The Diversity of Play, does it improve cognitive development in children ???

How does play affect the cognitive development of children around the world? Doctoral candidate Lynneth Solis is looking to find out.

Play is an integral part of a child’s development according to traditional research mostly conducted in Western societies, but what role does play serve and what does it look like for children in indigenous communities? Ed.D. candidate Lynneth Solis, Ed.M.’10, is determined to better answer that question. 

Solis’ research focuses on children’s cognitive development, specifically how young children play with each other and with objects to understand and build theories about the world around them, and how this is shaped by their cultural context.

After completing her master's in the Mind, Brain, and Education Program in 2010, Solis spent the following year as a research assistant with Project Zero working alongside Principal Research Scientist in Education Tina Grotzer, looking at children’s understanding of complex causal patterns in science. It was through her work at PZ that Solis expanded her own research into children’s cognitive development and how they use objects to understand complex scientific phenomena such as friction, balance, and other physical concepts. This in turn led her to include looking at play in crosscultural settings.

In 2015, Solis — the recipient of a Frederick Sheldon Traveling Fellowship through the Committee on General Scholarships at Harvard — spent a year working with and observing children in the Sierra Nevada de Santa Marta in Colombia. (The Kogi settlement in which she worked is pictured below.) What she found, contrary to prior research, was that indigenous children were engaged in complex forms of play that hadn’t been documented before.

“In the past, researchers reported that indigenous children didn’t play in complex ways, but I found them pretending and involved in object play and construction similar to the way children in the West play,” Solis says. “But I also found ways children in these communities would spend time together socializing, enjoying each other’s company without outwardly appearing very playful at first glance, but involved in unstructured and positive experiences that we could call play.”

After interviewing parents, Solis discovered even more variation from the narrative older research told. While some parents felt play was not part of their culture, others believed play helped prepare children for the future inside and outside their community.

“They saw play as a way for children to feel more confident speaking, expressing themselves, and interacting with adults and other children within and outside their culture,” says Solis “They also expressed that they believed play could help their children to explore their environment, learn, and develop creativity.”

Grotzer says that Solis’ important ethnographic work is helping the field of children’s cognitive development better understand the diversity of play and its role in cultures outside the West, and understanding what parents and community members believe about play is crucial for designing educational interventions.

“Lynneth is able to set aside her own cultural assumptions to really ‘see’ what is going on and to interpret it through the eyes of the cultures that she is studying,” Grotzer says. “The stories of her work convey the extraordinary ability that Lynneth has to ‘become one’ with the children such that they have included her in their hidden worlds and have given us a rare window into their childhoods.”

It was critical to her research in Colombia, Solis says, to be trusted by children so that they would invite her into their play spaces. “When they said let's go to the river to swim, I went to the river, and when they went on crab hunts at the beach at night, I ran along the ocean with them,” she says. “This meant refraining from acting like an authority figure, so I became a curious companion who happened to always be writing notes and documenting their activities.”

Solis has also been working closely with the Lego Foundation, in partnership with the Center on the Developing Child at Harvard University, to better understand the science of play to support learning, which she says is an important next step for the field.

“There’s a call for systematic research on play,” Solis says. “Up to this point there’s been a lot of correlational research, but now methodological advances get us closer to understanding the developmental mechanisms involved in play from a biological and neurological perspective. I feel like I’m on the beginning journey of that and it feels exciting.”

Solis’ work has not gone unrecognized. During her time at HGSE as a master's candidate she was named an Intellectual Contribution Award winner, and last year she was a Julius B. Richmond fellow at the Center on the Developing Child and AERA Minority Dissertation Fellow. While she is set to graduate next year, Solis plans on continuing her research to expand understanding of child development.

“I’m very interested in indigenous communities here in the States and abroad and expanding the stories we tell in child development,” Solis says. “It’s important to tell stories of diverse populations to really understand child development, and the more varied stories we tell, the more we understand.”

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The Rise and Fall of Cognitive Skills 03-10

The Rise and Fall of Cognitive Skills

Neuroscientists find that different parts of the brain work best at different ages.

Scientists have long known that our ability to think quickly and recall information, also known as fluid intelligence, peaks around age 20 and then begins a slow decline. However, more recent findings, including a new study from neuroscientists at MIT and Massachusetts General Hospital (MGH), suggest that the real picture is much more complex.

The study, which appears in the journal Psychological Science, finds that different components of fluid intelligence peak at different ages, some as late as age 40.

“At any given age, you’re getting better at some things, you’re getting worse at some other things, and you’re at a plateau at some other things. There’s probably not one age at which you’re peak on most things, much less all of them,” says Joshua Hartshorne, a postdoc in MIT’s Department of Brain and Cognitive Sciences and one of the paper’s authors.

