Lindsey Hildebrand
Biographic Data
| ID | 5762569 |
|---|---|
| NAME | Lindsey Hildebrand |
| GIVEN NAMES | Lindsey |
| FAMILY NAME | Hildebrand |
| SIGNATURE | HILDEBRAND L |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0003-3632-7083 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Children underperform following “math” but not “spatial” task framing
Increasing evidence suggests that success in science, technology, engineering, and math (STEM) fields is not only dependent upon one's actual STEM-relevant abilities but also upon one's STEM-relevant attitudes-in particular, math and spatial attitudes. Here, we examine whether simply mentioning the math or spatial relevance of a task affects children's performance and the moderating role of children's math and spatial attitudes. Further, we exami…
Who's the winner? Children's math learning in competitive and collaborative scenarios
Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5–8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both…
Children underperform following “math” but not “spatial” task framing
Increasing evidence suggests that success in science, technology, engineering, and math (STEM) fields is not only dependent upon one's actual STEM-relevant abilities but also upon one's STEM-relevant attitudes-in particular, math and spatial attitudes. Here, we examine whether simply mentioning the math or spatial relevance of a task affects children's performance and the moderating role of children's math and spatial attitudes. Further, we exami…
Who's the winner? Children's math learning in competitive and collaborative scenarios
Games are frequently used to promote math learning, yet the competitive and collaborative contexts introduced by games may exacerbate gender differences. In this study, 1st and 2nd grade children in the U.S. (ages 5–8; N = 274; 70% White, 15% Asian, 2% Black, 1% Native American, 14% mixed or other race; 17% Hispanic) played either a competitive, collaborative, or solo game to learn about a challenging novel math concept: proportion. Overall, both…
Children underperform following “math” but not “spatial” task framing
Increasing evidence suggests that success in science, technology, engineering, and math (STEM) fields is not only dependent upon one's actual STEM-relevant abilities but also upon one's STEM-relevant attitudes-in particular, math and spatial attitudes. Here, we examine whether simply mentioning the math or spatial relevance of a task affects children's performance and the moderating role of children's math and spatial attitudes. Further, we exami…
Developmental psychology (2 works) · Psychology (2 works) · Social Psychology (2 works) · Anxiety (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Competition (biology) (1 work) · Education, Achievement, and Giftedness (1 work) · Educational Games and Gamification (1 work) · Framing (construction (1 work)