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Xue J, Xie D, Lu X, Niu Z, Marmolejo-Ramos F. The different effects of a sensorimotor grounding on AoA between bilingual concepts. Front Hum Neurosci 2024; 18:1387674. [PMID: 38799296 PMCID: PMC11116728 DOI: 10.3389/fnhum.2024.1387674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2024] [Accepted: 04/29/2024] [Indexed: 05/29/2024] Open
Abstract
Introduction Psycholinguistic studies have argued for the age of acquisition (AoA) of words as a marker of concept learning, showing that the semantic features of concepts themselves influence the age at which their labels are learned. However, empirical evidence suggests that semantic features such as imageability and linguistic phenomena such as frequency do not adequately predict AoA. The present study takes the developmental approach of embodied cognition and investigates the effects of sensorimotor experiences on the ease of acquisition of the concept acquired in bilinguals. Specifically, we investigated (1) whether the sensorimotor experience can explain AoA beyond frequency; (2) and whether these patterns are consistent across L1 Chinese and L2 English. Methods We conducted sensorimotor rating measures in both Chinese and English on 207 items in which Chinese-English bilingual adults were requested to evaluate the extent to which they experienced concepts by employing six perceptual senses and five effectors for actions located in various regions of the body. Meanwhile, data on AoA and frequency were collected. Results The present study showed the sensorimotor experience was closely linked with AoAs in both languages. However, the correlation analysis revealed a trend of higher correlations between AoAs for the same concepts and L1 Chinese, relative to L2 English for the present Chinese-English bilinguals. Importantly, the hierarchical regression analysis demonstrated that after controlling for frequency, sensorimotor experience explained additional variance in L1 AoA. However, L2 sensorimotor experience did not explain the variance in L2 AoA. Sensorimotor experience explained more share of variance in L1 AoA but frequency accounted for more variance in L2 AoA. Discussion The findings suggest that concept acquisition should consider the grounding in appropriate sensorimotor experience beyond linguistic phenomena like frequency.
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Affiliation(s)
- Jin Xue
- School of Foreign Studies, University of Science and Technology Beijing, Beijing, China
| | - Dongcheng Xie
- School of Foreign Studies, University of Science and Technology Beijing, Beijing, China
| | - Xinyi Lu
- School of Foreign Studies, University of Science and Technology Beijing, Beijing, China
| | - Zihan Niu
- School of Foreign Studies, University of Science and Technology Beijing, Beijing, China
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Angarita-Díaz MDP, Durán-Arismendy E, Cabrera-Arango C, Vásquez-Aldana D, Bautista-Parra V, Laguna-Moreno J, Mondragón-López W. Enhancing knowledge, attitudes, and practices related to dental caries in mothers and caregivers of children through a neuroeducational strategy. BMC Oral Health 2024; 24:60. [PMID: 38195425 PMCID: PMC10775469 DOI: 10.1186/s12903-023-03734-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2023] [Accepted: 12/02/2023] [Indexed: 01/11/2024] Open
Abstract
BACKGROUND Knowledge, attitudes, and practices related to oral health among parents play a crucial role in shaping oral hygiene and preventing early childhood caries. This study was intended to determine the effect of a neuroeducational strategy in improving knowledge, attitudes, and practices related to early childhood caries among mothers or caregivers of children. METHODS A quasi-experimental study was conducted, implementing an educational strategy involving 33 mothers or female caregivers of children who met specific selection criteria. The strategy consisted of three key elements derived from neuroeducation: (1) experiment, (2) surprise and play, and (3) learn. Based on the participants' attendance at the sessions, they were categorized into two groups: those who underwent in-person intervention (G1) and those who received a combined in-person and virtual intervention (G2). The impact of the strategy was evaluated by comparing the participants' knowledge and attitudes, as well as their children's plaque index, before and after the intervention (immediate and 6-month impact). RESULTS The participants exhibited a favorable and statistically significant effect on the median number of correct answers related to knowledge (G1 immediate effect (IE): p = 0.03, 6-month effect (ME): p = 0.002; G2 IE p = 0.002, ME: p = 0.001), and in the children's plaque index (G1 IE: p = 0.003, ME: p = 0.003; G2 IE: p = 0.033, ME: p = 0.003). Furthermore, there was an increase in the number of participants with a high level of knowledge (G1 IE: 41.5%; ME: 75%; G2 IE: 45.5%, ME: 42.9%), and of children with a good level of oral hygiene (G1 IE: 50%; ME: 73.0%; G2 IE: 27.3%, ME: 84.6%). Finally, qualitative interviews revealed a lasting clarity in concepts and sustained knowledge and attitudes at the six-month mark. However, a slightly diminished understanding of the relationship between bacteria, sugar, and caries was observed in G2 group, and some loss of association in the G1 group, at six months. CONCLUSION The implementation of this strategy resulted in significant and lasting impacts on knowledge, attitudes, and practices, especially in the G1 group. Nevertheless, there is a need for further reinforcement of the association between bacteria, sugar, and caries.
