Does a Child’s use of LEGOs Improve Their STEM Capabilities?

LEGOs have been around for a while now and have been used by many children. The connection between the toys used by children and their life or educational skills have been studied in the past. Our study aims to display a connection between the usage of LEGOS and STEM capabilities. STEM stands for: Science, Technology, Engineering & Mathematics.  Specifically, we are testing for a longitudinal impact on STEM skills of children who play with LEGOs daily for one hour on school days. In this study, we dissected math capabilities into three components: numerical literacy, visuospatial working memory, and self-efficacy. We hypothesize that children who play with LEGOs Classic Block Set will display higher levels of numerical literacy, visuospatial working memory, and self-efficacy when tested two years after the completion of the LEGO after-school program.

Numerical Literacy is the person’s ability to understand mathematics. Additionally, a person’s ability to use mathematics to reason and solve mathematical problems, basic and complex, in real world situations. Volume, quantity, one to one correspondence, symmetry, patterns and etc. can all appear while playing with LEGOs. Addition and subtraction show up when you give a child a limited number of blocks to complete their entire project. Resulting in them beginning to understand that every piece has value. While doing so, they exhibit their innate ability to achieve their goal or accomplish the task. Wolgang, Stannard and Jones (2010) attempt to establish a correlation between the levels of LEGO play performance of young children and their later school (elementary, middle, and high school) achievement in mathematics. A group of 3 and 4 year old preschoolers (n=47) were measured during LEGO play and then were later examined after high school. The researchers in this study came to the conclusion that there is a statistical relationship early LEGO performance among preschool and achievement in mathematics. This gives us data in the mathematics aspect of STEM capabilities in children. Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children’s developing skills measured around kindergarten entrance would predict later reading and math achievement. Their results identified kindergarten math and reading readiness and attention as the primary long-term predictors but found no effects from social skills or internalizing and externalizing behavior.

Self-efficacy in math can be seen as performing in the best possible manner with the least waste of time and effort. Self-efficacy is a significant predictor of both the level of motivation for a task and ultimately task performance (Bandura & Locke, 2003); on average, individuals with high STEM self-efficacy perform better and persist longer in STEM disciplines relative to those lower in STEM self-efficacy. Say a child wants to build a bridge, they must figure out what it takes for the bridge to stand up. Children quickly learn that a tower made of a single column quickly falls, but with trial and error, they soon realize what it takes for that bridge to stand up, creating a stable base. There are so many important skills children learn from LEGOs and all they have to do is play.

Liu & Lin (2010) conducted a study that incorporated LEGO robotics and cooperative learning into the design of a course. During the course, preservice teachers had to finish their assignments by cooperating, solving problems and conducting team discussions. They then were instructed to complete questionnaires to understand the pros and cons of the design of the robotics course and the confidence in learning LEGO robotics. Results showed, that towards the end of the semester, students’ satisfaction with the cooperative robotics course had improved and it was beneficial for self-efficacy when learning LEGO robotics.

A crucial component to excelling in mathematics is visuospatial working memory. Research demonstrates a positive correlation between visuospatial working memory and mathematics examination scores within children (Allen, 2019). Further studies have displayed a connection between low visuospatial working memory with math anxiety and impaired learning of mathematics (Soltanlou, 2019). Improving the visuospatial working memory in children will provide a platform for adequately learning and comprehending mathematics. Nath & colleagues (2014) studied the connection between LEGOs and construction play on a child’s visuospatial working memory. Their data (n=66) displayed a positive correlation between the student’s ability to build with legos and their degree of visuospatial working memory. This suggest that LEGOs can improve a child’s visuospatial working memory, thus positively impacting their mathematical capabilities.

One study showed the connection between LEGO and mathematical skills. Their focus was on children in grade 7 and the usage of LEGO robotics into their math class (Casler-Failing, 2018). They were able to see that children using LEGO robots improved their math proportional reasoning skills. The connection between these two made us revolve our study on math skills since the use of LEGOs and technology is most practical in this subject. That way, the technology portion of STEM would still be included, just with a concentration on math. Due to the age of the participants in this study, we thought it’d be best to have a lower age range. We stuck to children in the second grade, up until they were in fourth grade and old enough to take the NYS science exam.

Another study sought to figure out whether engineering-based activities using LEGOs may affect the problem-solving skills and science performance of fourth grade students (Li, Y., Huang, Z., Jiang, M., & Chang, T.-W., 2016). They found that while science performance was relatively the same throughout both groups, their problem-solving abilities had improved (Li, et.al., 2016). For this reason, we decided to include some engineering based activities to see if they would specifically impact math and science problem-solving skills. In this study, students worked in groups and they noticed that boys took the lead for most of the activities and showed to have a greater improvement than girls in their problem-solving skills (Li, et.al., 2016).  For that reason, we decided to have students work individually instead of a group. That way, the girls would have an equal opportunity of the hands-on experience.

Method

Participants
Sixty second-grade (n=60) students will be selected at random for this experience. Students will be selected from various public schools. The sixty children will be divided into two groups; 30 students will be in the control group, while the remaining 30 students will be in the experimental group.

Materials
A “LEGO Classic Brick Set” will be provided to each child in the experimental group. Three validated assessments will be used at three points throughout the assessment. To measure numerical Literacy, we will use the Texas Assessment of Knowledge and Skills (TAKS; APA CITATION). For visuospatial working memory, we will use Working Memory Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001). To measure science capabilities, we will use the University of New York Grade 4 Elementary-Level Science Test (2018). To measure self-efficacy, we will use the Generalized Self-Efficacy scale (Schwarzer & Jerusalem, 1995).

Procedure
After-school program that provides one hour of LEGO playtime will be provided for the experimental group. This after-school program will last the duration of the school years from Grade 2 to Grade 4. The program will take place Monday through Friday for one hour. Each child will be provided with a personal “LEGO Classic Brick Set”. The hour-long program will entail independent LEGO play time as well as performing LEGO tasks given to them.
The final portion of the experiment will take place during the completion of 4th grade, in which the three validated surveys will be provided for the students. Upon the completion of the validated surveys, we will run an independent samples t-test, comparing the scores of the control group to the scores of the experimental group.

Anticipated Results
Several studies have led us to anticipate that the 30 experimental group students will display significantly higher scores in all three validated surveys. We expect the 30 students partaking in the LEGO after-school program to display high proficiency in numerical literacy, visuospatial working memory, as well as report higher levels of self efficiency. As hypothesized, we expect the 30 control group students, who did not partake in the after-school LEGO program, to display significantly lower scores in all three areas when compared to the experimental group. Because we are testing for three different factors that will impact a child’s math capabilities, there may be one or more factor/s that do/does not prove to be significant. We hope that by having students work individually, girls and boys who participate in the LEGO after-school program may show similar proficiency in each category.

Discussion
We believe our study is important because it would help educators create a better learning environment for their students where they are able to improve their STEM capabilities to the fullest extent. What’s new about our study is that we had a heavy reliance on mathematic skills as well as science skills. Other studies only discussed one or the other. By focusing on math and science, we were able to split math skills into three: numerical literacy, visuospatial working memory, and self-efficiency. What also sets us apart is the length of our study. We believe that a longer study would be helpful when looking at the long-term effect of LEGOs rather than a student’s immediate growth after using LEGOs for a short time.
We hypothesized that those who participate in the after-school LEGO program will score higher in the math surveys and science exam. This is because LEGOs have proven to improve problem-solving skills, especially when including technology and engineering-based activities. We hope that by having students work individually it limits the possibility of one student doing most of the work. Each student then has the opportunity of being able to improve their STEM capabilities.
It’s important that we also discuss factors that might affect our results or limit our study. For example, there is a possibility that students who begin the after-school program in the second grade might not continue to go up until they are in the 4^th grade. While we may try to have 100% attendance for those who are in the after-school program, it cannot be guaranteed. This factor affects the longitudinal study since it was designed for every day attendance and participation.  Depending on the number of student who do stay for the entire study, we may have a limited availability of data for long-term effects. This could be solved by possibly providing a survey or exam after each year of completing the LEGO program.

References:

Allen, K., Higgins, S., & Adams, J. (2019). The relationship between visuospatial working memory and mathematical performance in school-aged children: A systematic review. Educational Psychology Review.

LINK:https://doi-org.proxy.wexler.hunter.cuny.edu/10.1007/s10648-019-09470-8

Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of applied psychology, 88(1), 87.

LINK:https://pdfs.semanticscholar.org/7f79/435acb134ec9d0807fdb172913eb7eb40815.pdf

Casler-Failing, Shelli. (2018). The Effects of Integrating LEGO Robotics Into a Mathematics Curriculum to Promote the Development of Proportional Reasoning. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference. 2. 10.20429/stem.2018.020105.

