Does Chess Make Children Smart? Insights from Cognitive Science

Transcription

1 Does Chess Make Children Smart? Insights from Cognitive Science Dr Michelle Ellefson 6 December Chess and Education London Conference

2 A Framework for EF in Education

3 Executive Functions (EFs) Generally, refers to processes involved in goal-directed behaviours (although no single agreed definition!) Definitions usually include Inhibition - impulse control; self-regulation; delayed gratification Shifting - task switching; set-shifting; (cognitive) flexibility Updating - working memory Mediated by the prefrontal cortex (PFC) Considerable improvement throughout childhood and adolescence Related to other areas of cognition

4 EF: Thinking Skills Planning - create roadmap to reach a goal or complete a task Sustained Attention - continue to focus on a task Working Memory - hold information in mind while performing complex tasks draw on past learning or experience to apply to current work project efficacy of problemsolving strategies into the future Organisation - arrange or place according to a system Time Management - estimate how much time one has, how to allocate it, and how to stay within limits and deadlines Metacognition - stand back and take a bird s-eye view of one s learning observe how one problem solves includes self-monitoring and self-evaluation; judgements of learning/knowing

5 EF: Behaviour Regulation Skills Response Inhibition - think before acting esp. resisting urge to do something with negative impact Delayed Gratification - forgo small rewards now for larger rewards later esp. when short-term reward is desired Self-Regulation - manage emotions in order to achieve goals, complete task i.e., control and direct behaviour (Cognitive) Flexibility - revise plans in the face of obstacles, setbacks, new information, or mistakes i.e., adaptability across changing conditions. Persistence - follow through to goal completion i.e., not become distracted by other demands or competing interests

6 Models of EF Baddeley (2000) Miyake et al. (2000)

7 The Prefrontal Cortex (PFC) PFC

8 The Prefrontal Cortex (PFC) PFC is essential for higher order cognition using neural networks connected to other areas of the brain

9 From Gogtay et al. 2004

10 EF Development Biological Constraints Development of the prefrontal cortex (PFC) and its connections with other areas of the brain birth of neurons connections between neurons speeded connections Developmental Disorders (e.g., ADHD, ASD, and more) Environmental Influences Sleep Stress Nutrition Bilingualism Practice with EF skills Parental / family factors more?

11 EF & Academics Arithmetic Ability e.g., Bull et al., 1999; Bull & Scerif, 2001; de Jong, 1998, De Rammelaere et al., 1999; 2001, Fürst & Hitch, 2000; van der Sluis et al., 2004; Wilson & Swanson, 2001; Espy et al., 2004; Bull et al., 2008 Calculation e.g., Adams & Hitch, 1997, Gathercole & Pickering, 2000, Geary et al., 1999; McLean & Hitch, 1999; Sikora et al., 2002; Ashcraft & Kirk; 2001 Decoding (Reading) e.g., Daneman & Carpenter, 1980; Swanson, 2003 Comprehension e.g., Daneman & Merikle, 1996; Swanson, 1993; 1999 Writing Ability e.g., De La Paz & Graham, 1998 Word Problems e.g., Swanson, 1993; Swanson & Sachse- Lee, 2001; Lee et al., 2009; Geary, 2004; Passolunghi & Siegel, 2001

12 Improving EF EF skills are related to academic skills Growing body of research indicates that EF is influenced by the environment (e.g., bilingualism, sleep, stress, nutrition) Much interest in EF interventions for young children (e.g., Tools of the Mind) Yet, little exists for older children

13 What makes a good EF intervention? The most effective programmes do more than just train EF but attend to social / emotional factors, including (see Diamond & Lee s review, 2011): engage students passionate interests; foster joy and pride address and attempt to resolve external causes of stress; strengthen calmer, healthier responses vigorous exercise facilitate a sense of belonging and social acceptance provide opportunities to repeatedly practice EFs at progressively more advanced levels

14 Does Chess Involve EF?

15 Mind MATCH Chess Numeracy# Cool#EF# prac4ce# Hot#EF# prac4ce# Literacy# Science# EF# Intervnt.# Improved# EF# Improved# ACACH# Improved# Cool#EF## Improved# Hot#EF## Investigates whether an EF intervention using chess improves EF skills in older children And whether gains in EF skills lead to improvements in academics A collaborative project with Zewelanji Serpell & Teresa Parr

16 Mind MATCH Chess Year 1 Year 2 Year 3 Cohort A Mind MATCH Follow-up Cohort B Wait-list Control Mind MATCH Follow-up Assessment Battery Timings Pre-test Mid-Year Post-test 6-Month Follow-up 12-Month Follow-up A collaborative project with Zewelanji Serpell & Teresa Parr

17 EF Measures Inhibition Cognitive Flexibility Working Memory Metacognition Executive Sustained Attention Planning Decision Making Stop Signal Task Switching Spatial Span Task Metamemory Metaproblem solving Sustained Attention Task (child) Tower of Hanoi Hungry Donkey A collaborative project with Zewelanji Serpell & Teresa Parr

18 Other Measures Pattern Completion Standardised Academic Tests Behaviour ratings (parents and teachers) Motivation Growth Mindset Chess Attainment Attendance Demographic variables A collaborative project with Zewelanji Serpell & Teresa Parr

19 Mind MATCH Chess - Modelling A collaborative project with Zewelanji Serpell & Teresa Parr

20 Acknowledgements Zewelanji Serpell Teresa Parr Maurice Ashley plus about 40 research assistants The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A to the University of Cambridge. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.