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Reduced motor planning underlying inhibition of prepotent responses in children with ADHD. Sci Rep 2022; 12:18202. [PMID: 36307452 PMCID: PMC9616405 DOI: 10.1038/s41598-022-22318-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 10/12/2022] [Indexed: 12/31/2022] Open
Abstract
To flexibly regulate their behavior, children's ability to inhibit prepotent responses arises from cognitive and motor mechanisms that have an intertwined developmental trajectory. Subtle differences in planning and control can contribute to impulsive behaviors, which are common in Attention Deficit and Hyperactivity Disorder (ADHD) and difficult to be assessed and trained. We adapted a Go/No-Go task and employed a portable, low-cost kinematic sensor to explore the different strategies used by children with ADHD or typical development to provide a prepotent response (dominant condition) or inhibit the prepotent and select an alternative one (non-dominant condition). Although no group difference emerged on accuracy levels, the kinematic analysis of correct responses revealed that, unlike neurotypical children, those with ADHD did not show increased motor planning in non-dominant compared to dominant trials. Future studies should investigate whether motor control could help children with ADHD compensate for planning difficulties. This strategy might make inhibition harder in naturalistic situations that involve complex actions. Combining cognitive and kinematic measures is a potential innovative method for assessment and intervention of subtle differences in executive processes such as inhibition, going deeper than is possible based on accuracy outcomes alone.
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Kujach S, Chroboczek M, Jaworska J, Sawicka A, Smaruj M, Winklewski P, Laskowski R. Judo training program improves brain and muscle function and elevates the peripheral BDNF concentration among the elderly. Sci Rep 2022; 12:13900. [PMID: 35974038 PMCID: PMC9381784 DOI: 10.1038/s41598-022-17719-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 07/29/2022] [Indexed: 11/20/2022] Open
Abstract
Programmed exercise interventions modulating both physical fitness and cognitive functions have become a promising tool to support healthy aging. The aim of this experiment was to determine the effect of a 12-week judo training (JEX) on cognitive processing and muscle function among the elderly. Forty participants were divided into two groups: the JEX group and the control group (CTL). Before and after 12-week of JEX, participants performed a battery of physiological and psychological tests. The peripheral level of brain-derived neurotrophic factor (BDNF) was analyzed. A 12-week JEX intervention led to improved Stroop performance reflected by a shortening of the response time related to Stroop “naming” interference. In addition, the peripheral concentration of BDNF was significantly increased following the JEX compared with the CTL group. In response to JEX, balance and lower limb strength significantly increased. The current results suggest that JEX could have beneficial effects on cognitive functions, denoted by elevated peripheral BDNF, as well as on balance and strength abilities. A combination of positive effects with respect to movement and cognition makes JEX an ideal preventive lifestyle modification for the aging population.
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Affiliation(s)
- Sylwester Kujach
- Department of Human Physiology, Medical University of Gdańsk, Gdańsk, Poland. .,Department of Physiology, Gdansk University of Physical Education and Sport, Gdańsk, Poland.