LINK:https://www.researchgate.net/publication/323864319_The_Effects_of_Integrating_LEGO_Robotics_Into_a_Mathematics_Curriculum_to_Promote_the_Development_of_Proportional_Reasoning

Eric Zhi Feng Liu, Chun Hung Lin, & Chiung Sui Chang. (2010). Student Satisfaction and Self-Efficacy in a Cooperative Robotics Course. Social Behavior & Personality: An International Journal, 38(8), 1135–1146.

LINK: https://doi-org.proxy.wexler.hunter.cuny.edu/10.2224/sbp.2010.38.8.1135

Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental psychology, 46(5), 1008.

LINK: https://www.ncbi.nlm.nih.gov/pubmed/20822219

Li, Y., Huang, Z., Jiang, M., & Chang, T.-W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Journal of Educational Technology & Society, 19(3), 143–156.

LINK:http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-35586-004&site=ehost-live

Nath, S., & Szücs, D. (2014). Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children. Learning and Instruction, 32, 73–80.

LINK: https://doi-org.proxy.wexler.hunter.cuny.edu/10.1016/j.learninstruc.2014.01.006

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.

LINK: https://www.drugsandalcohol.ie/26768/1/General_Self-Efficacy_Scale%20(GSE).pdf

Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Ehlis, A.-C., & Nuerk, H.-C. (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology, 10.

LINK:https://doi-org.proxy.wexler.hunter.cuny.edu/10.3389/fpsyg.2019.00089

University of the State of New York. (2018) Grade 4 Elementary-Level Science Test. Written Test

LINK: http://www.nysedregents.org/grade4/science/618/els62018-exam-ac.pdf

Wolfgang, H. “Advanced Constructional Play with LEGOs Among Preschoolers as a Predictor of Later School Achievement in Mathematics.” Early child development and care 173.5 (2003): 467-475.

LINK:https://www.researchgate.net/publication/247499664_Advanced_constructional_play_with_LEGOs_among_preschoolers_as_a_predictor_of_later_school_achievement_in_mathematics

Tables and Figures

Appendix

Chapter 7 Exercise 2: Read two empirical articles. What could have gone wrong in these studies? Were any precautions taken against adverse consequences that were described in the research paper?

Physical Activity and Child Depressive Symptoms: Findings From the QLSCD
In this study, the parents were the ones to answer questions regarding the mental and physical health of their children. Ideally, parents would know everything that’s going on with their child, oftentimes depressive symptoms might be overlooked. Or the opposite, normal behaviors might be confused with symptoms. Children may just be too tired from past physical activity to be able to engage in further activities which may be confused with a symptom of depression. This could be solved by making sure that children have their own time to relax or even take a nap. From my understanding of the article, though the idea that symptoms may not be entirely accurate, they took no precautions against fatigued children.

Infant Approach and Withdrawal in Response to a Goal Blockage: Its Antecedent Causes and Its Effect on Toddler Persistence
In this study, infants are observed while playing where they were rated on their temperament as well as their emotional responses to goal blockage. These infants were between 2 to 20 months of age so there is a possibility of them crying. While they are prepared for these reactions to record and keep as data, there is no guarantee that the baby will be able to be comforted by their mother in a timely matter. Some babies cry more than others and are more fussy, making it difficult to complete the study in the time they originally wanted. A precaution they had taken is that at the request of the mother, they let the baby sit on their lap. This ensured that the baby would be comfortable, as well as the mother, and for things to run smoothly.

Chapter 10 Exercise 1: Write a cover letter to a journal editor here. Have your lab mate or classmate review the letter.

To Whom it May Concern,
My name is Kayla Zuniga and I am writing to submit my group & I’s manuscript on LEGO/Building Blocks improving STEM capabilities in children. Many studies have indicated that incorporation of LEGOs have an impact on special capabilities. I hope you will have the time to help us with the review of this manuscript.
We are serving as undergraduate students in our Developmental Psychology class and we believe this manuscript is is appropriate for the assignment we were given. I believe your expertise in developmental psychology would be beneficial to us, making you the ideal reviewer for this paper.
The research in this paper is designed to investigate the use of LEGOS and it being a great way for children to better develop their cognitive and motor skills. We contain many studies and references to explore the various effects. Our fin
dings were convincing to say the least, making LEGOs beneficial to cognitive abilities.
We declare this manuscript is original and has been read by all of the authors. Please let us know if you will be able to accept this invitation. Should you accept my invitation to review our paper, you will be emailed on how to access our paper. Thank you for your consideration.
Warm Regards,
Kayla Zuniga, Isabel Bernstein and Yesica Escorza

Chapter 10 Exercise 2: Select and read a journal article. Pretend you are a reviewer for the journal. Write your responses to the authors. You might even try this exercise for your own research papers.

Racial and Ethnic Disparities in Pediatric Mental Health
Alegria and colleagues (2010) highlight the racial disparities of mental healthcare within pediatrics. They go into detail of the consistent disparities that disproportionately impact black American youth and their desire to seek help. The data discovered that the black American children are extremely influenced by their community in regards to their desire to seek help for mental illness.
One component of this article that I don’t believe received enough focus is the internalization of stigma among black adolescents. The article discusses the multitude to factors keeping minority children from seeking mental health treatment, including: stigma, socioeconomic status, and parental views on health care. There is no shortage of discussion about socioeconomic status and how it can impact one’s mental health, however there should be a greater focus on the other components, such as internalized stigma, which seems to be brushed over in their article.

Youtube Video: https://www.youtube.com/watch?v=BpEQXU1YPe4&feature=youtu.be

Adams, K. D. (2012). Access to math activities for children with disabilities by controlling lego robots via augmentative and alternative communication devices. Dissertation Abstracts International: Section B: The Sciences and Engineering. ProQuest Information & Learning. Retrieved from http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2012-99040-130&site=ehost-live

Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., & Verschaffel, L. (2018). Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies. Early Childhood Research Quarterly, 44, 231–241. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1016/j.ecresq.2017.12.009

Brosnan, M. J. (1998). Spatial ability in children’s play with Lego blocks. Perceptual and Motor Skills, 87(1), 19-28.

LINK: https://psycnet.apa.org/record/1998-12592-002

Sex differences in spatial ability have been argued to originate from sex differences in children’s play preferences. Child (30 boys and 20 girls) were asked to construct a specific three-dimensional model using Lego blocks and were also given the Shepard and Metzler test of mental rotation. Those who played with the legos scored higher in spatial ability than those who did not. Spatial thinking concerns the positions of objects, their shapes, their spatial relations to one another and the movement they make. This is beneficial to our question because once spatial abilities go hand and hand with STEM capabilities.

Caldera, M. “Children’s play preferences, construction play with blocks, and visual-spatial skills: Are they related?” International journal of behavioral development 23.4 (1999): 855-872.

Casler-Failing, S. (2017). The effects of integrating LEGO robotics into a mathematics curriculum to promote the development of proportional reasoning (Order No. 10204060). https://search-proquest.com.proxy.wexler.hunter.cuny.edu/docview/1937916116?accountid=27495

The incorporation of LEGO robotics has a significant impact on the proportional reasoning skills of 7th graders (Casler-Failing, S., 2017).  In an experiment conducted to test the impacts of LEGO robotics, quantified data displayed that LEGOs improve student’s involvement and engagement in class, as well as their overall constructional and proportional reasoning skills in their mathematics abilities. This experiment aids in our research by providing helpful, quantifiable data on the subject of legos and STEM capabilities. Furthermore, it provides us with unique data regarding student involvement. This suggests this form of learning in potentially more enjoyable, thus creating heavier engagement in STEM subjects.

Cohen, L. E., & Emmons, J. (2017). Block play: Spatial language with preschool and school-aged children. Early Child Development and Care, 187(5–6), 967–977. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/03004430.2016.1223064

Cook, A. M., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). Using Lego robots to estimate cognitive ability in children who have severe physical disabilities. Disability and Rehabilitation: Assistive Technology, 6(4), 338-346.

