Chutes and Ladders

Educating the Mathematical Brain
UWMadisonEducation. Nov 29, 2012

21:34 How much do we need to worry about molecular issues when we’re constructing bridges or space stations?
Science is always dealing with issues of levels

59:19 mental number line: Chutes and Ladders
Siegler & Ramani, 2009
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SPECIAL SECTION: THE DEVELOPMENT OF MATHEMATICAL COGNITION
Playing  linear  numerical  board  games  promotes  low-income children’s  numerical  development
Developmental  Science  11:5  (2008),  pp  655– 661
Robert  S.  Siegler  and  Geetha  B.  Ramani
Department  of  Psychology,  Carnegie  Mellon  University,  USA
http://www.psy.cmu.edu/~siegler/sieg-ram08.pdf

http://www.hasbro.com/en-us/product/chutes-and-ladders-game:1095F835-5056-9047-F548-2F4D0AEF4ACC

related:
Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games.
Ramani GB1, Siegler RS.
Child Dev. 2008 Mar-Apr;79(2):375-94.
http://www.ncbi.nlm.nih.gov/pubmed/18366429

Numerical Activities and Information Learned at Home Link to the Exact Numeracy Skills in 5-6 Years-Old Children.
Benavides-Varela S, Butterworth B, Burgio F, Arcara G, Lucangeli D, Semenza C.
Front Psychol. 2016 Feb 11;7:94.
http://www.ncbi.nlm.nih.gov/pubmed/26903902

When kids can identify numerals quickly, they have more working memory available to devote to solving math problems (Geary 2006)
http://www.parentingscience.com/preschool-board-game-math.html

Learning From Number Board Games: You Learn What You Encode.
Dev Psychol. 2013 Oct 7
Laski EV and Siegler RS.
http://www.parentingscience.com/preschool-board-game-math.html
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impulse control
M J Nathan

finding neuromarkers: the new eugenics

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Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence.
Psychol Sci. 2016 Feb;27(2):138-49.
Tucker-Drob EM1, Bates TC2.
http://www.ncbi.nlm.nih.gov/pubmed/26671911
A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non-United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
KEYWORDS:
behavior genetics; intelligence; open data; socioeconomic status

The impact of poverty on the development of brain networks.
Lipina SJ, Posner MI.
Front Hum Neurosci. 2012 Aug 17;6:238.

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