| | - Maciej Chroboczek
- Department of Physiology, Gdansk University of Physical Education and Sport, Gdańsk, Poland
| | - Joanna Jaworska
- Department of Physiology, Medical University of Gdańsk, Gdańsk, Poland
| | - Angelika Sawicka
- Applied Cognitive Neuroscience Lab, Department of Human Physiology, Medical University of Gdańsk, Gdańsk, Poland
| | - Miroslaw Smaruj
- Department of Theory of Sport and Human Motorics, Gdansk University of Physical Education and Sport, Gdańsk, Poland
| | - Pawel Winklewski
- Department of Human Physiology, Medical University of Gdańsk, Gdańsk, Poland.,2nd Department of Radiology, Medical University of Gdańsk, Gdańsk, Poland
| | - Radoslaw Laskowski
- Department of Physiology, Gdansk University of Physical Education and Sport, Gdańsk, Poland
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Effects of the Type of Sports Practice on the Executive Functions of Schoolchildren. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073886. [PMID: 35409571 PMCID: PMC8998109 DOI: 10.3390/ijerph19073886] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 03/20/2022] [Accepted: 03/22/2022] [Indexed: 02/04/2023]
Abstract
There is a close relationship between the development of complex motor skills and executive functions during childhood. This study aimed to analyze the differences in different dimensions of executive functions in children practicing an open-skill sport (handball) and a closed-skill sport (athletics) and controls who did not participate in sports activities after a 12-week intervention period. School-aged male and female subjects (n = 90; mean ± standard deviation = 11.45 ± 0.68 years) participated in a non-randomized controlled study. Data analysis was performed using the STATA V.15 statistical software. The athletics intervention promoted semantic fluency (p = 0.007), whereas handball increased inhibition (p = 0.034). Additionally, physical activity improved in both intervention groups (p = < 0.001), whereas sprint performance improved in the handball group following intervention (p = 0.008), lower body muscular power improved in athletics (p = 0.04), and evidence of improvement in upper body muscular strength was noted in handball (p = 0.037). In turn, an increase in the Physical Activity Questionnaire for older Children score showed an association with the Standard Ten scores of executive functions. In conclusion, compared to controls, both athletics and handball induced meaningful improvements in physical activity and executive functions. However, sport-specific adaptations were noted after athletics (i.e., semantic fluency and lower body muscular power) and handball (i.e., inhibition, sprint, and upper-body muscular strength).
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Contreras-Osorio F, Guzmán-Guzmán IP, Cerda-Vega E, Chirosa-Ríos L, Ramírez-Campillo R, Campos-Jara C. Anthropometric Parameters, Physical Activity, Physical Fitness, and Executive Functions among Primary School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19053045. [PMID: 35270736 PMCID: PMC8910200 DOI: 10.3390/ijerph19053045] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 02/26/2022] [Accepted: 03/02/2022] [Indexed: 02/05/2023]
Abstract
Physical activity during childhood and adolescence favors brain development and cognitive functioning, particularly the executive functions. This study aimed to assess potential associations between anthropometric parameters, physical activity, physical fitness, and executive functions among elementary school children returning to school after the COVID-19 lockdown in Chile. School-age male and female participants (n = 90; age, 10−12 years) participated in the study. To determine the association between variables, a multivariable linear regression analysis was performed. Higher fat-related anthropometric indexes were associated with lower working memory, cognitive flexibility, planning, and attention (r = −0.55 to −0.22; p = 0.031 to <0.001). In contrast, higher physical activity levels, better sprint performance, higher lower-body muscular power, and greater upper-body muscular strength were associated with better working memory, cognitive flexibility, inhibition, planning, and/or attention (r = 0.19 to −0.54; p = 0.04 to <0.001). Current results consistently suggest the need for adequate levels of physical activity, physical fitness, and anthropometric parameters among the school-age population to promote healthy and adequate executive functions.
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Affiliation(s)
- Falonn Contreras-Osorio
- Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain; (F.C.-O.); (L.C.-R.)
- Exercise and Rehabilitation Sciences Laboratory, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile
| | - Iris Paola Guzmán-Guzmán
- Faculty of Chemical-Biological Sciences, Universidad Autónoma de Guerrero, Chilpancingo de los Bravo 39087, Mexico;
| | - Enrique Cerda-Vega
- Pedagogy in Physical Education and Health Career, Department of Health Science, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago de Chile 7820436, Chile;
| | - Luis Chirosa-Ríos
- Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain; (F.C.-O.); (L.C.-R.)
| | - Rodrigo Ramírez-Campillo
- Exercise and Rehabilitation Sciences Laboratory, School of Physical Therapy, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile;
| | - Christian Campos-Jara
- Exercise and Rehabilitation Sciences Laboratory, Faculty of Rehabilitation Sciences, Universidad Andres Bello, Santiago de Chile 7591538, Chile
- Correspondence: ; Tel.: +56-9-42057069
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Effects of Sport-Based Interventions on Children's Executive Function: A Systematic Review and Meta-Analysis. Brain Sci 2021; 11:brainsci11060755. [PMID: 34200362 PMCID: PMC8226694 DOI: 10.3390/brainsci11060755] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 05/22/2021] [Accepted: 05/31/2021] [Indexed: 12/17/2022] Open
Abstract
One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.