LINK: http://ibcces.org/learning/wp-content/uploads/sites/4/2018/03/Cognitive-Research_Assisted-Technology3_2017.pdf

Coxon, S. V. (2012). The malleability of spatial ability under treatment of a FIRST LEGO league-based robotics unit (Order No. 3492309). Available from ProQuest Dissertations & Theses A&I. (916772349). Retrieved from https://search.proquest.com/docview/916772349

Coxon and colleagues (2012) found that although spatial abilities are extremely crucial to the development of STEM proficiency, they are rarely a part of early childhood academic curriculums. Their experiment included pre- and post-tests for spatial ability. In between the tests, they had the experiment group work on lego-robotic tasks. The men in experimental group displayed significant improvement on the spacial post-test. This experiment is relevant to our research because it provides us with data involving improvements of special abilities after LEGO usage, as well as an explanation of the importance of spatial abilities, which are not usually added to the curriculum of early childhood education. This, furthermore, it examines the impact of the absence of these programs on children, displaying a greater need for research on the topic to prevent the discouragement of STEM proficiency.

Coxon, S. V., Dohrman, R. L., & Nadler, D. R. (2018). Children using robotics for engineering, science, technology, and math (CREST-M): The development and evaluation of an engaging math curriculum. Roeper Review: A Journal on Gifted Education, 40(2), 86–96. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/02783193.2018.1434711

Geer, E. A., Quinn, J. M., & Ganley, C. M. (2019). Relations between spatial skills and math performance in elementary school children: A longitudinal investigation. Developmental Psychology, 55(3), 637–652. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1037/dev0000649.supp (Supplemental)

LINK: http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2018-63825-001&site=ehost-live

Gura, M. (2012). Lego Robotics: STEM Sport of the Mind. Learning & Leading with Technology, 40(1), 12-16.
https://files.eric.ed.gov/fulltext/EJ991224.pdf

Flapper, B. C., Houwen, S., & Schoemaker, M. M. (2006). Fine motor skills and effects of methylphenidate in children with attention-deficit–hyperactivity disorder and developmental coordination disorder. Developmental medicine and child neurology, 48(3), 165-169.

LINK:https://books.google.com/books?id=QiElDwAAQBAJ&pg=PA75&lpg=PA75&dq=flapper,+b+c+,+houwen,+s+,+%26+schoemaker,+m+m+(2006)+fine+motor+skills+and+effects+of+methylphenidate+in+children+with+attention+deficit%E2%80%93hyperactivity+disorder+and+develop

Freeman, L. A. (2003). Simulation and role playing with LEGO® blocks. Journal of Information Systems Education, 14(2), 137-144.

LINK:https://www.researchgate.net/publication/228422635_Simulation_and_role_playing_with_LEGOR_Blocks

Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5. http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-40896-001&site=ehost-live

Hu, X., Zheng, Q., & Lee, G. T. (2018). Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting. Journal of autism and developmental disorders, 48(7), 2444-2457.

LINK: http://scholar.google.com/citations?user=yuJ555wAAAAJ&hl=en

The use of LEGOS is a great way for children to better develop their cognitive and motor skills. The purpose of this study was to examine the effects of a peer-mediated LEGO play intervention on improving social skills for children with ASD in an inclusive preschool in China. Results indicated that all three participants with ASD increased their social initiations and responses after completing the intervention. This study supports our question because it gives us insight on the use of LEGOs in children with autism.

Karp, T., Gale, R., Lowe, L. A., Medina, V., & Beutlich, E. (2010). Generation NXT: Building Young Engineers With LEGOs. IEEE Transactions on Education, 53(1), 80-87. doi:10.1109/te.2009.2024410

Langer, C., & Strothotte, C. (2007). The benefits of integrating LEGO mindstorms into design education: Course” Media Systems”. In DS 43: Proceedings of E&PDE 2007, the 9th International Conference on Engineering and Product Design Education, University of Northumbria, Newcastle, UK, 13.-14.09. 2007.

Link: https://www.designsociety.org/download-publication/28417/the_benefits_of_integrating_lego_mindstorms_into_design_education_course_media_systems

Laura Stannard, Charles H. Wolfgang, Ithel Jones & Pamela Phelps (2001) A Longitudinal Study of the Predictive Relations Among Construction Play and Mathematical Achievement, Early Child Development and Care, 167:1, 115-125, DOI: 10.1080/0300443011670110

Lemons, G., Carberry, A., Swan, C., Jarvin, L., & Rogers, C. (2010). The benefits of model building in teaching engineering design. Design Studies, 31(3), 288-309. doi:10.1016/j.destud.2010.02.001

This study uses LEGOS in order to teach engineering. Participants were told to use legos to build and they found that building helped them become more creative. They were able to create their own ideas. This is relevant to our research study because it let’s us know the effects of using LEGOs. In this case, legos directly affect the creativity in the Engineering part of STEM.

LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of autism and developmental disorders, 34(5), 557-571.

LINK:https://www.researchgate.net/publication/8101595_Use_of_LEGO_as_a_Therapeutic_Medium_for_Improving_Social_Competence

Li, Y., Huang, Z., Jiang, M., & Chang, T.-W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Journal of Educational Technology & Society, 19(3), 143–156.

LINK:http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-35586-004&site=ehost-live

Incorporating Legos into fourth grade student’s curriculum was shown to have significant effects on their problem solving abilities (Li, Y & colleagues 2016). Within this controlled study, student’s who partook in lego play displayed stronger problem solving capabilities within science classes, as opposed to students who were not assigned to play with legos. Problem solving skills were quantified using pre- & post-tests on spacial and scientific problem solving. Our research topic states that legos will have a significantly improve children’s STEM capabilities. This experiment is very relevant to our research topic because it provides us with data regarding improvements in scientific problem solving after the use of Lego building blocks.

Mutaf Yildiz, B., Sasanguie, D., De Smedt, B., & Reynvoet, B. (2018). Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading. British Journal of Developmental Psychology, 36(2), 354–370. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1111/bjdp.12235

This study focuses on how home activities affect mathematical skills in children. These home activities included book reading and Lego building. They compared how each of these activities might have affected the math skills differently. This is different in that most studies include questionnaires rather than hand on activities to study the effects of math skills. This helps with our research topic because it gives us insight on the Math aspect of our study. Learning about whether or not Legos may be helpful for children in the future helps us better understand our topic and how to approach it experimentally.

Nath, S., & Szücs, D. (2014). Construction play and cognitive skills associated with the development of mathematical abilities in 7-year-old children. Learning and Instruction, 32, 73–80.
https://doi-org.proxy.wexler.hunter.cuny.edu/10.1016/j.learninstruc.2014.01.006

Swiya Nath & colleagues (2014) designed an experiment to test their hypothesis regarding constructional play and its impact on mathematical capabilities. Using a sample size N=66 of 7 year old children, they tested both their lego spacial building capabilities as well as their math proficiency. The math test used validated scores, adding to the credibility of the design. They found significant results, displaying that children’s lego building capabilities were significantly positively correlated with their math proficiency test scores. This study is extremely applicable to our research topic, which examines the connection between STEM capabilities and use of legos within childhood. Providing us with quantifiable data that displays a linear connection between math abilities and lego building brings us closer to understanding the impacts of Lego building blocks on cognitive development.

Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of early fine and gross motor development on later motor and cognitive ability. Human movement science, 27(5), 668-681.

LINK: https://www.ncbi.nlm.nih.gov/pubmed/18242747

Sarama, J., & Clements, D. H. (2008, November 30). Building Blocks and Cognitive Building Blocks: Playing to Know the World Mathematically. Retrieved from https://eric.ed.gov/?id=EJ1069014

This study compares learning and playing in children. It is believed that a lot of what children do to play can be categorized as math. A lot of what we see in our everyday life is math. In this study they emphasize how preschoolers are able to explore shapes and patterns. A big part of playing is using blocks as well. This study is important for our research because it helps to understand how most our real life experiences are a framework for education. This happens to emphasize how blocks affect math.

Soltanlou, M., Artemenko, C., Dresler, T., Fallgatter, A. J., Ehlis, A.-C., & Nuerk, H.-C. (2019). Math anxiety in combination with low visuospatial memory impairs math learning in children. Frontiers in Psychology, 10. https://doi-org.proxy.wexler.hunter.cuny.edu/10.3389/fpsyg.2019.00089

Wang, E., & Wang, R. (2001). Using legos and robolab (labview) with elementary school children. In 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193) (Vol. 1, pp. T2E-T11). IEEE.

LINK:https://ieeexplore.ieee.org/xpl/tocresult.jsp?isnumber=20809&filter=issueId%20EQ%20%2220809%22&pageNumber=3

Watson, J. A., Nida, R. E., & Shade, D. D. (1986). Educational issues concerning young children and microcomputers: Lego with logo? Early Child Development and Care, 23(4), 299–316. https://doi-org.proxy.wexler.hunter.cuny.edu/10.1080/0300443860230404

Wolfgang, H. “Advanced Constructional Play with LEGOs Among Preschoolers as a Predictor of Later School Achievement in Mathematics.” Early child development and care 173.5 (2003): 467-475.