“It paints a different picture of the way we change over the lifespan than psychology and neuroscience have traditionally painted,” adds Laura Germine, a postdoc in psychiatric and neurodevelopmental genetics at MGH and the paper’s other author.

Measuring peaks

Until now, it has been difficult to study how cognitive skills change over time because of the challenge of getting large numbers of people older than college students and younger than 65 to come to a psychology laboratory to participate in experiments. Hartshorne and Germine were able to take a broader look at aging and cognition because they have been running large-scale experiments on the Internet, where people of any age can become research subjects.

Their web sites, gameswithwords.org and testmybrain.org, feature cognitive tests designed to be completed in just a few minutes. Through these sites, the researchers have accumulated data from nearly 3 million people in the past several years.

In 2011, Germine published a study showing that the ability to recognize faces improves until the early 30s before gradually starting to decline. This finding did not fit into the theory that fluid intelligence peaks in late adolescence. Around the same time, Hartshorne found that subjects’ performance on a visual short-term memory task also peaked in the early 30s.

Intrigued by these results, the researchers, then graduate students at Harvard University, decided that they needed to explore a different source of data, in case some aspect of collecting data on the Internet was skewing the results. They dug out sets of data, collected decades ago, on adult performance at different ages on the Weschler Adult Intelligence Scale, which is used to measure IQ, and the Weschler Memory Scale. Together, these tests measure about 30 different subsets of intelligence, such as digit memorization, visual search, and assembling puzzles.

Hartshorne and Germine developed a new way to analyze the data that allowed them to compare the age peaks for each task. “We were mapping when these cognitive abilities were peaking, and we saw there was no single peak for all abilities. The peaks were all over the place,” Hartshorne says. “This was the smoking gun.”

However, the dataset was not as large as the researchers would have liked, so they decided to test several of the same cognitive skills with their larger pools of Internet study participants. For the Internet study, the researchers chose four tasks that peaked at different ages, based on the data from the Weschler tests. They also included a test of the ability to perceive others’ emotional state, which is not measured by the Weschler tests.

The researchers gathered data from nearly 50,000 subjects and found a very clear picture showing that each cognitive skill they were testing peaked at a different age. For example, raw speed in processing information appears to peak around age 18 or 19, then immediately starts to decline. Meanwhile, short-term memory continues to improve until around age 25, when it levels off and then begins to drop around age 35.

For the ability to evaluate other people’s emotional states, the peak occurred much later, in the 40s or 50s.

Christopher Chabris, an associate professor of psychology at Union College, said a key feature of the study’s success was the researchers’ ability to gather and analyze so much data, which is unusual in cognitive psychology.

“You need to look at a lot of people to discover these patterns,” says Chabris, who was not part of the research team. “They’re taking the next step and showing a more fine-grained picture of how cognitive abilities differ from one another and the way they change over time.”

More work will be needed to reveal why each of these skills peaks at different times, the researchers say. However, previous studies have hinted that genetic changes or changes in brain structure may play a role.

Researchers have been running large-scale experiments on the Internet, where people of any age can become research subjects. Their websites feature cognitive tests designed to be completed in just a few minutes. Shown here is a “pattern completion test” from their website, testmybrain.org. Image credit: Jose-Luis Olivares/MIT (with image courtesy of the researchers).

“If you go into the data on gene expression or brain structure at different ages, you see these lifespan patterns that we don’t know what to make of. The brain seems to continue to change in dynamic ways through early adulthood and middle age,” Germine says. “The question is: What does it mean? How does it map onto the way you function in the world, or the way you think, or the way you change as you age?”

Accumulated intelligence

The researchers also included a vocabulary test, which serves as a measure of what is known as crystallized intelligence — the accumulation of facts and knowledge. These results confirmed that crystallized intelligence peaks later in life, as previously believed, but the researchers also found something unexpected: While data from the Weschler IQ tests suggested that vocabulary peaks in the late 40s, the new data showed a later peak, in the late 60s or early 70s.

The researchers believe this may be a result of better education, more people having jobs that require a lot of reading, and more opportunities for intellectual stimulation for older people.

Hartshorne and Germine are now gathering more data from their websites and have added new cognitive tasks designed to evaluate social and emotional intelligence, language skills, and executive function. They are also working on making their data public so that other researchers can access it and perform other types of studies and analyses.

“We took the existing theories that were out there and showed that they’re all wrong. The question now is: What is the right one? To get to that answer, we’re going to need to run a lot more studies and collect a lot more data,” Hartshorne says.

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