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Affiliation(s)
- María Del Pilar Angarita-Díaz
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia.
| | - Elsa Durán-Arismendy
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia
| | - Claudia Cabrera-Arango
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia
| | - Daniel Vásquez-Aldana
- Scientific Direction. Centro de Competencias Cognitivas y Afectivas, Villavicencio, Colombia
| | - Valentina Bautista-Parra
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia
| | - Jessica Laguna-Moreno
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia
| | - Winnifer Mondragón-López
- GIOMET Group, Faculty of Dentistry, Universidad Cooperativa de Colombia - Campus of Villavicencio, Carrera 35 # 36 99, Villavicencio, Colombia
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Rabattu PY, Debarnot U, Hoyek N. Exploring the impact of interactive movement-based anatomy learning in real classroom setting among kinesiology students. ANATOMICAL SCIENCES EDUCATION 2023; 16:148-156. [PMID: 35080341 DOI: 10.1002/ase.2172] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 01/14/2022] [Accepted: 01/21/2022] [Indexed: 06/14/2023]
Abstract
Descriptive and functional anatomy is one of the most important sciences for kinesiology students. Anatomy learning requires spatial and motor imagery abilities. Learning anatomy is complex when teaching methods and instructional tools do not appropriately develop spatial and motor imagery abilities. Recent technological developments such as three-dimensional (3D) digital tools allow to overcome those difficulties, especially when 3D tools require strong interactions with the learners. Besides interactive digital tools, embodied learning or learning in motion is an effective method for a wide variety of sciences including anatomy. The aim of this study was to explore the impact of combining movement execution with 3D animation visualization on anatomy learning in a real classroom teaching context. To do so, the results of two groups of kinesiology students during three official assessments were compared. The experimental group (n = 60) learned functional anatomy by combining movement execution with traditional knowledge acquisition (e.g., 3D animations visualization, problem-based learning exercises). The control group (n = 61) had the same material but did not execute the movements during problem-solving exercises. Although no differences were found between both groups on early and mid-semester examinations, significant difference appeared at the end of the semester with an advantage for the experimental group. This exploratory study suggests that embodied learning is beneficial in improving functional anatomy learning. Therefore, it would be interesting to integrate such type of pedagogical approach within the kinesiology curriculum.
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Affiliation(s)
- Pierre-Yves Rabattu
- Laboratoire d'Anatomie des Alpes Françaises (LADAF), Unité de Formation et de Recherche de Médecine de Grenoble, Université de Grenoble-Alpes, La Tronche, France
- Département de Chirurgie Pédiatrique, Centre Hospitalier Universitaire de Grenoble, La Tronche, France
| | - Ursula Debarnot
- Laboratoire Interuniversitaire de Biologie de la Motricité (EA 7424), Université Claude Bernard, Lyon 1, Villeurbanne, France
- Institut Universitaire de France (IUF), Paris, France
| | - Nady Hoyek
- Laboratoire Interuniversitaire de Biologie de la Motricité (EA 7424), Université Claude Bernard, Lyon 1, Villeurbanne, France
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Elme L, Jørgensen MLM, Dandanell G, Mottelson A, Makransky G. Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes? EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2022; 70:1601-1626. [PMID: 35873274 PMCID: PMC9294811 DOI: 10.1007/s11423-022-10139-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test (ß Posterior = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load (ß Posterior = .35), and extraneous cognitive load (ß Posterior = .37), and significantly lower germane load (ß Posterior = - .38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson.