LINK:https://www.researchgate.net/publication/247499664_Advanced_constructional_play_with_LEGOs_among_preschoolers_as_a_predictor_of_later_school_achievement_in_mathematics

The research question asked was “Will those children ages three and four who have intensive play experiences in play‐based preschools and who can perform at high levels of LEGO building as constructional play also show high levels of mathematical achievement later in formal school settings?”. The researchers in this study came to the conclusion that there is a statistical relationship early LEGO performance among preschool and achievement in mathematics. This gives us data in the mathematics aspect of STEM capabilities in children.

Zhang, L., Sun, J., Richards, B., Davidson, K., & Rao, N. (2018). Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific. Early Education and Development, 29(8), 1061-1080.

LINK: https://repository.eduhk.hk/en/publications/motor-skills-and-executive-function-contribute-to-early-achieveme

WHAT WE EACH DID:
Since there are three of us in a group, we found it easiest to split the work evenly. We each tried to find our own 10 articles, but if one of us had trouble, another would try to fill in. The written work was equal. Isabel and Kayla found many of the articles. The three of us all wrote about the articles we believe to most useful or helpful for our research question. We all made sure to have our sources in APA format. In the video, we each introduced ourselves and tried to to explain a certain aspect of our research and our time management. Jessica edited the video to make the video flow well and uploaded it to youtube.

Chapter 4 Exercise 1: Find two to three research papers, and illustrate the setup of the study. Ask a lab mate or classmate to do the same with the same study. Do your images look similar? Why or why not? (If the setups used in the research studies are clearly spelled out, your images will likely be similar to each other’s.)

• What Interests Young Autistic Children? An exploratory study of object exploration and repetitive behavior

• Classroom-based physical activity improves children’s math achievement – A randomized controlled trial

• I think the reason our images do not look similar is because most of the directions are very vague. In the study with autistic children, one of the steps is to have 35 objects. They do not specify the kinds of objects you will need. While this allows for variation, it may have different results every time.

Chapter 4 Exercise 2: The Internet (through such websites as YouTube, Pinterest, etc.) pro- videos you the opportunity to get a “feel” for research. Many journals and laboratories also have videos available online. Here’s a link from one of my classes: http://pinterest.com/triciastriano/professor-tricia-striano. Watching videos from other laboratories is one way to become familiar with various research paradigms and techniques. You may also get ideas about everything from how to position or hold a baby during a study to what sorts of stimuli other labs use in research studies. Find 10 videos. List the sources here. Share your observations with the class or laboratory, or perhaps even add them to your own social media site. Did watching these videos inspire any research questions? What are they?

• Emotional Starvation in Infants and its consequences. 1948 psychoanalytic research study
• Emotional Deprivation in Infancy :: Study by Rene A. Spitz 1952
• Infancy Studies Laboratory at Rutgers
• Facial Perception in Infants and Children
• Johns Hopkins University Researchers: Babies Learn from Surprises
• Still Face Experiment: Dr. Edward Tronick
• Notre Dame Infant Studies Lab
• Tuning In to Speech Sounds
• What Babies Teach Us About Perception
• Infant Studies: Improvements For The Future Of Infant Studies with Karen Adolph
• These videos show how we have improved research for infants and children. Early studies show that they would deprive infants from their mother. Now, every video explains how the parent will always be in the room with their child. In those studies, the babies all seemed to be in distress. This makes me think about the morality people might have. Though the findings might have helped improve research by showing that kids need their parent/mother. There are still so many things people would like to know about human behavior, but sometimes the way to get that information isn’t safe. This brings up a very important question: Should the outcome outweigh the means even if it is harmful?

Chapter 4 Exercise 3: Describe the scenes/setups shown in Figures 4.1 and 4.2. Copy your descriptions and give them to someone without showing him or her the images. Can he or she draw the setups based on your descriptions? This exercise will help you better describe the setups in your own research paper. Repeat this procedure with your own images.

In Figure 4.1, a girl around the age of 5 is sitting on the floor playing with 3 different sized dolls and a cup. She is covering one with a cup.

In Figure 4.2, an infant is sitting on a blanket playing with those same dolls adding a few more toys. The infant has two of those dolls in their hand.

• I think it’s difficult to describe the set up in general. Though there are very few items in the pictures, determining the focus or what the most important part of the study is. Though I had a difficult time explaining, the drawing was pretty similar. Though my description for Figure 4.2 was too vague when describing the toys the infant was playing with.

Chapter 4 Exercise 8: Make a list of relevant research-related talks and events in your community occurring this month. Do not forget to consider museums, theaters, clubs, and any other relevant venues.  

1. What: NYC Child Care Resource and Referral Consortium: Manhattan/Bronx

When: March 9th, 2019 10am-2pm

Where: Hunter College School of Social Work

Description: An informal professional development day to gather information and resources for your child care business with opportunities to attend short information sessions.

      2) What: 2019 Young Child Expo and Conference NYC

When: Tuesday April 30th, 2019 7:30am-Friday May 3rd, 4:30pm

Where: 481 8th ave, New York, New York

Description: A unique forum that brings together all early childhood professional such as

Teachers, psychologists, special education teachers, social workers, physical occupational and speech therapists, pediatricians, nurses, and educators.

      3) What: Open house for Bright Horizons

When: April 10th, 4:30pm-6:00pm

Location: Bright Horizons at 345 Adams Street

Description: Day Care Center

Chapter 5 Exercise 1: What’s the big question that you are addressing? This is an overarching general question that will drive your research and the decisions that you make along the way.
My big question is: What is the impact of fine motor skills in child development?
What’s the specific question that you are addressing?  
Write your specific research question on the lines below. (Note that I have not left too much room for your answer. This is because your question should be written in a concise way!)
My specific question is: Does a child’s use of LEGO’s impact STEM capabilities later on in life?
What literature did you read to inspire this question? Here, cite 10–20 articles in APA format, and summarize each article. (There is space here for 10 articles. Use your research lab log if you need more space for additional articles.)

Article #1: Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental psychology, 46(5), 1008.

Summary: Duncan et al. (2007) presented a new methodology for identifying kindergarten readiness factors and quantifying their importance by determining which of children’s developing skills measured around kindergarten entrance would predict later reading and math achievement.

Article #2: Piek, J. P., Dawson, L., Smith, L. M., & Gasson, N. (2008). The role of early fine and gross motor development on later motor and cognitive ability. Human movement science, 27(5), 668-681.

Summary: The aim of this study was to determine whether information obtained from measures of motor performance taken from birth to 4 years of age predicted motor and cognitive performance of children once they reached school age.

Article #3: Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244.

Summary: This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle‐socioeconomic status kindergarteners.

Article #4: Bos, A. F., Van Braeckel, K. N., Hitzert, M. M., Tanis, J. C., & Roze, E. (2013). Development of fine motor skills in preterm infants. Developmental Medicine & Child Neurology, 55, 1-4.

Summary: They reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills.

Article #5: Piek, J. P., Barrett, N. C., Smith, L. M., Rigoli, D., & Gasson, N. (2010). Do motor skills in infancy and early childhood predict anxious and depressive symptomatology at school age?. Human movement science, 29(5), 777-786.

Summary: The aim of the current study was to determine how motor performance in infancy and early childhood is related to levels of anxious and depressive symptomatology at age 6–12 years.

Article #6: LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of autism and developmental disorders, 34(5), 557-571.

Summary: A repeated-measures, waiting list control design was used to assess efficacy of a social skills intervention for autistic spectrum children focused on individual and group LEGO© play.

Article #7: Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297-1310.

Summary: We utilized a parent-administered children’s fine and gross motor activities questionnaire (MAQ) to investigate links with FMS.
Article #8: Zhang, L., Sun, J., Richards, B., Davidson, K., & Rao, N. (2018). Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific. Early Education and Development, 29(8), 1061-1080.

Summary: This study examined the contributions of motor skills and executive function (EF) to early achievement.

Article #9: Freeman, L. A. (2003). Simulation and role playing with LEGO® blocks. Journal of Information Systems Education, 14(2), 137-144.

Summary: Simulations, role-playing scenarios, and other forms of active learning are meant to enhance the learning process by providing alternate methods to convey knowledge to students.

Article #10:  Flapper, B. C., Houwen, S., & Schoemaker, M. M. (2006). Fine motor skills and effects of methylphenidate in children with attention-deficit–hyperactivity disorder and developmental coordination disorder. Developmental medicine and child neurology, 48(3), 165-169.

