Constructing Spatial Memories: Families’ Spatial Language Use in Conversational Reflections on an Engineering Exhibit

• In Event: Poster Session 03
  In Poster Session: PS 03 Topic - Cognitive Processes

Abstract

Children’s and parents’ spatial language use – talk about shapes, sizes, and locations – supports children’s spatial thinking and spatial skill development (Casasola et al., 2020; Pruden et al., 2011). Spatial language occurs during activities that promote spatial reasoning, such as building and construction play (Ferrara et al., 2011). Additionally, spatial language use during play can be bolstered by pre-play instructions that emphasize the activity’s spatial elements. Potentially, these instructions focus families’ attention towards spatial concepts, increasing spatial thinking, and subsequently spatial language (Borriello & Liben, 2018).
Thus far, almost all research has focused on spatial language use during activities. Here we investigate spatial language use during conversational reflections that occur after activities are completed. Prior work suggests that during such reflections, memories of activities are made (Haden, 2014). We examined families’ spatial language use during reflections on a children’s museum engineering exhibit at which families built creations. We asked whether families use spatial language during reflections and if a pre-exhibit orientation introducing the exhibit’s underlying STEM and spatial concepts could support this language.
This study made use of a unique multi-media platform at the museum that is designed for families to create two-minute-long videos of themselves reflecting on their exhibit visits. 168 families recorded reflections on their visit to the engineering exhibit. 93 families visited this engineering exhibit when museum educators provided families with an orientation. 75 families visited this engineering exhibit when orientations were not provided. We coded families’ reflections on their visit to the engineering exhibit for frequency and types (e.g., words describing locations, dimensions, shapes) of spatial language (Cannon et al., 2007). We analyzed differences in spatial language use during reflections based on the presence or absence of a provided orientation at the time families visited the engineering exhibit.
97% of families used spatial language (M = 6.19, S.D. = 5.19) during reflections. Families who visited the engineering exhibit when orientations were provided (M = 7.02, S.D. = 5.26) used more spatial language during reflections then families who visited when an orientation was not (M = 5.16, S.D. = 4.72) provided, F(1,166) = 4.81, p = .02. This same pattern was found in the number of types of spatial words families used based on the presence (M = 2.35, S.D. = 1.04) or absence (M = 1.94, S.D. = .95) of an orientation at the time of the families’ visit, F(1,161) = 6.48, p = .02. The increased spatial language use during reflections may be evidence of more spatial thinking at the exhibit when an orientation is provided.
These findings demonstrate that families use spatial language when discussing engineering activities after the activity has occurred. Moreover, pre-activity instructions that focus families’ attention on spatial concepts can facilitate spatial language use during families’ reflections. The increased use of spatial language during reflections about engineering activities may lead to greater incorporation of spatial information into memories of these experiences. Thus, providing supports that promote families’ spatial language during reflections may benefit children’s spatial skill development.

Authors

• Naomi Polinsky, Northwestern University
  Presenting Author

• Lauren C Pagano, Northwestern University
  Non-Presenting Author

• Diana I Acosta, University of California - Santa Cruz
  Non-Presenting Author

• Catherine A. Haden, Loyola University Chicago
  Non-Presenting Author

• David H. Uttal, Northwestern University
  Non-Presenting Author