Mozart, Einstein, & Leonardo de Vinci
Interaction Effects in College Course grades and choice of academic major
Owens CC
Anne Bullerjahn
BGSU
Daria Filipova
David Meel
Chris Keil
Ann Bragg
Cynthia Bertelsen
Mohammed Darabie
11/10/08
Prof. Richard Oldrieve
Bowling Green State Univ.
Cell phone: 440-463-4031
E-mail: richaro@bgsu.edu
1

11/10/08
Turn to your neighbor and discuss
2

Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder
Pictured donated by Steve Van Hooks
Slide 22
11/10/08 COSMOS board & symposium 3

COSMOS Teaching and Learning
Community at BGSU
• Key funding for the 3-D portion of these results comes from the COSMOS math and science teaching consortium of North West Ohio.
• In fall of 2007, a sub-group of COSMOS college professors formed a sub-committee to research the effects of visualization ability on math and science students at BGSU and Owens
Community College .
11/10/08 COSMOS board & symposium 4

Three Research Questions related to visualization:
• Does Visualization Skill predict course grades?
• Do certain courses improve visualization skills more than others?
• Can Courses be changed to improve visualization skill?
11/10/08 COSMOS board & symposium 5

• After searching the literature the Purdue
Visualization and Spatial Test of Rotations was chosen for several reasons:
• Used widely in math & science ed at college.
• Short 10 minute span.
• Open source —FREE!
11/10/08 COSMOS Board & Symposium 6

Turn to your neighbor and discuss
11/10/08 8

Overall Percent on 3-D Rotations
Mean of 60
(numbers change slightly in later analysis)
11/10/08 COSMOS board & symposium 9

Male vs Female 3-D Rotations
11/10/08
74.07
59.58
COSMOS board & symposium 11

Oldrieve a reading assessment prof added
Fast to Slow Processing Theory based on track and field analogy sprinter
100 meters mid-distance
1,000 meters long-distance
10,000 meters
11/10/08
• Notice logrhythmic scale.
• Ability balanced by disability.
• Balance of muscle fibers from fast twitch to slow twitch
• Idea is that arrangement of neural
12

(1982)
Tallal (2003) has found that students who struggle to read often can’t process the sounds of letters fast enough to match them to letters.
11/10/08 14

Rapid Automatic Naming of Objects
Wiig, Semel, Nystrom 1982
11/10/08 COSMOS board & symposium 15

Turn to your neighbor and discuss
16 11/10/08

Rapid Automatic Naming
• For this test you will “read” the pictures on the page from upper left picture, across the page to the right.
• Then tracking just like you do in reading, drop down each row and move across each row from left to right until you get to the lower right hand corner.
• We’ll practice to ensure everyone is using the same name of the pictures.
11/10/08 COSMOS board & symposium

Please try to name the first 4 objects.
book cup cat
Please practice one more time.
spoon
11/10/08 COSMOS board & symposium

Please try to name the next 4 objects.
key comb pen ring
Please practice one more time.
Please note that an important reason to use the correct names is that 5 words begin or end with the /k/ sound.
While 4 of them have an /m/ /n/ or /ng/ sound.
11/10/08 COSMOS board & symposium

Final Directions for
RAN of Objects:
• Everyone will read out loud together.
– Go at your own pace.
– Yes, it will be semi-chaos.
• Read chart like a book.
– From top left to the bottom right.
• When done, look up at the screen.
• Write down time on CHART.
• GO BACK TO READING CHART.
– There are advantages to being slow…
– But no one will want to be the last one reading.
• After class, you may try one-on-one.
11/10/08 COSMOS board & symposium

11/10/08
Begin
Use external timer, then return to power point.
COSMOS board & symposium

Overall RAN of Objects without music
17.23 seconds
(numbers change slightly in later analysis)
11/10/08 COSMOS board & symposium 22

RAN of Objects individualized mean 16.81
11/10/08 COSMOS board & symposium 23

Male vs Female on RAN 1
11/10/08
17.20
17.34
COSMOS board & symposium 26

X - Y Z axis + ecology + Piaget’s stages
Implications for Teachers
High Visual
11/10/08
ADHD/ depression
• Fast process Slow process
High Concentration
Low Visual
COSMOS board & symposium 28

intro Bio 201 @ Owens C.C.
11 students under 25%
11/10/08 COSMOS board & symposium 29

Early Childhood Reading
Assessment
Overall
Females
RAN = 17.34
SD = 2.66
3-D = 59.58
SD = 17.96
Early
Childhood
RAN = 17.38
SD = 2.89
3-D = 58.11
SD = 16.21
30

Calculus for Math & Science Majors
31

Proposed Interaction between Auditory and
Visual Processing.
High Visual
Fast Auditory
High Visual
Slow Auditory
11/10/08
Low Visual
Fast Auditory
Low Visual
Slow Auditory
COSMOS Board & Symposium 32

