is further argued that difficulty in the early development of the second tier of abstraction (and “number sense”) is based on the more demanding attentional requirements imposed on cerebellar inner speech executive control during the learning of cerebellar inverse dynamics models. Finally, it is argued that finger counting improves (does not originate) “number sense” by extending focus of attention in executive control of silent cerebellar inner speech.DiscussionIt is suggested that (1) the origin of mathematics has historically been an enigma only because it is learned below the level of conscious awareness in cerebellar internal models, (2) understandings of the development of “number sense” and developmental dyscalculia can be advanced by first understanding the ultimate foundations of number and mathematics do not simply originate in the cerebral cortex, but rather in cerebro-cerebellar collaboration (predominately driven by the cerebellum).ConclusionIt is concluded that difficulty with “number sense” results from the extended demands on executive control in learning inverse dynamics models associated with cerebellar inner speech related to the second tier of abstraction (numbers) of the infant’s primitive physics.

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Section: Purposesupporting

confidence: 59%

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia

Vandervert¹

2017

cerebellum ataxias

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“…The activities in Parkopolis (Figure ) draw on research on early STEM learning, targeting skills such as patterns (Rittle‐Johnson, Fyfe, Loehr, & Miller, ), numeracy and spatial skills (Geary, Bailey, & Hoard, ), geometry (Verdine et al., ), measurement (Szilágyi, Clements, & Sarama, ), and fractions (Fuchs et al., ). Parkopolis also targets domain‐general learning skills like executive functioning (i.e., working memory, cognitive flexibility, and inhibition; Diamond & Lee, ), approaches to learning (i.e., strategic planning, persistence, open‐mindedness, sustained focus, communication, and cooperation; Fantuzzo, Gadsden, & McDermott, ), and fluid reasoning (i.e., logical thinking and problem solving; Green, Bunge, Chiongbian, Barrow, & Ferrer, ).…”

Section: Learning Landscapes Projectsmentioning

confidence: 99%

Learning Landscapes: Where the Science of Learning Meets Architectural Design

Bustamante

Hassinger‐Das

Hirsh‐Pasek

et al. 2018

Child Dev Perspectives

Self Cite

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Rich learning opportunities in and out of school are critical for children to develop positively. Learning Landscapes is a new initiative that marries the fields of urban design and developmental science to bring playful learning opportunities to places where children and families spend time. Through this initiative, we have transformed parks, bus stops, grocery stores, and other public places into venues for playful learning interactions. In this article, we review the research on these projects, and map the vision and next steps of this initiative. By bringing learning opportunities to children and families who need it most, our goal is to equip parents and educators with the contexts and tools they need to support all children in developing the skills for success in school and life.

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“…More generally, there are stable individual differences in the ability to represent spatial information in both children (Lauer & Lourenco, ; Verdine et al, ) and adults (Verdine, Golinkoff, Hirsh‐Pasek, & Newcombe, ). This has attracted attention from researchers as visual form perception is thought to play a key role in the development of geometrical concepts (Izard & Spelke, ).…”

Section: Introductionmentioning

confidence: 99%

“…This has attracted attention from researchers as visual form perception is thought to play a key role in the development of geometrical concepts (Izard & Spelke, ). Educators and policy‐makers have also emphasized the importance of these skills, partly because individual differences in spatial perception and reasoning can predict success in STEM (Science, technology, engineering and mathematics)‐related disciplines (Verdine et al, ). However, it is unclear what drives the individual differences in spatial ability.…”

Section: Introductionmentioning

confidence: 99%

Play enhances visual form perception in infancy–an active training study

Schröder

Gredebäck

Gunnarsson

et al. 2019

Developmental Science

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Motor experiences and active exploration during early childhood may affect individual differences in a wide range of perceptual and cognitive abilities. In the current study, we suggest that active exploration of objects facilitates the ability to process object forms and magnitudes, which in turn impacts the development of numerosity perception. We tested our hypothesis by conducting a preregistered active exploration intervention with 59 8‐month‐old infants. The minimal intervention consisted of actively playing with and exploring blocks once a day for 8 weeks. In order to control for possible training effects on attention, we used book reading as a control condition. Pre‐ and post‐test assessments using eye‐tracking showed that block play improved visual form perception, where infants became better at detecting a deviant shape. Furthermore, using three control tasks, we showed that the intervention specifically improved infants' ability to process visual forms and the effect could not be explained by a domain general improvement in attention or visual perception. We found that the intervention did not improve numerosity perception and suggest that because of the sequential nature of our hypothesis, a longer time frame might be needed to see improvements in this ability. Our findings indicate that if infants are given more opportunities for play and exploration, it will have positive effects on their visual form perception, which in turn could help their understanding of geometrical concepts.

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I. Spatial Skills, Their Development, and Their Links to Mathematics

Cited by 130 publications

References 0 publications

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia

The Origin of Mathematics and Number Sense in the Cerebellum: with Implications for Finger Counting and Dyscalculia

Learning Landscapes: Where the Science of Learning Meets Architectural Design

Play enhances visual form perception in infancy–an active training study

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