Brain Imaging and Education John Gabrieli Department of Brain and Cognitive Sciences & Martinos Imaging Center at the McGovern Institute for Brain Research,

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Presentation transcript:

Brain Imaging and Education John Gabrieli Department of Brain and Cognitive Sciences & Martinos Imaging Center at the McGovern Institute for Brain Research, MIT

High-Stakes Statewide Standardized Tests Massachusetts Comprehensive Assessment System MCAS – Math & ELA

Cognitive Skills Crystallized Skills acquired knowledge (vocabulary & arithmetic) focus of schools & state testing Fluid Skills speed of processing working memory abstract reasoning

Processing Speed

Working Memory count span (Conway, Bunting, Hambrick, Wilhelm & Engle, 2005) Your job is to count the BLUE CIRCLES in each display. Ignore red circles and blue triangles. From each of 3 successive displays, remember the number of BLUE CIRCLES in each display, and report those 3 numbers after the third display. For example, display 1 = 1 BLUE CIRCLE (keep “1” in mind) display 2 = 2 BLUE CIRCLES (keep “1” and “2” in mind) display 3 = 3 BLUE CIRCLES (keep “1” and “2” and “3” in mind report, “1, 2, 3”

Working Memory

Answer?

Working Memory Answer? 674

Fluid Reasoning

Research Study 1,367 8 th graders - 47% male, 77% free-lunch eligible - 41% African- American, 36% Hispanic, 12% White 32 middle schools - traditional, exam, 5 oversubscribed charter (of 8) MCAS scores (Math & ELA), fluid cognitive measures Finn et al., Psychological Science, 2014

Higher Fluid Skills Are Associated With Higher MCAS Scores Fluid SkillMCAS MathMCAS ELA Processing Speed Working Memory Fluid Reasoning all p <.001

Higher Fluid Skills Are Associated With Higher Gains in MCAS Scores Fluid SkillMCAS MathMCAS ELA Processing Speed Working Memory Fluid Reasoning th -8 th grade gains p <.001 except Working Memory and MCAS ELA

MCAS Test Scores Finn et al., Psychological Science, 2014

Schools Vary In Raising Test Scores student growth percentile

Finn et al., Psychological Science, 2014 Schools Influence Test Gains, But Not Fluid Cognitive Skills

From Correlation to Causation: Randomized Controlled Trial (RCT) lottery for 5 oversubscribed charter schools 143 winners, 53 losers (quasi-experimental analysis)

Schools Influence Test Gains, But Not Fluid Cognitive Skills Finn et al., Psychological Science, 2014

Working Memory, Brain, & MCAS diverse sample of 53 8 th graders N-Back test of working memory capacity

N-Back Performance

Greater Activation in Prefrontal & Parietal Neocortices with Greater Working Memory Demand left hemisphereright hemisphere

Greater Working Memory Activation Associated With Higher MCAS Math Test Scores left hemisphereright hemisphere

Cortical Thickness Analysis

Cortical Thickness Correlates with Standardized Test Scores

Schools, Test Scores, & Fluid Cognitive Skills some schools can raise test scores gains in crystallized cognitive skills such test scores correlate with future gains on SAT, AP, and life outcomes like educational attainment & income (Angrist et al., 2013; Ritchie & Bates, 2013) gains achieved without commensurate gains in fluid cognitive skills (does that matter?)

Decline of Fluid Skills and Preservation of Crystallized Skills across the Life Span FLUID CRYSTALLIZED Park et al., 2002, Psychology and Aging

College Persistence 1, th graders in PA and MA –51% male –56% free-lunch eligible –34% African- American, 13% Hispanic, 31% White

College Persistence Knowledge Is Power Program (KIPP charter schools;

College Persistence (non-cognitive) cognitive

Collaborators & Support Schools & Cognitive Skills Amy Finn Chris Gabrieli Martin West Mathew Kraft Bill & Melinda Gates Foundation