Summary: The aims of this study were to investigate fine motor skills of children with both attention-deficit–hyperactivity disorder (ADHD) and developmental coordination disorder (DCD).

Chapter 5 Exercise 3: Find six research journals. What is the scope of each journal (as defined in its website and the journal’s pages)?
List links to journals here.

Journal #1: Wang, E., & Wang, R. (2001). Using legos and robolab (labview) with elementary school children. In 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193) (Vol. 1, pp. T2E-T11). IEEE.

Scope: This work-in progress presentation depicts the use of a Lego robotics kit and RoboLab software to meet the science, math and technology standards of local elementary school

Journal #2: Hu, X., Zheng, Q., & Lee, G. T. (2018). Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting. Journal of autism and developmental disorders, 48(7), 2444-2457.

Scope: The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China

Journal #3: Cook, A. M., Adams, K., Volden, J., Harbottle, N., & Harbottle, C. (2011). Using Lego robots to estimate cognitive ability in children who have severe physical disabilities. Disability and Rehabilitation: Assistive Technology, 6(4), 338-346.

Scope: The purpose of this study was to determine whether low-cost robots provide a means by which children with severe disabilities can demonstrate understanding of cognitive concepts.

Journal #4: Brosnan, M. J. (1998). Spatial ability in children’s play with Lego blocks. Perceptual and Motor Skills, 87(1), 19-28.

Scope: Sex differences in spatial ability have been argued to originate from sex differences in children’s play preferences. Child (30 boys and 20 girls) were asked to construct a specific three-dimensional model using Lego blocks and were also given the Shepard and Metzler test of mental rotation.

Journal #5: Wolfgang, C., Stannard, L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467-475.

Scope: The research question asked was “Will those children ages three and four who have intensive play experiences in play‐based preschools and who can perform at high levels of LEGO building as constructional play also show high levels of mathematical achievement later in formal school settings?”.

Journal #6: Baer, R. A., & Detrich, R. (1990). Tacting and manding in correspondence training: Effects of child selection of verbalization. Journal of the Experimental Analysis of behavior, 54(1), 23-30.

Scope: They investigated correspondence between verbal and nonverbal behavior in preschool children in a play setting. They used legos in their method.

Copy one journal’s statement of its “scope” here.

Scope: The research question asked was “Will those children ages three and four who have intensive play experiences in play‐based preschools and who can perform at high levels of LEGO building as constructional play also show high levels of mathematical achievement later in formal school settings?”.
Imagine that you are submitting a research paper to the journal. What is the title of your paper as a function of each journal’s scope, as defined above? Provide six titles for the same research paper. Do these titles reflect the question? Why is the question important, and what is new in your study?

Journal #1 Title: Using a LegoRoboKit to meet STEM requirements.

Journal #2: Effects of Lego play on social skills

Journal #3: Lego Robots and their significance to Cognitive Abilities

Journal #4: Spatial Ability in play with lego’s

Journal #5: Lego play now, Cognitive Achievement Later

Journal #6: Will Lego Building have an effect on mathematical achievement?

These titles reflect the question, Does a child’s use of LEGO’s impact STEM capabilities later on in life? The question is important to see if there is a correlation between active lego use and academic achievements.

Chapter 5 Exercise 4: Read the submission guidelines of three journals. Which journal(s) would you select for your paper?

1. APA: Li, Y., Huang, Z., Jiang, M., & Chang, T.-W. (2016). The effect on pupils’ science performance and problem-solving ability through Lego: An engineering design-based modeling approach. Journal of Educational Technology & Society, 19(3), 143–156. http://proxy.wexler.hunter.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-35586-004&site=ehost-live
2. APA: Coxon, S. V. (2012). The malleability of spatial ability under treatment of a FIRST LEGO league-based robotics unit (Order No. 3492309). Available from ProQuest Dissertations & Theses A&I. (916772349). Retrieved from https://search.proquest.com/docview/916772349?accountid=27495 https://search.proquest.com/docview/916772349
3. Gura, M. (2012). Lego Robotics: STEM Sport of the Mind. Learning & Leading with Technology, 40(1), 12-16.
   https://files.eric.ed.gov/fulltext/EJ991224.pdf

Write an abstract for a possible research study. How does the abstract change as a function of each journal’s scope and submission guidelines?

• Previous research suggests a positive correlation between use of legos as a minor and STEM literacy. Science, technology, engineering, and math are demanding subjects that are typically viewed as more difficult fields of study. The purpose of this research study is to find a distinguishable connection between lego usage and STEM literacy, in order to provide adequate suggestions for advantageous childhood toys. Using data from previous research studies, we compared and sought patterns amongst STEM literacy and legos. Ultimately we found significant results amongst a variety of studies, suggesting STEM literacy is heavily influenced by use of legos as a minor. Future studies may be advantageous in order to provide children with toys that will enhance their STEM capabilities.
• Each journal’s scope and submission guidelines were very specific to a step-by-step study. A controlled study took place with clear methods provided. My abstract differs by combining multiple studies, rather than conducting my own.

Chapter 6 Exercise 1: Read “From New Logos to New Coke: 5 Corporate Mistakes” (http:// msn.com/en-us/money/companies/from-new-logos-to-new-coke-5-corporate- mistakes/ar-AAa524k#page-1) and “15 Worst Corporate Logo Fails” (www. businessinsider.com/15-worst-corporate-logo-fails-2012-1?op=1). As you are thinking about the design of your logo, you might also like to watch the film Helvetics (http://www.helveticafilm.com). Helvetica is a feature-length independent film about typography, graphic design, and global visual culture. It looks at the proliferation of one typeface (which celebrated its 50th birthday in 2007) as part of a larger conversation about the way type affects our lives. The film is an exploration of urban spaces in major cities and the type that inhabits them, and a fluid discussion with renowned designers about their work, the creative process, and the choices and aesthetics behind their use of type (http://www.helveticafilm.com/about.html).

Another relevant film is Art & Copy (available on DVD). “ART & COPY is a powerful new film about advertising and inspiration. Directed by Doug Pray (SURFWISE, SCRATCH, HYPE!), it reveals the work and wisdom of some of the most influential advertising creatives of our time—people who’ve profoundly impacted our culture, yet are virtually unknown outside their industry. Exploding forth from advertising’s ‘creative revolution’ of the 1960s, these artists and writers all brought a surprisingly rebellious spirit to their work in a business more often associated with mediocrity or manipulation: George Lois, Mary Wells, Dan Wieden, Lee Clow, Hal Riney, and others featured in ART & COPY were responsible for ‘Just Do It,’ ‘I Love NY,’ ‘Where’s the Beef?,’ ‘Got Milk,’ ‘Think Different,’ and brilliant campaigns for everything from cars to presidents. They managed to grab the attention of millions and truly move them. Visually interwoven with their stories, TV satellites are launched, billboards are erected, and the social and cultural impact of their ads are brought to light in this dynamic exploration of art, commerce, and human emotion” (http://www.artandcopyfilm.com/synopsis).

For more on graphic design tips that may help you with recruiting for your study, read 100 Ideas that Changed Graphic Design, by Steven Heller and Véronique Vienne (published in 2012 by Laurence King Publishing Ltd.).

You have just started your own laboratory that studies cognitive development among 3- to 7-year-olds. Design your logo here.

You have just started your own laboratory that studies stress among college-age students taking research methods classes. Design your logo here.

Show your logo to five people. What are their comments?

My friends explained that it doesn’t give off the impression that you’re dealing with mental health issues because it’s in the shape of a heart. They suggested I focus on using a brain as the main design.

Can you improve your logo based on their comments? Why or why not? If so, design another one or two on the next page.

They stated this is much clearer because it used the metaphor of a computer chip as the brain, suggesting rewiring of the brain to eradicate stress and mental health issues is possible and something our facility aims to do.

Chapter 6 Exercise 6: Find three ads for research studies on the web. List the links here.

What are the pros and cons of each?

Would you participate in the studies? Why or why not?

1. Brain Imaging Study of Anxiety in Adolescents
   Pros: Study takes place in NYC, convenient location; Pay is $170.
   Cons: Study takes two days to complete and cannot be completed in one session.
2. Coping with Stress
   Pros: Study takes place in NYC, convenient location; Pay is $100.
   Cons: The test is studying stress reactions, therefore you may be exposed to mentally stressful situations. The study does not provide treatment in the event the experiment upsets the subject.
3. Smartphone Assessment of Mood
   Pro: Study takes place in NYC, convenient location; Pay is $625.
   Cons: Study requires access to your phone for months at a time, which eradicates your privacy.

