Annie Murphy Paul of Mind/Shift writes that;
“Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.
First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to research published this month in the journal Psychological Science. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.
But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.
The good news is that spatial abilities can get better with practice. A meta-analysis of 217 research studies, published in the journal Psychological Science last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.
This last point is supported by a study published just last month in the Journal of Cognition and Development, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.
Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.
If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. A 2011 study from researchers at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.”
To read the full article by Annie Murphy Paul click here;
For years researchers have noticed that few women are choosing careers in STEM (Science, Technology, Engineering, and Math). To address this problem, “A group of industry and academic leaders gathered at Northeastern’s Seattle campus with what just might be a solution to that problem: video games.”
The group is called; “Girls GAMES, short for Girls Advancing in Math, Engineering, and Science, is a new collaboration between university partners and gaming companies in Seattle aimed at promoting STEM careers for women through the development of educational games. Though the main event is being held in Seattle … We know games can engage kids to learn, so let’s use games for real learning, and let’s use games to advance girls’ learning, interest, and aspirations in STEM,” said Tayloe Washburn, dean and CEO of Northeastern’s graduate campus in Seattle.”
- Guiding girl gamers to STEM careers (stuff.co.nz)
- Games to keep teenage girls enthralled with math, science (seattletimes.com)