Bruce D Mccandli
Datos Biográficos
| ID | 3425124 |
|---|---|
| NOMBRE | Bruce D Mccandli |
| NOMBRES | Bruce D |
| APELLIDO | Mccandli |
| FIRMA | MCCANDLI B D |
| AFILIACIONES | Cornell University |
| ORCID | 0000-0001-9393-3421 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 94 |
| OBRAS COMO AUTOR | 14 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2002 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 3 |
Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late…
Growth mindset as a protective factor for middle schoolers at academic risk
Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students’ experiences and background characteristics may interact to impact the relation between mindset and a…
Negative Impacts of Pandemic Induced At-Home Remote Learning Can Be Mitigated by Parental Involvement
Format changes in U.S. schooling in response to the COVID-19 pandemic varied by month and by school district, ranging from exclusively home-based to full in-person learning. The impact of these changes on adolescent schooling experiences, and the factors that mitigate such impact, have been challenging to quantify. To address these challenges we employed bi-monthly repeated surveys of youths ( N = 6, 546, aged 13–14 years) in a longitudinal study…
Equational reasoning
The Cuisenaire–Gattegno (Cui) approach to early mathematics uses color coded rods of unit increment lengths embedded in a systematic curriculum designed to guide learners as young as age five from exploration of integers and ratio through to formal algebraic writing. The effectiveness of this approach has been the subject of hundreds of investigations supporting positive results, yet with substantial variability in the nature of results across st…
How Movie Events Engage Childrens’ Brains to Combine Visual Attention with Domain-Specific Processing Involving Number and Theory of Mind in a Cinematic Arena
Using functional magnetic resonance imaging, we tested the hypothesis that cinematic structure shapes variation in social-cognitive brain activity. Using our film, we completed an exploratory analysis of how activations in the temporal-parietal junction (TPJ), and the intraparietal sulcus (IPS) are shaped by variations in insert shots (e.g., shots showing objects that a character has looked at), and by character entrances and exits. We found that…
Location matters
Our study characterized associations between three indicators of COVID-19's community-level impact in 20 geographically diverse metropolitan regions and how worried youth and their caregivers in the Adolescent Brain Cognitive DevelopmentSM Study have been about COVID-19. County-level COVID-19 case/death rates and monthly unemployment rates were geocoded to participants' addresses. Caregivers' (vs. youths') COVID-19-related worry was more strongly…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience
Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. This article consolidates common concerns about connecting education and neuroscience. One set of concerns is scientific: in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timin…
Socioeconomic gradients predict individual differences in neurocognitive abilities
Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect …
The activation of attentional networks
Training, maturation, and genetic influences on the development of executive attention
A neural network underlying attentional control involves the anterior cingulate in addition to lateral prefrontal areas. An important development of this network occurs between 3 and 7 years of age. We have examined the efficiency of attentional networks across age and after 5 days of attention training (experimental group) compared with different types of no training (control groups) in 4-year-old and 6-year-old children. Strong improvement in e…
Development of attentional networks in childhood
Design Experiments and Laboratory Approaches to Learning
This contribution explores how the emerging goals, approaches, and methodologies of design experiments might be productively combined with methods of inquiry common in more traditional laboratory science and considers the potential benefits of such a dialectic. The authors hope to promote a constructive dialogue to help formulate an infrastructure for the science of education that synthesizes theoretical insights supported by a wide array of inve…
Testing the Efficiency and Independence of Attentional Networks
In recent years, three attentional networks have been defined in anatomical and functional terms. These functions involve alerting, orienting, and executive attention. Reaction time measures can be used to quantify the processing efficiency within each of these three networks. The Attention Network Test (ANT) is designed to evaluate alerting, orienting, and executive attention within a single 30-min testing session that can be easily performed by…
Socioeconomic gradients predict individual differences in neurocognitive abilities
Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect …
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience
Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. This article consolidates common concerns about connecting education and neuroscience. One set of concerns is scientific: in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timin…
Design Experiments and Laboratory Approaches to Learning
This contribution explores how the emerging goals, approaches, and methodologies of design experiments might be productively combined with methods of inquiry common in more traditional laboratory science and considers the potential benefits of such a dialectic. The authors hope to promote a constructive dialogue to help formulate an infrastructure for the science of education that synthesizes theoretical insights supported by a wide array of inve…
Location matters
Our study characterized associations between three indicators of COVID-19's community-level impact in 20 geographically diverse metropolitan regions and how worried youth and their caregivers in the Adolescent Brain Cognitive DevelopmentSM Study have been about COVID-19. County-level COVID-19 case/death rates and monthly unemployment rates were geocoded to participants' addresses. Caregivers' (vs. youths') COVID-19-related worry was more strongly…