• I would not participate in any of these studies. They each seem too intrusive for me. The first study requires too much time, the second study is a stressful experience, and the third study seems like an invasion of privacy.

Chapter 3 Exercise 1: What are your research goals for the week? What are your research goals for today? How will you achieve these goals? (Of course, you can use extra pages from your research notebook.) What will you do if you are unable to achieve those goals? What is your backup plan for alternative goals or activities?

• My research team and I are focusing on the usage of blocks, puzzles, and legos in early childhood and its impact on the child’s STEM abilities later on in life. Because there is extensive research on children and usage of toys, my goal for today is to find research articles that specifically pertain to puzzle toys that require solving and brain-power, and their impacts on development. My goal for the week is to then connect the impacts of toys that require solving to later personal advancements in STEM subjects. If I am unable to achieve these goals, I will go back to researching the benefits of puzzle solving for early childhood development. Once I can distinguish a benefit, I will focus on that connection for future research.

Chapter 3 Exercise 2: Can you think of any guidelines to implement that would better organize your laboratory or team? How might these help new members of your laboratory or the team that you are involved in? List your ideas below, and develop a strategic plan. In this plan, how will you get from point A to B? What are the mechanisms that you will use?

• Clear and concise guidelines and rules are essential for a laboratory setting. To prevent misunderstandings, online scheduling for tasks and shifts are helpful. When scheduling takes place in a way that everyone can see and discuss, there is a stronger demand for personal responsibility when someone does that follow through with their assigned task. Signing in and out of the lab is a great way to document what takes place in the lab, incase of mistakes or inconsistencies in data. This is another way to hold researchers personally accountable, thus creating a need for the researchers to work harder and avoid making careless mistakes. Because communication is key in group settings, an online (text or email) group chat is necessary. This allows each member to stay engaged and up to date with findings even when the researcher is not present in the laboratory. Lastly, creating deadlines within your laboratory will prevent procrastination or delays in findings. With these mechanisms in place, you can clearly communicate the research topic, as well as assign roles to meet deadlines.

Chapter 3 Exercise 3: Select a goal. It can be anything from being sure to call your mother, or to write five pages a day, to doing 20 push-ups each morning (see the example below; but select something different from these examples).
EX: I will begin by doing three push-ups each morning before 7 A.M. As a re- ward, I will have a coffee after I do my pushups. Each day, I will try to increase the number of push-ups by one until I reach 20. I plan to achieve this goal by the end of November (in less than 1 month). If I do not reach this goal, I will not allow myself to buy ice cream for 60 days.

• My goal is to read more each day. If I do not read each day, I will not allow myself to watch television shows or movies. Instead of listening to music or browsing on instagram on my daily commute, I will use the time to read. Each chapter I read, will convert to one episode of a television series.

What are your research goals for the day? How will you achieve these goals?

• My research goals of the day are to find at least 10 articles that focus on children and their usage of blocks and if that is a predictor of academic or creative capabilities later on in life. I will go through each article and write a summary of their results and findings.

What are your research goals for the week? How will you achieve these goals?

• My research goal for the week is to find 30 research papers that apply to my research topic. Upon reading each paper, I will complete a quick summary of their results and take notes regarding how the research is applicable to our topic of puzzle/block/legos connection to STEM abilities.

What are your research goals for the month? How will you achieve these goals?

• Upon having all research papers that I will be referencing ready, I will begin writing my final paper. Each of my research team members and I will have clear dates set up to meet and write the paper together. We will each contribute our research findings to our final paper.

Chapter 3 Exercise 4: Take a look at 10 research laboratories from around the world. (There is space here for three labs. Use your research notebook for additional labs.) Spend 10 minutes apiece investigating how these various laboratories are organized. Everything from the way that participants are recruited to how the lab is organized might give you ideas about how to get your research done more effectively. What did you find? Some examples are listed below.

Golden Meadow Laboratory at the University of Chicago
Online schedule of lab meetings and events!
There is a list of prior lab members that even includes their email addresses!
There is a downloadable lab equipment checkout guide!
Infant Development Research Center at Florida International University
Student award page (great for building the culture of research!).
Related links page, including links to information on child care and parenting.
Conference presentations, with links to posters to download!
Laboratory for Developmental Studies at Harvard University
A wonderful, easy-to-find newsletter about the lab’s research.
A great video: “click here to watch a video of a typical infant study.” An easy-to-fill-out online form for recruitment.
Birkbeck Babylab at University College London
A sample of stimuli videos from various studies.
Great use of social media!
Great Facebook link (not to mention a very active Facebook page)! Nice logo! Adolescent Stress and Emotion Lab at Arizona State University
Great picture of the team.

• Lab Name: Development in School Contexts (DISCo) Lab at George Mason University  
  • Pros: The website has an easy way to find their past research in order by most recent. It also shows their past projects. The tabs on the side make it easy to find everything from contact information to different resources like a video on how to get an academic job.

• Lab Name: Communication and Learning Lab at the University of Chicago
  • Pros: This website provides information on their research and their members as well as links on how to email any of them individually. Not only do they explain their research, they provide answers to questions parents might ask when thinking about letting their child participate in a research study. This is especially important because it gives the parents peace of mind.

• Lab Name: Cognitive Development Lab at The Chinese University of Hong Kong
  • Pros: They provide their publications which help to establish the validity of the lab. They also provide a map on how to get to the Lab. There’s a form you can fill out to contact them.

• Lab Name: Developmental Research Center at UC Davis
  • Pros: They provide a tab on participation where you can find information on how to participate in a study or work as an assistant in a study. They also provide directions on how to get to the lab from different parts.

• Lab Name: Rutgers Psychology Cognitive Development Laboratory
  • Pros: They have separate tabs on how a graduate student can go about joining the lab as well as how an undergrad might be able to. Also, they have a tab where they explain exactly what they do in each study with the three age groups/groups.

• Lab Name: Language Acquisition and Development Research Laboratory at Barnard College of Columbia University
  • Pros: They give public access to information on members of the lab. They provide an insight on their projects with visuals as well as publications a certain project made.

• Lab Name: Life-Span Development Laboratory at The University of Melbourne
  • Pros: The website lists the theme this lab focuses on as well as well as themes the school focuses on. They also give an option on the bottom to contact them which makes things a lot easier.

• Lab Name: UCLA Baby Lab
  • Pros: They give you a basic rundown of what a parent can expect for their child coming in for research which starts from the parking lot. They have an easy sign-up sheet to fill out for parents who are interested.

• Lab Name: Laboratory for Child Development at Johns Hopkins
  • Pros: There’s multiple ways you see how to join their lab, which includes a tab on the top and an email being provided at the bottom to come in contact with them. They also provide a virtual tour of the lab.

• Lab Name: Child Development Research Center at Texas Tech University
  • Pros: They provide videos on how programs at their center are. They also provide a pdf of what their research policies.

Chapter 3 Exercise 5: If you are involved in a laboratory, how do you plan to implement changes in the lab that you consider helpful? What is the timeline for these changes? Who is doing what and when? How might these changes best be achieved?

• Currently, none of us are involved in a laboratory and don’t plan to any time soon. If we were to be involved with a lab, it would be important for a lab to be able to keep up with the times. With technology advancing, the internet has become one of the easiest ways to find information. That means that having a updated website and social media page would help give exposure and make more people interested in their work.

Chapter 3 Exercise 6: If your lifestyle allows it, deliberately shut down all your access to social media, phone, etc., for 2 hours. What did you do during this time?

• After shutting off my phone and disconnecting from the world, I decided to read a book. I have many books but I never take the time to read them. After about a half an hour I started to clean my room. It was weird not cleaning with music but I did it. Then after that I had about 35 minutes left so I started to do homework that didn’t require the internet.

Chapter 3 Exercise 7: List in detail what you did for the past 30 minutes.

• For the past 30 minutes, I worked on my cultural psychology paper. All I needed was a pen, paper, the syllabus and the textbook. I got majority of it done because it was mainly focusing on my culture and my opinions.

Chapter 3 Exercise 8: Take 40 uninterrupted minutes to read a peer-reviewed paper or a paper assigned to you. Next, stand alone in a dark, quiet room with your eyes shut for 10 minutes (have someone time you). Answer each of the following questions in a single sentence.

Paper: Developmental Psychology: How Social Context Influences Infants’ Attention

What is the question the paper addressed?

• This study shows the changes in the focus of a social partner’s attention associate, on a second‐by‐second scale, with changes in how much attention infants pay to objects.

Why was this question important?

• Their seminal work emphasises the importance of embodied approaches to cognition.

What was new about the findings or the study?

• They came to the conclusion that the effect of social cues on an individual’s attention is mediated by other factors.   

