Difference between pages "Paul Cobb" and "Ramirez, Gunderson, Levine, & Beilock (2012)"

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== Publications ==
{{Title|Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children}}
__NOTOC__
* Authors: [[Gerardo Ramirez]], [[Elizabeth Gunderson]], [[Susan Levine]], and [[Sian Beilock]]
* Journal: [[The Quarterly Journal of Experimental Psychology]]
* Year: 2012
* Source: http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214


[[Kara Jackson|Jackson, K. J.]], [[Emily Shahan|Shahan, E. C.]], [[Lynsey Gibbons|Gibbons, L. K.]], & [[Paul Cobb|Cobb, P.]] (2012). [[Jackson, Shahan, Gibbons, & Cobb (2012)|Launching complex tasks]]. ''[[Mathematics Teaching in the Middle School]]'', 18(1), 24–29.
==Abstract==
Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.


[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) ER|Assessing the quality of the Common Core State Standards for Mathematics]]. ''[[Educational Researcher]]'', 40(4), 183–185. doi:10.3102/0013189X11409928
==Corrolary==
;APA
: Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. ''The Quarterly Journal of Experimental Psychology'', 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
;BibTeX
<pre>
@article{Ramirez2012,
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1080/17470218.2011.616214},
journal = {The Quarterly Journal of Experimental Psychology},
number = {3},
pages = {474--487},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {65},
year = {2012}
}
</pre>


[[Paul Cobb|Cobb, P.]], & [[Kara Jackson|Jackson, K. J.]] (2011). [[Cobb & Jackson (2011) MTED|Towards an empirically grounded theory of action for improving the quality of mathematics teaching at scale]]. ''[[Mathematics Teacher Education and Development]]'', 13(1), 6–33.
[[Category:Journal Articles]]
 
[[Category:The Quarterly Journal of Experimental Psychology]]
[[Paul Cobb|Cobb, P.]], [[Qing Zhao|Zhao, Q.]], & [[Chrystal Dean|Dean, C.]] (2009). [[Cobb, Zhao, & Dean (2009)|Conducting design experiments to support teachers' learning: A reflection from the field]]. ''[[Journal of the Learning Sciences]]'', 18(2), 165–199. doi:10.1080/10508400902797933
[[Category:2012]]
 
[[Category:Elementary Mathematics]]
[[Paul Cobb|Cobb, P.]], [[Qing Zhao|Zhao, Q.]], & [[Jana Visnovska|Visnovska, J.]] (2008). [[Cobb, Zhao, & Visnovska (2008)|Learning from and adapting the theory of Realistic Mathematics Education]]. ''[[Éducation et didactique]]'', 2(1).
[[Category:Math Anxiety]]
 
[[Category:Spatial Visualization]]
[[Paul Cobb|Cobb, P.]] (2007). [[Cobb (2007)|Putting philosophy to work: Coping with multiple theoretical perspectives]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research on mathematics teaching and learning]]'' (pp. 3–38). Charlotte, NC: Information Age.
 
[[Koeno Gravemeijer|Gravemeijer, K.]], & [[Paul Cobb|Cobb, P.]] (2006). [[Gravemeijer & Cobb (2006)|Design research from a learning design perspective]]. In [[Jan van den Akker|J. van den Akker]], [[Koeno Gravemeijer|K. Gravemeijer]], [[Susan McKenney|S. McKenney]], & [[Nienke Nieveen|N. Nieveen]] (Eds.), ''[[Educational design research]]'' (p. 163). New York, NY: Routledge.
 
[[Paul Cobb|Cobb, P.]], [[Jere Confrey|Confrey, J.]], [[Andrea diSessa|diSessa, A. A.]], [[Richard Lehrer|Lehrer, R.]], & [[Leona Schauble|Schauble, L.]] (2003). [[Cobb, Confrey, diSessa, Lehrer, & Schauble (2003)|Design experiments in educational research]]. ''[[Educational Researcher]]'', 32(1), 9–13. doi:10.3102/0013189X032001009
 
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2003). [[Cobb, McClain, & Gravemeijer (2003)|Learning about statistical covariation]]. ''[[Cognition and Instruction]]'', 21(1), 1–78. doi:10.1207/S1532690XCI2101_1
 
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], [[Teruni Lamberg|Lamberg, T. D. S.]], & [[Chrystal Dean|Dean, C.]] (2003). [[Cobb, McClain, Lamberg, & Dean (2003)|Situating teachers' instructional practices in the institutional setting of the school and district]]. ''[[Educational Researcher]]'', 32(6), 13–24. doi:10.3102/0013189X032006013
 
[[Paul Cobb|Cobb, P.]], [[Michelle Stephan|Stephan, M.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. ''[[Journal of the Learning Sciences]]'', 10(1/2), 113–163.
 
[[Koeno Gravemeijer|Gravemeijer, K.]], [[Paul Cobb|Cobb, P.]], [[Janet Bowers|Bowers, J.]], & [[Joy Whitenack|Whitenack, J.]] (2000). [[Gravemeijer, Cobb, Bowers, & Whitenack (2000)|Symbolizing, modeling, and instructional design]]. In [[Paul Cobb|P. Cobb]], [[Erna Yackel|E. Yackel]], & [[Kay McClain|K. McClain]] (Eds.), ''[[Symbolizing and communicating in mathematics classrooms]]'' (pp. 225–273). Mahwah, NJ: Lawrence Erlbaum Associates.
 
[[Paul Cobb|Cobb, P.]], & [[Janet Bowers|Bowers, J.]] (1999). [[Cobb & Bowers (1999)|Cognitive and situated learning perspectives in theory and practice]]. ''[[Educational Researcher]]'', 28(2), 4–15. doi:10.2307/1177185
 
[[Paul Cobb|Cobb, P.]], [[Terry Wood|Wood, T.]], & [[Erna Yackel|Yackel, E.]] (1996). [[Cobb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]], & [[Addison Stone|C. A. Stone]] (Eds.), ''[[Contexts for learning: Sociocultural dynamics in children's development]]'' (pp. 91–119). New York, NY: Oxford University Press.
 
[[Paul Cobb|Cobb, P.]], & [[Erna Yackel|Yackel, E.]] (1996). [[Cobb & Yackel (1996)|Constructivist, emergent, and sociocultural perspectives in the context of developmental research]]. ''[[Educational Psychologist]]'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
 
[[Paul Cobb|Cobb, P.]] (1994). [[Cobb (1994)|Where is the mind? Constructivist and sociocultural perspectives on mathematical development]]. ''[[Educational Researcher]]'', 23(7), 13–20. doi:10.3102/0013189X023007013
 
[[Category:People|Cobb, Paul]]

Latest revision as of 04:25, 3 December 2015

Spatial Anxiety Relates to Spatial Abilities as a Function of Working Memory in Children

Abstract

Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.

Corrolary

APA
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2012). Spatial anxiety relates to spatial abilities as a function of working memory in children. The Quarterly Journal of Experimental Psychology, 65(3), 474–487. http://doi.org/10.1080/17470218.2011.616214
BibTeX
@article{Ramirez2012,
author = {Ramirez, Gerardo and Gunderson, Elizabeth A. and Levine, Susan C. and Beilock, Sian L.},
doi = {10.1080/17470218.2011.616214},
journal = {The Quarterly Journal of Experimental Psychology},
number = {3},
pages = {474--487},
title = {{Spatial anxiety relates to spatial abilities as a function of working memory in children}},
url = {http://www.tandfonline.com/doi/ref/10.1080/17470218.2011.616214},
volume = {65},
year = {2012}
}
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