Testing the Efficiency and Independence of Attentional Networks
In recent years, three attentional networks have been defined in anatomical and functional terms. These functions involve alerting, orienting, and executive attention. Reaction time measures can be used to quantify the processing efficiency within each of these three networks. The Attention Network Test (ANT) is designed to evaluate alerting, orienting, and executive attention within a single 30-min testing session that can be easily performed by…
Design Experiments and Laboratory Approaches to Learning
This contribution explores how the emerging goals, approaches, and methodologies of design experiments might be productively combined with methods of inquiry common in more traditional laboratory science and considers the potential benefits of such a dialectic. The authors hope to promote a constructive dialogue to help formulate an infrastructure for the science of education that synthesizes theoretical insights supported by a wide array of inve…
Development of attentional networks in childhood
The activation of attentional networks
Training, maturation, and genetic influences on the development of executive attention
A neural network underlying attentional control involves the anterior cingulate in addition to lateral prefrontal areas. An important development of this network occurs between 3 and 7 years of age. We have examined the efficiency of attentional networks across age and after 5 days of attention training (experimental group) compared with different types of no training (control groups) in 4-year-old and 6-year-old children. Strong improvement in e…
Socioeconomic gradients predict individual differences in neurocognitive abilities
Socioeconomic status (SES) is associated with childhood cognitive achievement. In previous research we found that this association shows neural specificity; specifically we found that groups of low and middle SES children differed disproportionately in perisylvian/language and prefrontal/executive abilities relative to other neurocognitive abilities. Here we address several new questions: To what extent does this disparity between groups reflect …
Scientific and Pragmatic Challenges for Bridging Education and Neuroscience
Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. This article consolidates common concerns about connecting education and neuroscience. One set of concerns is scientific: in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timin…
Cognitive predictors of difficulties in math and reading in pre-kindergarten children at high risk for learning disabilities
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ)…
Negative Impacts of Pandemic Induced At-Home Remote Learning Can Be Mitigated by Parental Involvement
Format changes in U.S. schooling in response to the COVID-19 pandemic varied by month and by school district, ranging from exclusively home-based to full in-person learning. The impact of these changes on adolescent schooling experiences, and the factors that mitigate such impact, have been challenging to quantify. To address these challenges we employed bi-monthly repeated surveys of youths ( N = 6, 546, aged 13–14 years) in a longitudinal study…
Equational reasoning
The Cuisenaire–Gattegno (Cui) approach to early mathematics uses color coded rods of unit increment lengths embedded in a systematic curriculum designed to guide learners as young as age five from exploration of integers and ratio through to formal algebraic writing. The effectiveness of this approach has been the subject of hundreds of investigations supporting positive results, yet with substantial variability in the nature of results across st…
How Movie Events Engage Childrens’ Brains to Combine Visual Attention with Domain-Specific Processing Involving Number and Theory of Mind in a Cinematic Arena
Using functional magnetic resonance imaging, we tested the hypothesis that cinematic structure shapes variation in social-cognitive brain activity. Using our film, we completed an exploratory analysis of how activations in the temporal-parietal junction (TPJ), and the intraparietal sulcus (IPS) are shaped by variations in insert shots (e.g., shots showing objects that a character has looked at), and by character entrances and exits. We found that…
Location matters
Our study characterized associations between three indicators of COVID-19's community-level impact in 20 geographically diverse metropolitan regions and how worried youth and their caregivers in the Adolescent Brain Cognitive DevelopmentSM Study have been about COVID-19. County-level COVID-19 case/death rates and monthly unemployment rates were geocoded to participants' addresses. Caregivers' (vs. youths') COVID-19-related worry was more strongly…
Groupitizing reflects conceptual developments in math cognition and inequities in math achievement from childhood through adolescence
Understanding the cognitive processes central to mathematical development is crucial to addressing systemic inequities in math achievement. We investigate the “Groupitizing” ability in 1209 third to eighth graders (mean age at first timepoint = 10.48, 586 girls, 39.16% Asian, 28.88% Hispanic/Latino, 18.51% White), a process that captures the ability to use grouping cues to access the exact value of a set. Groupitizing improves each year from late…
Growth mindset as a protective factor for middle schoolers at academic risk
Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students’ experiences and background characteristics may interact to impact the relation between mindset and a…
Psychology (12 obras) · Cognition (8 obras) · Cognitive psychology (6 obras) · Developmental psychology (6 obras) · Neuroscience (6 obras) · Neural and Behavioral Psychology Studies (5 obras) · Artificial Intelligence (4 obras) · Attention network (4 obras) · Cognitive and developmental aspects of mathematical skills (4 obras) · Computer Science (4 obras)