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Mavilidi MF, Ruiter M, Schmidt M, Okely AD, Loyens S, Chandler P, Paas F. A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration. Front Psychol 2018; 9:2079. [PMID: 30464752 PMCID: PMC6234858 DOI: 10.3389/fpsyg.2018.02079] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 10/09/2018] [Indexed: 11/13/2022] Open
Abstract
Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.
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Affiliation(s)
- Myrto Foteini Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Margina Ruiter
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Mirko Schmidt
- Institute of Sport Science, Universität Bern, Bern, Switzerland
| | - Anthony D. Okely
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Sofie Loyens
- University College Roosevelt, Utrecht University, Middelburg, Netherlands
| | - Paul Chandler
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Fred Paas
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
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Herold F, Hamacher D, Schega L, Müller NG. Thinking While Moving or Moving While Thinking - Concepts of Motor-Cognitive Training for Cognitive Performance Enhancement. Front Aging Neurosci 2018; 10:228. [PMID: 30127732 PMCID: PMC6089337 DOI: 10.3389/fnagi.2018.00228] [Citation(s) in RCA: 100] [Impact Index Per Article: 16.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2018] [Accepted: 07/09/2018] [Indexed: 12/17/2022] Open
Abstract
The demographic change in industrial countries, with increasingly sedentary lifestyles, has a negative impact on mental health. Normal and pathological aging leads to cognitive deficits. This development poses major challenges on national health systems. Therefore, it is necessary to develop efficient cognitive enhancement strategies. The combination of regular physical exercise with cognitive stimulation seems especially suited to increase an individual's cognitive reserve, i.e., his/her resistance to degenerative processes of the brain. Here, we outline insufficiently explored fields in exercise-cognition research and provide a classification approach for different motor-cognitive training regimens. We suggest to classify motor-cognitive training in two categories, (I) sequential motor-cognitive training (the motor and cognitive training are conducted time separated) and (II) simultaneous motor-cognitive training (motor and cognitive training are conducted sequentially). In addition, simultaneous motor-cognitive training may be distinguished based on the specific characteristics of the cognitive task. If successfully solving the cognitive task is not a relevant prerequisite to complete the motor-cognitive task, we would consider this type of training as (IIa) motor-cognitive training with additional cognitive task. In contrast, in ecologically more valid (IIb) motor cognitive training with incorporated cognitive task, the cognitive tasks are a relevant prerequisite to solve the motor-cognitive task. We speculate that incorporating cognitive tasks into motor tasks, rather than separate training of mental and physical functions, is the most promising approach to efficiently enhance cognitive reserve. Further research investigating the influence of motor(-cognitive) exercises with different quantitative and qualitative characteristics on cognitive performance is urgently needed.