Discussion Question: How did spending 10 minutes with your eyes closed affect your ability to answer these questions?

• Spending 10 minutes with my eyes closed affected by ability to answer these questions because it cleared my mind. I wasn’t distracted by other things and was solely focusing on the article.

Chapter 11 Exercise 1: Select a research paper. Write a public summary of it.

Paper: Decreases in Psychological Well-Being Among American Adolescents After 2012 and Links to Screen Time During the Rise of Smartphone Technology

Over the last few years, lifestyles have changed dramatically. Cell-phone use has changed from just texting and calling to being able to access the internet and social media. Many people are also developing applications for Smartphones so that they can have different games or be able to do things that once could have only been done on a computer screen. Many children now have started using these phones to play games or watch videos. This study focuses on adolescents, those is grades 8-12, on how they might be affected with the change. Their goals are to document adolescents’ psychological well-being like happiness, self-esteem, self-satisfaction domain satisfaction and life satisfaction while focusing on their economic conditions as well as their screen-time. Many studies have seen how social media and internet use might be linked to psychological well-being, but this study includes the economic factor as well as their screen-time. Smartphones are still fairly new so this research will help to see possible outcomes of constant use and access to social media and the internet.

Chapter 11 Exercise 2: Select four research papers. Develop a newsletter or blog based on these articles.

Papers:
Cross-Cultural Correlates of Life Satisfaction and Self-Esteem
Life-Span Development of Self-Esteem and its Effects on Important Life Outcomes
Affective and Daily Event Predictors of Life Satisfaction in College Students
Self-Esteem Variability Predicts Arterial Stiffness Trajectories in Healthy Adolescent Females

The development of a strong sense of self serves as an important tool for a satisfactory life in adulthood. Self-esteem may have a long lasting impact on an individual, and therefore, is worth exploring in developmental research. A positive correlation was discovered between occupational status and self-esteem (Bachman & O’Malley, 1977), displaying the importance of self image on an individual’s occupational achievements and capabilities.
A 2012 study examined the relationship between self-esteem and various components of an individual’s life that would constitute a satisfactory life, such as relationship satisfaction, job satisfaction, salary, depression, and health (Orth, 2012). The study, using 1,824 participants, as well as validated surveys, found a significant positive correlation between self-esteem and life satisfaction in relationship status, job satisfaction, salary and health, as well as a significant negative correlation between self-esteem and depression.
Furthermore, a cross-cultural study found a strong positive correlation between life satisfaction and self-esteem (Diener & Diener, 1995). This study utilized a sample of 13,118 college students from 31 nations, provides us with reliable data due to its large and diverse sample size.
A 1998 study examined daily events and life satisfaction. This study include 72 college students from introduction to psychology classes. They complete multiple choice surveys which focused on life satisfaction, mood, health, quality of sleep and affect balance. To measure their life satisfaction results, they used the five-item Satisfaction with Life Scale made by Diener and associates (1985). Their results indicated that affective and daily events were related. Consequently, these two variables can affect life satisfaction. In a 2013 study, 130 females between the ages of 15 and 19 were examined. Given that self-esteem has affected the psychological well-being on people, researchers wanted to find out if it would also affect physical health. Over the course of 2.5 years, these girls visited the research center every 6 months. There they answered multiple questionnaires as well as participated in a vascular function test. To measure their self-esteem variability and trait self-esteem they used a 7 point response scale for the Rosenberg Self-Esteem Scale. They found that regardless whether self-esteem is positive or negative, if self-esteem is fluctuating, females experience an acceleration of vascular stiffening (Ross, Liu, Tomfohr, and Miller, 2013).

Chapter 2 Exercise 1: Read about the Code of Federal Regulations at www.hhs.gov/ohrp/policy/ohrpregulations.pdf. Also read about how the typical IRB formed and why at www.gov/ohrp/assurances/irb/index.html. In your view, what are the advantages and disadvantages of forming an IRB? Please explain each one.

• An IRB is extremely important when protecting the rights of human subjects when participating in research. An advantage of forming an IRB would be informing the participant on what is about to occur. It informs you of the risks and benefits of research participation followed by the subjects consent. Participants have the right to decline at any time. Forming an IRB is also advantageous because of its ability to decrease concerns from the general public. A disadvantage to an IRB would be that it is time consuming. The IRB has to be read thoroughly and requires approval before the start of any research activities. This can take important time away from the study.

Chapter 2 Exercise 2: Visit the following websites that focus on ethics, and discuss some possible unforeseen consequences of research.

American Psychological Association
The Society for Research in Child Development
European Commission on Research
Canadian Code of Conduct for Research Involving Humans
Office for Human Research Protections
“OHRP [Office for Human Research Protections] works to ensure that human subjects outside of the United States who participate in research projects conducted or funded by DHHS [U.S. Department of Health and Human Services] receive the same level of protections as research participants inside the United States. To that end, the OHRP International Activities program offers consultation services, disseminates pertinent reports, and provides research ethics training” (http://www.hhs.gov/ohrp/ international/index.html).
Ethical Issues in Research with Children & Research Involving Persons at Risk for Impaired Decision National Institutes of Health

How might you avoid harm to participants in research? Can you provide examples?

• In research, there can be possible unforeseen consequences towards the subjects. Different studies use different techniques that may cause harm to participants. For example, when testing parenting styles towards children. Parents influence their children through specific practices and children pick up on these actions. Testing out authoritarian parenting may be harmful to child if you are usually a permissive parent. It would be out of the norm for them. Ways to avoid harm to participants in research would be to use different tactics or methodologies. I think the fact that participants can back out of an experiment for any reason, such as harm to themselves, helps to bring ease to their minds. Protection for participants is important so that more people feel inclined to participate in future studies.

Chapter 2 Exercise 3: Read “Ethical Standards in Research” at www.srcd.org/about-us/ethical-standards-research. In your view, what are some fair incentives for participating in research?

Theoretically, would you let your own child participate in a research study? Why or why not? Based on your response, what should researchers bear in mind? If your child had a disability, would you let him or her participate in research? Why or why not?

• The magnitude of the incentive should resemble the intensity of experience that the child-participant would be experiencing. For a quick (under 1-minute) yes/no questionnaire, a simple incentive such as a candy or small toy may be sufficient. However, if the experiment is one that is multiple hours and/or tedious, larger incentives such as cash rewards for the parents, gift certificates (for either parents or children), experiences (movies, theatre, amusement parks). I would only let my own child participate in a study if I believed that the study would not cause harm to my child physically or mentally. I think that the well-being of my child is more important than a study. Researcher should bear in mind that parents would not want to let their children be involved in studies where there are questions on whether or not their child is safe or if the study isn’t specific to know what exactly is going on.

Chapter 2 Exercise 4: Read “How Many Scientists Fabricate?” at www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0005738  or conduct an Internet search for “data fabrication” and related terms.

What would you do if you suspected that data fraud was being perpetrated on a project you were involved in? Why?

• Data fraud is extremely unacceptable so if I suspected that data fraud was being perpetrated on a project I was involved in, I would definitely confront the head of the project. While I believe that everyone makes mistakes and that some people might have just wanted to finish a project as quickly as possible, data fraud is dangerous. I would not be the one qualified enough to determine whether the attempt at data fraud was accidental or on purpose. Had the project been released where data fraud is found, it not only taints the reputation of the person who decided to falsify data, but also the entire team working on the project.

Chapter 8 Exercise 1: Find eight graphs in the news. Present these graphs to your class or your lab. Would you change these graphs—and, if so, in what ways?

• http://home.cc.umanitoba.ca/~eaton/developmental-trajectories.htm
• https://aspergersautismgraphs.wordpress.com/graphs-on-research-dealing-with-aspergers-and-high-functioning-autism/
• https://www.apa.org/monitor/2010/01/stress-kids
• https://iancommunity.org/cs/ian_research_reports/ian_research_report_april_2009
• https://www.bigthought.org/adverse-childhood-experiences/significant-adversity-impairs-development/
• https://www.slideshare.net/mobile/happy-yurikago/nippon-foundation-nagoya-talk-revised
• http://ethanallen.org/fake-pre-k-claims/

“Cost/Benefit Analyses Show Positive Return”

This graph displays “cost/benefits” of early childhood programs. This graph would be more informative if they provided more evidence of the benefits of the program. On the other hand, the “cost” portion of the graph is clear and easy to understand.

