Developing spatial vocabulary in infants

In a recent collection of essays, “Manhood for Amateurs,” one of my favorite writers, Michael Chabon, laments a development in the world of Legos, namely that they now come almost exclusively in kits with detailed instructions, designed to be assembled in a particular way to create a specific space ship or tractor. Gone, says Chabon, are the days of starting with a bin full of Legos of all sizes, shapes and colors, and creating, well, something creative.

Fortunately, some new research indicates that all might not be lost. In fact, “guided play,” in which participants are given blocks along with graphic instructions for creating a particular structure, generates higher levels of “spatial talk” than free play. The research was performed at Temple University’s Infant Lab, and recently highlighted by Science Daily:

The researchers found that when playing with blocks under interactive conditions, children hear the kind of language that helps them think about space, such as “over,” “around” and “through.”

“When parents use spatial language, they draw attention to spatial concepts,” said Nora Newcombe, co-director of Temple’s Infant Lab. “The development of a spatial vocabulary is critical for developing spatial ability and awareness.”

Spatial skills, says the Science Daily article, “are important for success in the STEM (science, technology, engineering and math) disciplines, but they are also involved in many everyday tasks, such as packing the trunk of a car or assembling a crib. They are a central component of intellect and, as those who struggle finding their way around a new city can attest, they show marked individual differences.”

So Chabon’s laments aside, it’s OK, and maybe even good, to pick up that Star Wars Lego kit and build the Death Star just like the picture on the box.

For other research about the importance of manipulative play, check out:

• Block-play May Improve Language Development In Toddlers
• Simple Retro Toys May Be Better For Children Than Fancy Electronic Toys

High creativity in adults with ADHD

Research conducted at the University of Michigan and Eckerd College, and published in the current issue of Personality and Individual Differences suggests that adults with ADHD are more creative than their non-attention-impaired peers. The research also indicates that adults with ADHD are “ideators” (they like to generate ideas), while non-ADHD adults tend to be “clarifiers” (who prefer to define and structure problems) and “developers” (who who elaborate or refine ideas and solutions).

We frequently think about ADHD as a disability, and it can have crippling effects on students’ ability to focus in a classroom setting and to adjust academically and socially. However, as study co-author and associate professor at the University of Michigan Priti Shah says (quoted in a Science Daily article summarizing the research): “Individuals who are not succeeding as well academically may benefit from understanding that there may be tradeoffs associated with ADHD. With extra motivation to overcome difficulties in planning, attention, and impulsivity, they may be able to take greater advantage of their creative strengths.”