Actions versus Words: Exploring the contributions of working memory and motoric coding in children's instruction following using a dual‐task paradigm.
Previous research in adults has showed that physical performance (i.e., enactment) of instructions at recall leads to better memory compared to verbal recall and that this effect does not rely solely on Working Memory resources. The current study aimed to replicate this finding in children. A group...
| Publicado en: | British Journal of Developmental Psychology Vol. 41; no. 4; pp. 400 - 412 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=172755994&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 172755994 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0261510X 99E jtl: British Journal of Developmental Psychology issn: 0261510X maglogo: Y pubinfo: dt: Nov2023 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 172755994 170958906 172755994 172755994 10.1111/bjdp.12461 172755994 ppf: 400 ppct: 12 formats: tig: atl: Actions versus Words: Exploring the contributions of working memory and motoric coding in children's instruction following using a dual‐task paradigm. aug: au: Makri, Angie Fiske, Abigail affil: School of Psychology, University of Nottingham, Nottingham, UK sug: subj: Memory Memory, Short Term Cognition Executive Function Task Performance and Analysis Human Child, Preschool Child Adolescence Male Descriptive Statistics Experimental Studies Functional Assessment Analysis of Variance Post Hoc Analysis Secondary Analysis Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Male ab: Previous research in adults has showed that physical performance (i.e., enactment) of instructions at recall leads to better memory compared to verbal recall and that this effect does not rely solely on Working Memory resources. The current study aimed to replicate this finding in children. A group of 32 children encoded simple instructions verbally while engaging in a series of distractor tasks (articulatory suppression, backwards counting and a motor suppression task). Participants recalled information verbally or physically through enactment. The findings showed that although distractors impaired performance compared to a control condition (no distractor task), the enactment advantage remained intact in all conditions. These findings show that children's memory is superior when they perform, rather than when they verbally repeat instructions and crucially it is suggested that this effect does not rely solely on Working Memory resources. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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