“Significant Early Childhood Adversity Impairs Early Development”
-This graph is clear and informative.  A clear linear relationship is displayed between childhood adversity and early development. Furthermore, this graph provides specific examples of adversity, which provides a more concrete comprehension of what is causing the developmental delays. One critique I have would be that the graph does not specifically quantify the types of adversity the subjects experienced. It would be helpful to see which specific types of adversity caused more of an impact on the development of the child.

“Ability To Change Brains Decreases With Time While Costs To Change Behavior Increases”

This graph displays a decrease of neural plasticity from birth onwards,  while simultaneously displaying the increase of effort needed to psychologically change oneself. This graph is clear and shows a negative correlation between neural plasticity and age, and a positive correlation between effort needed to psychological modify neural connections and age. Although this graph is informative, “effort” seems too vague of a term to quantify.

Chapter 8 Exercise 2: Find three research papers. Examine all the figures and graphs used. Are the graphs labeled properly? Would you change these—and, if so, in what ways?

• I think that all the graphs are properly labeled. For graphs that might look like a lot of information, they provide a key on the graph themselves which explains all the symbols or patterns used. I wouldn’t change anything in the graphs because all the graphs are easy to understand so people will be able to interpret the results how they wanted to. Not only did they label the graphs correctly, they provided a summary at the bottom explaining results or symbols.  

Learning to Ignore: The Development of Time-Based Visual Attention in Children:

Development of Attention Networks and Their Interactions in Childhood

Perceptual and Response-Dependent Profiles of Attention in Children With ADHD

More Screen Time For Toddlers Is Tied To Poor Development A Few Years Later

Chapter 1 Exercise 1: This exercise is designed both to help you select a laboratory and to begin writing your thesis or research paper. You may find papers or journal articles to review by using the guidelines in this book, or they be handpicked and assigned. Reading five papers is a fair bit of work, but it’s worth it. With every paper you read, you learn more about the research process. Reading research papers can be likened to visiting a museum in that fresh glimmers of knowledge and insight arise each time you view a painting or sculpture. Just as when comparing various artists, similarly when comparing various research teams, one finds that they employ vastly different styles. *Do this exercise for one study only*

Paper Title: Caregiver Depression and Early Child Development: A Mixed-Methods Study From Rural China

1. What’s the question that the researchers are exploring?
   • The questions researchers explored in this study is whether or not there is a correlation between depression in Caregivers and the delay of development in children as well as what might be the reasons for depression in said Caregivers.
2. Why is this an important question that needed to be addressed?
   • The question is important and needs to be addressed because it gives an understanding of how the cognitive development of a child (a child’s working memory, attention and the ability to perform every task) can possibly be affected by those who raise them. It shows how a child’s performance might be a reflection of their caregiver. The article mentions children mimicking depressive parental behavior for example, withdrawing rather than interacting in interpersonal challenges.
3. How did the researchers solve the problem? In other words, what did the research team find that is new?
   • In a rural community in China’s Qinling Mountains, cognitive development was measured using the validated survey BSID-111. The researchers were able to find a significant link between caregivers with depression and delays in social-emotional cognitive development. It also found that caregivers suffering from lack of social support and poverty were more likely to see delays in cognitive development within their children than if they had support and financial stability. Past studies with depression focused more on the individual’s emotional state, however this study focused more on environmental factors caregivers dealt with which then affected their child’s development.
4. What are some of the limitations and future directions of the study? What ideas do you have for future studies?
   • Their study faced a number of limitations, one being the data that was used. The data was used from a cross-sectional study which prevented them from making connections between depression in caregivers and child development outcomes. The study was only conducted in one northwestern province in China which limited the results across other situations. Future studies might be able to look into whether children of caregivers with depression also develop those same feelings of depression.

Chapter 11 Exercise 3: Find three to four research summaries in the news or media. Find and read the corresponding original articles. Is the summary consistent with the research findings? In what ways and in what ways not? If not, rewrite the summary(ies) here.

Article #1: “Preterm infants fare well in early language development”

In this study, Northwestern researchers compared healthy preterm and full term infants at the same maturational age, or age since conception. The results showed a strong connection between language and cognition in preterm infants. In the original article, Maturation constrains the effect of exposure in linking language and thought: evidence from healthy preterm infants, they capitalize timed developmental shift in full term infants to assess whether it also appears in preterm infants and whether it reflects infants’ maturational status or the duration of their postnatal experience. Studies showed that this developmental shift is evident in preterm infants and unfolds on the same maturational timetable as in their full-term counterparts, making the summary consistent with the research findings. They clearly explain the connection between the developmental shift in preterm infants and maturational timetable in both articles.

Article #2: “Stereotypes can hold boys back in school, too”

Study: “Gender stereotypes about intellectual ability emerge early and influence children’s interests” Lin Bian, 2017

Although this news article shares the ultimate message as the research paper, that being: stereotypes can limit children in their pursuit of different hobbies or academic subjects, the research paper goes further into how girls are more likely to avoid activists they feel are for “really really smart” children. On the contrary, the news article introduces the concept that girls are actually excelling in academia and reporting better scores than their male counterparts, even in traditionally tough subjects, however still are underrepresented in science and math fields.

Article 3: “Babies who hear two languages at home develop advantages in attention”

Study: “The impact of bilingual environments on selective attention in infancy”

            The summary on the recent study found in the beginning of the news article, although arguably general, provides a good foundation of what the overall study is about. It states the result, which is that infants who are exposed to multiple languages often have a better attentional control than those who are only exposed to one. The summary also gives the importance of what the finding means. That is, that an environment where there is exposure to multiple languages gives infants an advantage for attention and possible lifelong benefits. The article itself goes into detail about the study itself. I think that it effectively summarizes each part in the study. It puts the introduction, the studies and their methods, the results and the discussion in simpler terms. It doesn’t take away from the paper, but rather makes the information found in it more accessible.

My name is Isabel Beckenstein and I’m 25 years old. I’m a graduating senior majoring in Psychology. Psychology has always been an immense passion of mine. After years of working with children, I’ve been inspired to pursue a career in child development. Our knowledge of developmental psychology can only be understood with a solid foundation of experimental psychology, considering the valuable quantifiable information that it has provided. As someone who constantly seeks to quantify and understand the world around me, experimental psychology has provided me with a means of doing so. My goal for this semester is to acquire a solid foundation in my understanding of developmental psychology, specifically in how we acquire and interpret data. Navigating truth can be difficult in our society of constant bombardment of biased opinions, presented as facts, however a strong understanding of research methods will assist in deciphering credible sources from falsehoods.

My name is Kayla Zuniga and I’m a senior here at Hunter. I’m 21 years old and I was born and raised in Staten Island, New York. Also known as the forgotten borough! I currently reside there but am planning to move out of there once I graduate.  I’m majoring in psychology with a focus in developmental psychology. I’m extremely interested in seeing how and why humans change over the course of their life. Children interest me most and I hope to make working with them apart of my career. I have always worked with children ever since I was young. I started off babysitting, went to camp counseling, and I am now a nanny. I love seeing children grow and I think working with children is such a rewarding job. I believe that we can learn a lot from children as much as they can learn from us. I started as a Criminal Justice Major at John Jay College and decided that’s not what I wanted to do which is why I transferred to Hunter College. I decided to go for what I love instead of focusing on the money. I graduate in May and my intentions are to go to graduate school for Educational Psychology also here at Hunter College. I am not completely certain on what I want to do with my degrees but I know it’ll all work out.

My name is Yesica Escorza, pronounced as Jessica, and I’m 21 years old. I was born and raised in Queens, New York. I am the middle child of three. I have an older sister and I younger brother. I am currently majoring in psychology and will, hopefully, be a senior next semester. Like Kayla, I’m planning on declaring a focus in Developmental Psychology. Originally, when I was applying to colleges, I planned to major in Business. However, once taking a Psychology class at Hunter College, that quickly changed. While I knew what I wanted to major in, I had no idea what exactly I wanted to do after I graduate with a degree. I think that my trip to Ecuador in 2016 helped. In Ecuador, I was able to teach Sex Education to students who dropped out of school and decided to go to a technical school. There, I made an instant connection to one of the girls who had a learning disability that no one paid attention to. When given the one on one help she needed, she did very well in the course. It made me think more about how many people with disabilities don’t get the help they need because some just simply don’t know much about it. Although I wasn’t working with children, this experience made me want to look more into children with special need and try to help from the beginning, their development. I took this class because one of my friends highly recommended it. She said the class was very fun and since I need the class to fulfill a requirement part of my focus, I decided to take it. I’m also extremely interested in working with children specifically children with special needs. I hope to find out more about Developmental Psychology and how it will help me in the future.

Thanks for joining me!

Good company in a journey makes the way seem shorter. — Izaak Walton