Trench, M., Tavernini, L. M., & Goldstone, R. L. (2017). Promoting spontaneous analogical transfer by idealizing target representations. Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 1206-1211). London, England: Cognitive Science Society.
Recent results demonstrate that inducing an abstract representation of target analogs at retrieval time aids access to analogous situations with mismatching surface features (i.e., the late abstraction principle). A limitation of current implementations of this principle is that they either require the external provision of target-specific information or demand very high intellectual engagement. Experiment 1 demonstrated that constructing an idealized situation model of a target problem increases the rate of correct solutions compared to constructing either concrete simulations or no simulations. Experiment 2 confirmed that these results were based on an advantage for accessing the base analog, and not merely on an advantage of idealized simulations for understanding the target problem in its own terms. This target idealization strategy has broader applicability than prior interventions based on the late abstraction principle, because it can be achieved by a greater proportion of participants and without the need to receive target-specific information.
Download PDF of article
Marghetis, T., Goldstone, R. L., & Landy, D. (2017). Even when people are manipulating algebraic equations, they still associate numerical magnitude with space. Proceedings of the 39th Annual Conference of the Cognitive Science Society. (pp. 2675-2680). London, England: Cognitive Science Society.
The development of symbolic algebra transformed civilization. Since algebra is a recent cultural invention, however, algebraic reasoning must build on a foundation of more basic capacities. Past work suggests that spatial representations of number may be part of that foundation, but recent studies have failed to find relations between spatial-numerical associations and higher mathematical skills. One possible explanation of this failure is that spatial representations of number are not activated during complex mathematics. We tested this possibility by collecting dense behavioral recordings while participants manipulated equations. When interacting with an equation’s greatest [/least] number, participants’ movements were deflected upward [/downward] and rightward [/leftward]. This occurred even when the task was purely algebraic and could thus be solved without attending to magnitude (although the deflection was reduced). This is the first evidence that spatial representations of number are activated during algebra. Algebraic reasoning may require coordinating a variety of spatial processes.
Download PDF of article
Goldstone, R. L., Marghetis, T., Weitnauer, E., Ottmar, E. R., & Landy, D. (2017). Adapting perception, action, and technology for mathematical reasoning. Current Directions in Psychological Science, 1-8. DOI: d1o0i.1or1g7/170/.01197673/70926134712717410747808488
Formal mathematical reasoning provides an illuminating test case for understanding how humans can think about things that they did not evolve to comprehend. People engage in algebraic reasoning by 1) creating new assemblies of perception and action routines that evolved originally for other purposes (reuse), 2) adapting those routines to better fit the formal requirements of mathematics (adaptation), and 3) designing cultural tools that mesh well with our perception-action routines to create cognitive systems capable of mathematical reasoning (invention). We describe evidence that a major component of proficiency at algebraic reasoning is Rigged Up Perception-Action Systems (RUPAS), via which originally demanding, strategically-controlled cognitive tasks are converted into learned, automatically executed perception and action routines. Informed by RUPAS, we have designed, implemented, and partially assessed a computer-based algebra tutoring system called Graspable Math with an aim toward training learners to develop perception-action routines that are intuitive, efficient, and mathematically valid.
Download PDF of article
Goldstone, R. L., Weitnauer, E., Ottmar, E., Marghetis, T., & Landy, D. H. (2016). Modeling Mathematical Reasoning as Trained Perception-Action Procedures. In R. Sottilare, A. Graesser, X. Hu, A. Olney, B. Nye, and A. Sinatra (Eds.) Design Recommendations for Intelligent Tutoring Systems: Volume 4 – Domain Modeling. Orlando, FL: U.S. Army Research Laboratory. (pp. 213-223).
We have observed that when people engage in algebraic reasoning, they often perceptually and spatially transform algebraic notations directly rather than first converting the notation to an internal, non spatial representation. We describe empirical evidence for spatial transformations, such as spatially compact grouping, transposition, spatially overlaid intermediate results, cancelling out, swapping, and splitting. This research has led us to understand domain models in mathematics as the deployment of trained and strategically crafted perceptual-motor processes working on grounded and strategically crafted notations. This approach to domain modeling has also motivated us to develop and assess an algebra tutoring system focused on helping students train their perception and action systems to coordinate with each other and formal mathematics. Overall, our laboratory and classroom investigations emphasize the interplay between explicit mathematical understandings and implicit perception action training as having a high potential payoff for making learning more efficient, robust, and broadly applicable.
Download PDF of paper
Braithwaite, D. W., Goldstone, R. L., van der Maas, H. L . J., & Landy, D. H. (2016). Informal mechanisms in mathematical cognitive development: The case of arithmetic. Cognition, 149, 40-55.
The idea that cognitive development involves a shift towards abstraction has a long history in psychology. One incarnation of this idea holds that development in the domain of mathematics involves a shift from non-formal mechanisms to formal rules and axioms. Contrary to this view, the present study provides evidence that reliance on non-formal mechanisms may actually increase with age. Participants – Dutch primary school children – evaluated three-term arithmetic expressions in which violation of formally correct order of evaluation led to errors, termed foil errors. Participants solved the problems as part of their regular mathematics practice through an online study platform, and data were collected from over 50,000 children representing approximately 10% of all primary schools in the Netherlands, suggesting that the results have high external validity. Foil errors were more common for problems in which formally lower-priority sub-expressions were spaced close together, and also for problems in which such sub-expressions were relatively easy to calculate. We interpret these effects as resulting from reliance on two non-formal mechanisms, perceptual grouping and opportunistic selection, to determine order of evaluation. Critically, these effects reliably increased with participants’ grade level, suggesting that these mechanisms are not phased out but actually become more important over development, even when they cause systematic violations of formal rules. This conclusion presents a challenge for the shift towards abstraction view as a description of cognitive development in arithmetic. Implications of this result for educational practice are discussed.
Download PDF of this paper
Ottmar, E. R., Landy, D., Goldstone, R. L., & Weitnauer, E. (2015). Getting from here to there: Testing the effectiveness of an interactive mathematics intervention embedding perceptual learning. Proceedings of the Thirty-Seventh Annual Conference of the Cognitive Science Society. (pp. 1793-1798). Pasadena, CA: Cognitive Science Society.
We describe an interactive mathematics technology intervention From Here to There! (FH2T) that was developed by our research team. This dynamic program allows users to manipulate and transform mathematical expressions. In this paper, we present initial findings from a classroom study that investigates whether using FH2T improves learning. We compare learning gains from two different instantiations of FH2T (retrieval practice and fluid visualizations), as well as a control group, and investigate the role of prior knowledge and content exposure in FH2T as possible moderators of learning. Findings, as well as implications for research and practice are discussed.
Download a PDF of the paper here