COVID-stressed schools struggled to teach mathematics.

CONTEXT AND PROBLEM: The COVID-19 pandemic led to temporary closures of schools in Germany that were unpredictable, either short-term or sustained over many weeks depending on local COVID-19 incidence rates which varied in different regions over time. The COVID-19 pandemic created new stressors in schools to deliver the curriculum with reduced lessons and online teaching. COVID-19 also had a marked effect on research in schools. AIM: The INSIDE project is a nationwide German study that investigates the effects of inclusive schooling in secondary education. The data collection started in 2018 and is still ongoing. During the COVID-19 pandemic the drop-out of many schools lead to a sample attrition down to 39.3 % of the original sample. It is investigated whether imputation of missing values in the dependent variables school grades (N = 2999) produces different results than listwise deletion of cases (N = 383). HYPOTHESIS: It is hypothesized that missing data in the longitudinal data design were not missing at random (NMAR). It is further hypothesized based on previous research that in the larger, imputed sample, Math grades will deteriorate more than German grades. RESULTS: Two datasets with observed, respectively, imputed data showed no difference in parents' educational attainment and gender proportion. Larger integrative schools were less likely to drop out than smaller single type schools. Pupils of 'surviving' schools showed equivalent grades for German and Mathematics, while including predicted grades of pupils in 'stressed' drop-out schools showed a decline in Mathematics but not in German subject grades.

The Difference an Explanation Makes: Verbal Debrief Effects When Children Cope with Uncertainty.

Previous research showed that uncertain, stochastic feedback drastically reduces children's performance. Here, 145 children from 7 to 11 years learned sets of sequences of four left-right button presses, each press followed by a red/green signal. After each of the 15% randomly false feedback trials, children received a verbal debrief that it was either (1) a mistake, or (2) a lie, or (3) received a reassuring comment for 85% correct trials. The control group received no verbal debrief. In the stochastic condition children reflected more on previous trials than with 100% correct feedback. Verbal debriefs helped children to overcome the deterioration of the first two repetitions. Mistakes were discarded and therefore the most helpful comment. Lie debriefs yielded the most reflection on previous experience. Reassurance comments were not quite as efficient.

Rich and sparse figurative information in children's memory for colorful places.

The relation between perceptual and conceptual knowledge is a longstanding research question in developmental psychology. Here we tested children's dependence on figurative information with a reaction time/accuracy task. A sample of 151 children from 5 to 10 years were assessed from two multicultural and multiracial schools in the London (UK) boroughs City of London and Harrow. A quarter of children in both schools were eligible for free school meals (national average 18.5%). The same 3 × 3 grid with nine individually colored places and a uniform black star as placeholder was tested in three different retrieval conditions: (a) same array as during presentation, (b) one place at a time with placeholder, and (c) one place at a time without placeholder. In a (d) control condition, individual shapes were of the same color as the colorful places. Bayes Factor analyses showed a more unified response toward figurative placeholders in 5- to 6-year-olds. Independently of age, colorful places without a placeholder were hardest to remember. Places were better remembered when a placeholder was added and still better when the spatial context of the entire array was available. Yet unique shapes with distinctive contours and colors as placeholders optimized place memory the most. While place memory accuracy increased with age, reaction times did not become faster. Instead, latencies were longer, the more visual information was available in the retrieval array. A larger perceptual effect was caused by the dynamic where-delay interference task, the sparser the amount of visual information in the retrieval array. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The space paradox in graphic representation.

The negative space drawing technique refers to drawing the transparent space around and between objects, rather than drawing the objects themselves. This space-based instruction is thought to attenuate object-specific visual attention and to enhance perception of a spatial expanse. Developmentally, it is equivalent to the Piagetian dichotomic space concept of filled and empty space. A sample of 96 children from 5 to 12 years of age and 24 adults (N = 120) drew on a computer tablet a real-life model spacebox placed in front of the participant, with three cubes placed inside the model. Children followed two instructions, a Visual Realism (VR) Instruction "Please draw the three cubes and the box as you can see them" and a Negative Space (NSp) Instruction "Please draw the space around the objects," with the sequence counterbalanced. NSp outline drawings began to show from 9 years onwards. A positive effect of the NSp technique showed for occlusion drawing because of the depiction of common contour of objects which could create a cohesive scene feature such as a horizon. The VR instruction focused attention toward the space box and enhanced 3D drawing of both the spacebox and the cubes. Thus, it could be concluded-rather paradoxically-that drawing in 3D is better based on object- than on space-based attention, while drawing occlusion is better based on space-based than object-based attention. We suggest, however, that a better definition of VR as attention to object appearances is that VR unifies objects and spatial context into one global plane.

Fine motor skills and motor control networking in developmental age.