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Affiliation(s)
- Liisalotte Elme
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353, Copenhagen, Denmark
| | | | - Gert Dandanell
- Department of Biology, University of Copenhagen, Copenhagen, Denmark
| | - Aske Mottelson
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353, Copenhagen, Denmark
| | - Guido Makransky
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353, Copenhagen, Denmark
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Guan CQ, Meng W. Facilitative Effects of Embodied English Instruction in Chinese Children. Front Psychol 2022; 13:915952. [PMID: 35911001 PMCID: PMC9331189 DOI: 10.3389/fpsyg.2022.915952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Accepted: 06/16/2022] [Indexed: 11/13/2022] Open
Abstract
Research into the lexical quality of word representations suggests that building a strong sound, form, and meaning association is a crucial first step for vocabulary learning. For children who are learning a second language (L2), explicit instruction on word morphology is generally more focused on whole word, rather than sub-lexical, meaning. Though morphological training is emphasized in first language (L1) vocabulary instruction, it is unknown whether this training facilitates L2 word learning through sub-lexical support. To test this, we designed three experimental learning conditions investigating embodied morphological instruction [i.e., hand writing roots (HR), dragging roots (DR), gesturing roots (GR)] to compare against a control condition. One hundred students were randomly assigned to the four experimental groups. Pre- and post-tests examining knowledge of word meanings, forms, and sounds were administered. Results of mixed linear modeling revealed that three embodied morphological instruction on roots enhanced L2 vocabulary learning. Hand writing roots facilitated sound-meaning integration in all category-tasks for accessibility to word form and one task for word sound-form association. By contrast, GR facilitated meaning-based learning integration in two out of three category tasks for word form-meaning association. Chunking and DR facilitated meaning-based integration in one out of three category tasks for word form-meaning association. These results provide evidence that the underlying embodied morphological training mechanism contributes to L2 vocabulary learning during direct instruction. Future directions and implications are discussed.
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Affiliation(s)
- Connie Qun Guan
- School of Foreign Studies, Beijing Language and Culture University, Beijing, China
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
- *Correspondence: Connie Qun Guan,
| | - Wanjin Meng
- Department of Moral, Psychological and Special Education, China National Institute of Education Sciences, Beijing, China
- Wanjin Meng,
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Xu Z, Liu D. Body-object interaction effect in word recognition and its relationship with screen time in Chinese children. READING AND WRITING 2022:1-28. [PMID: 35125652 PMCID: PMC8799420 DOI: 10.1007/s11145-021-10238-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/02/2021] [Indexed: 06/14/2023]
Abstract
A sample of 144 s- and 150 fourth-grade Chinese children was recruited to investigate the influence of body-object interactions (BOIs) on word recognition, i.e., how easily they could interact physically with each word's referent. The moderation on this relationship of children's screen time for entertainment purposes (i.e., the viewing or use of any device with a screen) was also examined. In a lexical decision task, the children were asked to judge whether each item was a real Chinese word. Each real word was assigned a BOI rating score. Model analysis showed that the BOI rating was a significant predictor of the children's word recognition performances. The children recognized the words with higher BOI ratings at higher accuracy rates and higher response speeds more than the words with lower BOI ratings, showing a BOI effect. These results suggest an involvement of sensorimotor information in processing concepts. As well, the results showed a moderating effect of screen time on the BOI effect. With the increase of screen time, the BOI effect was reduced in terms of response speed. Moreover, the influence of the screen time on the BOI effect was larger in the second graders than in the fourth graders.
