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A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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GIS manipulation and analysis functions are vital for decision-making and planning. These activities range from data retrieval tasks, such as selecting information based on specific criteria, to advanced analytical techniques that address complex spatial problems.One critical GIS analysis method is overlaying, which combines multiple data layers to examine impacts. For example, overlaying a river-dammed lake boundary with road networks can identify affected infrastructure. Another common...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Informal STEM learning: Examples from everyday spatial behaviors.

Yingying Yang1, Sonia Conde Santiago1, Daria Lasc1

  • 1Department of Psychology, Montclair State University, Montclair, NJ, United States.

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Summary

Children's everyday spatial behaviors are linked to their development and sense of direction. Understanding these behaviors can help foster spatial skills crucial for STEM success.

Keywords:
adaptive livingage differencechildreneveryday spatial behaviorinformal STEM learningsense of directionsex difference

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Area of Science:

  • Child Development
  • Spatial Cognition
  • STEM Education

Background:

  • Spatial abilities are critical for success in Science, Technology, Engineering, and Mathematics (STEM) fields.
  • Everyday spatial behaviors may influence the development of essential spatial skills.
  • Understanding these behaviors in children is key to promoting STEM learning.

Purpose of the Study:

  • To examine children's everyday spatial behaviors.
  • To investigate the associations between these behaviors and broader child development outcomes.
  • To develop a tool for assessing everyday spatial behaviors in children.

Main Methods:

  • Developed the Everyday Spatial Behaviors Questionnaire for Children (ESBQC).
  • Collected data from 174 parents and their children aged 4-9 years.
  • Parents reported on their child's difficulties with various spatial tasks.

Main Results:

  • Factor analysis identified 8 components within the ESBQC.
  • The questionnaire demonstrated high internal reliability.
  • ESBQC scores positively correlated with age and predicted sense of direction, independent of age and parent report bias.

Conclusions:

  • The ESBQC is a reliable tool for assessing children's everyday spatial behaviors.
  • This tool can help identify and encourage spatial skills development.
  • Promoting spatial skills through everyday activities can enhance STEM learning.