Aural Music IV - real fast
5 perfect 3-D
11/10/08 COSMOS board & symposium 33

Print-Making -- only 1 below 50%
11/10/08 COSMOS board & symposium 34

3-D art class -- all 45% and above
11/10/08 COSMOS board & symposium 35

Industrial Hygiene
11/10/08 COSMOS board & symposium 36

Early Childhood Reading
Assessment
Overall
Females
RAN = 17.34
SD = 2.66
3-D = 59.58
SD = 17.96
Early
Childhood
RAN = 17.38
SD = 2.89
3-D = 58.11
SD = 16.21
11/10/08 COSMOS board & symposium 37

Middle Childhood Assessment
All 6 males are in red box
11/10/08 COSMOS board & symposium 38

AYA Adolescent & Young Adult
(pre-service high school teachers)
11/10/08 COSMOS board & symposium 39

Odds a student’s course grade is
½ standard above mean?
(69%ile)
11/10/08
1.044 multiplier for every
40

AYA Science
11/10/08 COSMOS board & symposium

AYA Language Arts
11/10/08 COSMOS board & symposium

AYA Mathematics
11/10/08 COSMOS board & symposium

AYA Social Studies
11/10/08 COSMOS board & symposium

Middle Childhood Math
11/10/08 COSMOS board & symposium

MCE Reading and Language Arts
11/10/08 COSMOS board & symposium

MCE Science
11/10/08 COSMOS board & symposium

MCE Language Arts
11/10/08 COSMOS board & symposium

intro Physics 101 @ BGSU unexplainable 3 second gap
11/10/08 COSMOS board & symposium 49

Highly Significant Correlations
• -.206
RAN vs 3-D Percent
• -.169
RAN-1 vs RAN self-estimate
• .398
3-D Percent vs 3-D Percent selfestimate
• .203
3-D Percent vs. 2-D video playing
• .240
3-D Percent vs. semi-3-D video
• .280
3-D Percent vs. 3-D video playing
11/10/08 COSMOS board & symposium 50

Highly Significant Correlations
• .365 Male vs. Female
• -.267
M/F vs. 3-D self estimate
• -.179
M/F vs. GPA
• -.538
M/F vs. 3-D video playing
• -.266
M/F vs. semi-3-D video
• -.185
M/F vs handedness
• -.180
Handedness vs Course type
• -.264
Program Code vs. GPA
• -.154
Ethnicity vs. GPA
11/10/08 COSMOS board & symposium 51

Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calder
Pictured donated by Steve Van Hooks
Slide 22
11/10/08 COSMOS board & symposium 52

High Visual /Fast Auditory
Strengths:

Can quickly learn new facts & routines.

“Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading).

Similarly, can quickly visualize 2 and 3-dimensions: Which can lead to success in mathematics, complex words , and writing.
Limitations:

May struggle to think outside box.

Because success comes so easily, may become complacent, arrogant, and unwilling to think outside the box.
Needs:

Gravitates towards B.F. Skinner; needs Jerome Bruner.

Quick transition to reading & writing workshop.

Problem solving approaches in math.
Potential career:

Musicians, sports stars, actors.

Technical fields such as editing, accounting, managing, emergency room doctors, field commanders in army.
53

High Visual /Slow Auditory
Strengths:

Creativity and thinking outside the box.

Complexity and using multiple data sources.
Limitations:

In early reading, struggles with hearing phonemes and linking them to graphemes.

Struggles with recalling specific facts.

Takes more routines to learn new skills.

May appear indecisive when put on the spot.
Needs:

Gravitates towards Jerome Bruner; needs B.F. Skinner.

An emphasis on learning basic skills on any new subject area: phonics, arithmetic, the 5-paragraph theme in writing, learning to drive stick-shift car.

Willingness for teacher to accept alternative solutions and give partial credit.
Potential career:

Composers, coaches, playwrights

Creative writer, artist, theoretical mathematician, medical researcher, general in charge of strategy
11/10/08 COSMOS board & symposium 54

Low Visual /Fast Auditory
Strengths:
• Can quickly learn new facts & routines.
•“Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading).
• Can write to the prompt and rubric well.
Limitations:
• Struggles with moving beyond sound-based decoding and moving towards meaning based decoding.
• Word Caller.
• Visualizing how what is learned can be useful.
• Not willing to try new ideas and routines.
• Struggles with math visualization and problem solving.
Needs:
• Gravitates towards B.F. Skinner; resists Jerome Bruner.
• A move to whole language and problem-solving based math as quickly as possible after basics are learned.
• Patience from teacher
Potential career:
• TV newscasters, salespeople, secretaries.
• Jobs where routines are necessary and appreciated.
11/10/08 COSMOS board & symposium 55

Low Visual /Slow Auditory
Strengths:

Creatively embellishing existing stories & information.

Synthesizing ideas and going beyond the known.

Recognizing the limitations of oneself and others.
Limitations:

In early reading, struggles with hearing phonemes and linking them to graphemes.

Struggles with recalling specific facts.

Takes more routines to learn new skills.

May appear indecisive when put on the spot.
Needs:

Gravitates towards Jerome Bruner-resists B.F. Skinner.

An emphasis on learning basic skills on any new subject: phonics, arithmetic, the
5-paragraph theme in writing, learning to drive stick-shift car.

Willingness for teacher to try different techniques until one is found that works and student accepts .
Potential career: Language arts and history teacher. Story-teller, docent at museums, art historian.
11/10/08 COSMOS board & symposium 56