OBJECTIVES: We investigated the relationships between fine motor skills, fitness, anthropometrics, gender and perceived motor performance in school beginners. The aim of our study was to delineate whether and to what extent fine motor control would show meaningful synchrony with other motor variables in the age of onset of handwriting in school. METHODS: A sample of N = 239 of 6-to-8-year-old children were tested with an array of tasks measuring fine motor (i.e., dexterity and speed) and grapho-motor performance (tracing on a tablet screen), anthropometric indexes, and fitness (shuttle run) measures. A subset of 95 children was also tested for perceived motor competence. RESULTS: In spite of an overall poor anthropometric condition, our participants were relatively fit. As expected, older children performed better in both, fine motor tasks and the shuttle test. The girls were better in fine motor skills, and an original speed-quality trade-off in the drawing was found. However, the magnitude of difference by grade was greater for boys' fine motor skills than those of girls'. A network analysis revealed three specific clusters, (1) perceived competencies, (2) fitness, and (3) fine motor skills. CONCLUSIONS: Given the relative independence of these areas of physical performance, we suggest focusing on these three clusters as distinct areas of physical education. Fine motor skills deserve further consideration, especially at an early school age. We have demonstrated that network analysis and technology devices used to evaluate motor development are useful and meaningful tools.

Perceptual Load and Sex-Specific Personality Traits.

The impact of sex-specific personality traits has often been investigated for visuospatial tasks such as mental rotation, but less is known about the influence of personality traits on visual search. We investigated whether the Big Five personality traits Extroversion (E), Openness (O), Agreeableness (A), Conscientiousness (C), and Neuroticism (N) and the Autism Quotient (AQ) influence visual search in a sample of N = 65 men and women. In three experiments, we varied stimulus complexity and predictability. As expected, latencies were longer when the target was absent. Pop-out search was faster than conjunction search. A large number of distracters slowed down reaction times (RTs). When stimulus complexity was not predictable in Experiment 3, this reduced search accuracy by about half. As could be predicted based on previous research on long RT tails, conjunction search in target absent trials revealed the impact of personality traits. The RT effect in visual search of the accelerating "less social" AQ score was specific to men, while the effects of the "more social" decelerating Big Five Inventory factors agreeableness and conscientiousness were specific to women. Thus, sex-specific personality traits could explain decision-making thresholds, while visual stimulus complexity yielded an impact of the classic personality traits neuroticism and extroversion.

The magical number four in children's mental rotation of cube aggregates.

We investigated mental rotation in children by systematically varying the adult cube aggregate's set size, rotation angle, and picture/depth plane rotations in a new test. Eighty 4- to 11-year-old mainly middle-class children (British Indian and British African majority and white minority; 40 girls and 40 boys) were assessed using the new matching-to-sample Colored Mental Rotation Test (CMRT) and, for comparison, the Raven Colored Progressive Matrices Test (RCPM). A high Cronbach's alpha of .94 and the Rasch model demonstrated item homogeneity of the CMRT. As expected, there were main effects of age showing increases in accuracy and of sex as boys outperformed girls. A main effect of set size showed that from age four until age 10 as four-cube aggregates proved to be the most economical three-dimensional (3D) object for mental rotation. Several higher-order interactions all involved four-cube aggregates, for example, 3D cube element protrusions had the largest effect in the four-cube-aggregate. We thus suggest that the magical number four (Cowan, 2001) as an attentional limit may also be valid in mental rotation and linked to the 'Good Gestalt' design of the four-cube aggregate. The cross-validation of CMRT with the RCPM showed high correlations increasing from .69 in 4- to 5-year-olds to .77 in 10- to 11-year-olds. Interestingly, 4- to 5-year-olds girls scored higher in the Raven test of nonverbal reasoning than in the CRMT scores with 3D cube aggregates demonstrating the particular complexity of 3D pictorial space. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

On Being in the Wrong Place: The Role of Children's Conceptual Understanding and Ballgame Experience when Judging a Football Player's Offside Position.

We investigated the role of children's conceptual understanding and ballgame experience when judging whether a football player is in an offside position, or not. In the offside position, a player takes advantage of being behind the defence line of the opposing team and just waits for the ball to arrive in order to score a goal. We explained the offside rule to 7- and 9-year-old children with a Subbuteo setup. They produced drawings of an offside position until it was correct (drawing to criterion). Thereafter, children judged whether a designated player was in an offside position in a computerized task. Like adults, also children found it easier to judge when a player was in a wrong rather than a right place. Only when including frequency of ballgame practice in the analysis it was revealed that boys were better independently of age as they judged the offside position more systematically.

Mojibake - The rehearsal of word fragments in verbal recall.

Theories of verbal rehearsal usually assume that whole words are being rehearsed. However, words consist of letter sequences, or syllables, or word onset-vowel-coda, amongst many other conceptualizations of word structure. A more general term is the 'grain size' of word units (Ziegler and Goswami, 2005). In the current study, a new method measured the quantitative percentage of correctly remembered word structure. The amount of letters in the correct letter sequence as per cent of word length was calculated, disregarding missing or added letters. A forced rehearsal was tested by repeating each memory list four times. We tested low frequency (LF) English words versus geographical (UK) town names to control for content. We also tested unfamiliar international (INT) non-words and names of international (INT) European towns to control for familiarity. An immediate versus distributed repetition was tested with a between-subject design. Participants responded with word fragments in their written recall especially when they had to remember unfamiliar words. While memory of whole words was sensitive to content, presentation distribution and individual sex and language differences, recall of word fragments was not. There was no trade-off between memory of word fragments with whole word recall during the repetition, instead also word fragments significantly increased. Moreover, while whole word responses correlated with each other during repetition, and word fragment responses correlated with each other during repetition, these two types of word recall responses were not correlated with each other. Thus there may be a lower layer consisting of free, sparse word fragments and an upper layer that consists of language-specific, orthographically and semantically constrained words.