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 |