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Affiliation(s)
- Fabian Herold
- Research Group Neuroprotection, German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany
| | - Dennis Hamacher
- Department of Sport Science, Institute III, Otto von Guericke University Magdeburg, Magdeburg, Germany
| | - Lutz Schega
- Department of Sport Science, Institute III, Otto von Guericke University Magdeburg, Magdeburg, Germany
| | - Notger G. Müller
- Research Group Neuroprotection, German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany
- Center for Behavioral Brain Sciences (CBBS), Magdeburg, Germany
- Department of Neurology, Medical Faculty, Otto von Guericke University Magdeburg, Magdeburg, Germany
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Álvarez-Bueno C, Pesce C, Cavero-Redondo I, Sánchez-López M, Martínez-Hortelano JA, Martínez-Vizcaíno V. The Effect of Physical Activity Interventions on Children's Cognition and Metacognition: A Systematic Review and Meta-Analysis. J Am Acad Child Adolesc Psychiatry 2017; 56:729-738. [PMID: 28838577 DOI: 10.1016/j.jaac.2017.06.012] [Citation(s) in RCA: 199] [Impact Index Per Article: 28.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2017] [Revised: 05/19/2017] [Accepted: 06/29/2017] [Indexed: 12/12/2022]
Abstract
OBJECTIVE The objective was twofold: to assess the effect of physical activity (PA) interventions on children's and adolescents' cognition and metacognition; and to determine the characteristics of individuals and PA programs that enhance the development of cognitive and metacognitive functions. METHOD We systematically searched MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, Web of Science, and PsycINFO databases from their inception to October 16, 2016. Intervention studies aimed at examining the exercise-cognition interaction at a developmental age were included in this systematic review and meta-analysis. Random-effects models were used to calculate pooled effect size (ES) values and their corresponding 95% CIs. Subgroup analyses were conducted to examine the effect of participants' and PA programs' characteristics. RESULTS A total of 36 studies were included in this systematic review and meta-analysis. Pooled ES estimations were as follows: nonexecutive cognitive functions 0.23 (95% CI = 0.09-0.37); core executive functions 0.20 (95% CI = 0.10-0.30), including working memory (0.14 [95% CI = 0.00-0.27]), selective attention-inhibition (0.26 [95% CI = 0.10-0.41]), and cognitive flexibility (0.11 [95% CI = -0.10 to 0.32]); and metacognition 0.23 (95% CI = 0.13-0.32), including higher-level executive functions (0.19 [95% CI = 0.06-0.31]) and cognitive life skills (0.30 [95% CI = 0.15-0.45]). CONCLUSION PA benefits several domains of cognition and metacognition in youth. Curricular physical education interventions and programs aimed at increasing daily PA seem to be the most effective.
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Affiliation(s)
- Celia Álvarez-Bueno
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Caterina Pesce
- Human and Health Sciences, Italian University Sport and Movement "Foro Italico," Rome, Italy
| | - Iván Cavero-Redondo
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain
| | - Mairena Sánchez-López
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain; Universidad de Castilla-La Mancha, School of Education, Ciudad Real, Spain.
| | | | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Health and Social Research Center, Cuenca, Spain; Universidad Autónoma de Chile, Facultad de Ciencias de la Salud, Talca, Chile
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Buszard T, Masters RSW, Farrow D. The generalizability of working-memory capacity in the sport domain. Curr Opin Psychol 2017; 16:54-57. [DOI: 10.1016/j.copsyc.2017.04.018] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2016] [Revised: 03/30/2017] [Accepted: 04/15/2017] [Indexed: 02/08/2023]
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Mavilidi MF, Okely AD, Chandler P, Paas F. Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3325] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Affiliation(s)
- Myrto-Foteini Mavilidi
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Anthony D. Okely
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Paul Chandler
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
| | - Fred Paas
- Early Start Research Institute, Faculty of Social Sciences; University of Wollongong; Wollongong Australia
- Department of Psychology, Education and Child Studies; Erasmus University Rotterdam; Rotterdam The Netherlands
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Moreau D, Waldie KE. Developmental Learning Disorders: From Generic Interventions to Individualized Remediation. Front Psychol 2016; 6:2053. [PMID: 26793160 PMCID: PMC4709759 DOI: 10.3389/fpsyg.2015.02053] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Accepted: 12/24/2015] [Indexed: 01/30/2023] Open
Abstract
Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and attention-deficit/hyperactivity disorder (ADHD). Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions.
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Affiliation(s)
- David Moreau
- Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand
| | - Karen E Waldie
- Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand
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Mind Your Body: the Essential Role of Body Movements in Children’s Learning. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9333-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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