Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading

Autor: Béatrice Bourdin, Mathieu Hainselin, Patrick Manolli, Sophie Vankerkore-Candas, Laurence Picard
Přispěvatelé: Centre de Recherche en Psychologie : Cognition, Psychisme et Organisations - UR UPJV 7273 (CRP-CPO), Université de Picardie Jules Verne (UPJV), Laboratoire de Psychologie, Université Bourgogne Franche-Comté [COMUE] (UBFC), Bonus Qualité Recherche (BQR) de l'Université de Picardie Jules Verne, Université de Besançon, CRP-CPO ( EA 7273 ), Université de Picardie Jules Verne ( UPJV ), Université Bourgogne Franche-Comté ( UBFC )
Jazyk: angličtina
Rok vydání: 2017
Předmět:
[ SDV.MHEP.PSM ] Life Sciences [q-bio]/Human health and pathology/Psychiatrics and mental health
[SHS.EDU]Humanities and Social Sciences/Education
lcsh:BF1-990
[SHS.PSY]Humanities and Social Sciences/Psychology
enactment
050105 experimental psychology
Developmental psychology
Task (project management)
[ SDV.NEU.PC ] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior
memory
[ SHS.PSY ] Humanities and Social Sciences/Psychology
[ SDV.NEU.SC ] Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences
Encoding (memory)
Enactment effect
Psychology
0501 psychology and cognitive sciences
Active listening
Early childhood
Episodic memory
General Psychology
Original Research
education
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior
05 social sciences
[SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences
Cognition
[ SHS.EDU ] Humanities and Social Sciences/Education
teaching
lcsh:Psychology
[SDV.MHEP.PSM]Life Sciences [q-bio]/Human health and pathology/Psychiatrics and mental health
action
Childhood memory
050104 developmental & child psychology
Zdroj: Frontiers in Psychology
Frontiers in Psychology, Frontiers, 2017, ⟨10.3389/fpsyg.2017.00325⟩
Frontiers in Psychology, Frontiers, 2017, 8, pp.325. ⟨10.3389/fpsyg.2017.00325⟩
Frontiers in Psychology, Vol 8 (2017)
Frontiers in Psychology, Frontiers, 2017, 〈10.3389/fpsyg.2017.00325〉
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2017.00325
Popis: International audience; There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6–10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the " glue " theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood.
Databáze: OpenAIRE
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