Cognitive Science 301

Applied Cognitive Science and Education
Fall 2006

Spatial and Temporal-Sequential Ordering (Chapter 4): allows perception of specific relationships to facilitate processing of information in active working memory (and beyond).  This involves:
    ¶ processing of incoming information (perception)
    ¶ memory
    ¶ production
    ¶ organization
    ¶ higher-order cognition

Temporal-Sequential Ordering: allows perception of specific relationships of data in a sequence ("linear chunk")

• this requires one to recognize the relevance of objects with respect to each other in time, when presented as a series
• this is important in the following:
  • synchronization of movements in a motor routine
  • following multistep directions
  • interpreting "complex syntax"
  • telling time
• Memory:
  • a good relationship between active working memory and temporal-sequential ordering is important
  • long-term memory tasks involve learning units of time, following complex directions, increased ability to remember and understand long sequences of data, remember the alphabet, days of the week, etc.
  • vocabulary associated with time and time intervals (yesterday, tomorrow, before, after)
  • dysfunctions with temporal-sequential memory can create frustration when one compares one's capabilities with peers
    • following the steps in a geometry proof may be difficult
    • also remembering the combination to a lock
• Processing and awareness:
  • Sequential input may be through many different sensory modalities
    • visually
    • auditorily
    • kinesthetically
    • what about haptic sensation (sense of touch)?
  • Often several different modalities need to be integrated to appreciate the temporal-sequential details.
• Production:
  • output is highly dependent on temporal-sequential ordering
  • "motor and nonmotor procedures depend on sequential organization" (p 120)
    • graphomotor output
    • sports (gross motor)
    • drawing (fine motor)
    • speaking (oral motor function): phonemes in a word, word sequences in a sentence, sentences in a paragraph
    • steps in a division problem
    • the generation of logical sequences: essays, doing scientific experiments, playing music.
  • successful prediction and planning also depend on temporal-sequential ordering
  • selecting the most appropriate sequence of academic tasks depends on this function, also
• Organization:
  • effective time management, in part, is a result of strength in this area
  • planning what needs to be done, when, and allowing enough time for doing it
  • knowledge of the best order of steps needed to complete a task
  • this interacts heavily with the production controls of attention
    • How could you distinguish between the two constructs?
• Higher-Order Thinking:
  • "discernment and analysis of causal relationships" (p 124)
  • inductive and deductive reasoning/thinking
  • recognition and prediction of temporal-sequential patterns in stimuli
  • problem solving involves thinking through a sequence of logical steps
• Assessment:
  • It is important to do assessments that will distinguish temporal-sequential ordering from the other different neurodevelopmental constructs.
  • Background information is necessary, from parents and teachers
    • What questions would you ask to get this information?
      • concepts of time, multistep processing, time management
  • Direct observation during assessment or in the classroom
  • Testing of short-term sequential memory (auditory and/or visual and/or motor)
    • Experiential sequencing:  does the person know the days of the week, months of the year, etc.
    • Auditory sequencing: repeat words back to the tester, sometimes in reverse order; repeating numbers back to the tester, sometimes in reverse order; repeat sentences back to the tester
    • Visual and motor sequencing: an example is putting the cubes in appropriate order in the DTLA assessment that some of you did in class
    • Motor sequencing: visually observing and then repeating finger movements, arm movements, leg movements, etc.  Also some directions for motor tasks are given auditorily, such as "tap your left foot three times, then tap your right foot once".
  • Problems with assessment of temporal-sequential ordering:
    • confusion with attention deficits (sequencing may not be the problem or it may co-occur with attention deficits)
    • confusion with memory deficits (especially active working memory)
    • confusion with auditory processing problems and/or visual processing problems
    • confusion with slow processing problems (vary the rate of administration of assessments)
    • confusion with saliency problems (numbers vs words in the sequence)
    • Is motor sequential organization poor because of poor coordination?
    • Other factors which may influence the testing results: motivation, interest, anxiety, test-taking ability, skills of the test giver.
• Brain locations
  • spatial ordering: in right hemisphere visual association areas (visual attention and memory for visual attributes), thalamus, the where pathway from the visual cortex to the temporal lobe
  • temporal-sequential ordering: frontal lobes, left hemisphere (specialized for sequences and language).
• Management of spatial processing and production dysfunctions
  • training regarding sustaining visual attention to analyze spatial information
  • discover the person's strengths and weaknesses and use techniques to make use of that person's strengths and bypass the weaknesses
  • for the person with verbal strengths, "convert tasks that involve processing spatial stimuli into tasks that emphasize language". (p 132)
• Management of sequential processing and production dysfunctions
  • repetition of instructions, slowly
  • writing down sequences and directions
  •  urge the person to use subvocalization to give herself verbal instructions
  • enhancement of motor sequences may require an occupational therapist

Important main points

1. Temporal-sequential ordering dysfunctions can be easily confused with and influenced by attention, emotional influences, and active working memory.
2. Strong spatial ordering can assist in production and memory of people with temporal-sequential ordering dysfunctions.
3. Planning, execution, memory of sequences of events AND concepts related to time can be influenced by strength or weakness in temporal-sequential ordering.

Questions about temporal-sequential ordering

1. What types of output/production are influenced by weakness in temporal-sequential ordering?
2. What is the 'best' way to assess temporal-sequential ordering?
3. How would you distinguish between spatial ordering weakness and temporal-sequential ordering weakness?  Explain.
4. What influence does temporal-sequential ordering have on the other neurodevelopmental constructs?