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Affiliation(s)
- Zhengye Xu
- Department of Special Education and Counselling, The Education University of Hong Kong, No. 10 Lo Ping Road, Tai Po, N.T. Hong Kong
| | - Duo Liu
- Department of Special Education and Counselling, The Education University of Hong Kong, No. 10 Lo Ping Road, Tai Po, N.T. Hong Kong
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Zhou B, Xu Q, Li H, Zhang Y, Li D, Dong P, Wang Y, Lu P, Zhu Y, Xu X. Motor impairments in Chinese toddlers with autism spectrum disorder and its relationship with social communicative skills. Front Psychiatry 2022; 13:938047. [PMID: 36311507 PMCID: PMC9613953 DOI: 10.3389/fpsyt.2022.938047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Accepted: 09/26/2022] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE Motor impairments are prevalent in children with autism spectrum disorder (ASD) and persistent across age. Our current study was designed to investigate motor deficits in Chinese toddlers with ASD and to explore the relationships between motor deficits and social communication skills. METHODS For this cross-sectional study, we recruited a total of 210 Chinese toddlers with ASD aged between 18 and 36 months in the study during December 2017 to December 2020. Griffiths Developmental Scales-Chinese (GDS-C), Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) and Communication and Symbolic Behavior Scales Developmental Profile-Infant-Toddler Checklist (CSBS-DP-ITC) were administered in these toddlers to evaluate their development, social communicative skills, and autism severity. We compared the developmental and social communicational profiles of ASD toddlers in different gross and fine motor subgroups, and explored potential associated factors. The univariate generalized linear model tested the relationship of fine and gross motor skills and social communicative skills. RESULTS The prevalence of gross and fine motor deficits were 59.5 and 82.5%, respectively, which are almost equivalent in boys and girls. The motor impairments tended to be more severe with age in toddlers. After adjusting for age, sex, non-verbal development quotient (DQ) and restricted, repetitive behaviors, severer gross motor impairments were significantly related to higher comparison score of ADOS-2 and higher social composite score of CSBS-DP-ITC, without interactions with other variables. Meanwhile, lower fine motor skills were associated with more deficits of social communication and higher severity of ASD, also depending on non-verbal DQ. In the lower non-verbal DQ subgroup, both fine motor deficits and restricted repetitive behaviors (RRBs) might have effects on autism symptomology. CONCLUSION Motor impairments are common in Chinese toddlers with ASD. Toddlers with weaker gross and fine motor skills have greater deficits in social communicative skills. Gross motor impairment might be an independent predictor of the severity of autism and social communication skills, while the effect of fine motor deficits might be affected by non-verbal DQ and RRBs of toddlers with ASD. We provide further justification for the inclusion of motor impairments in the early intervention for toddlers with ASD.
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Affiliation(s)
- Bingrui Zhou
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Qiong Xu
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Huiping Li
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Ying Zhang
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Dongyun Li
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Ping Dong
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Yi Wang
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Ping Lu
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Ye Zhu
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
| | - Xiu Xu
- Department of Child Healthcare, Children's Hospital of Fudan University, Shanghai, China
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Lee JSK, David EM. Examining the indirect effects of embodied learning on adaptability: The mediating roles of challenge stressors and psychological capital. PERSONNEL PSYCHOLOGY 2021. [DOI: 10.1111/peps.12482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Jean S. K. Lee
- Department of Organizational Behavior and Human Resource Management China Europe International Business School (CEIBS) Pudong New District Shanghai PR China
| | - Emily M. David
- Department of Organizational Behavior and Human Resource Management China Europe International Business School (CEIBS) Pudong New District Shanghai PR China
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Erb CD, Moher J, Marcovitch S. Attentional capture in goal-directed action during childhood, adolescence, and early adulthood. J Exp Child Psychol 2021; 214:105273. [PMID: 34509699 DOI: 10.1016/j.jecp.2021.105273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Revised: 07/29/2021] [Accepted: 07/29/2021] [Indexed: 10/20/2022]
Abstract
Attentional capture occurs when salient but task-irrelevant information disrupts our ability to respond to task-relevant information. Although attentional capture costs have been found to decrease between childhood and adulthood, it is currently unclear the extent to which such age-related changes reflect an improved ability to recover from attentional capture or to avoid attentional capture. In addition, recent research using hand-tracking techniques with adults indicates that attentional capture by a distractor can generate response activations corresponding to the distractor's location, consistent with action-centered models of attention. However, it is unknown whether attentional capture can also result in the capture of action in children and adolescents. Therefore, we presented 5-year-olds, 9-year-olds, 13- and 14-year-olds, and adults (N = 96) with a singleton search task in which participants responded by reaching to touch targets on a digital display. Consistent with action-centered models of attention, distractor effects were evident in each age group's movement trajectories. In contrast to movement trajectories, movement times revealed significant age-related reductions in the costs of attentional capture, suggesting that age-related improvements in attentional control may be driven in part by an enhanced ability to recover from-as opposed to avoid-attentional capture. Children's performance was also significantly affected by response repetition effects, indicating that children may be more susceptible to interference from a wider range of task-irrelevant factors than adults. In addition to presenting novel insights into the development of attention and action, these results highlight the benefits of incorporating hand-tracking techniques into developmental research.
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Affiliation(s)
- Christopher D Erb
- School of Psychology, University of Auckland, Auckland 1010, New Zealand.
| | - Jeff Moher
- Department of Psychology, Connecticut College, New London, CT 06320, USA
| | - Stuart Marcovitch
- Department of Psychology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
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Zampella CJ, Wang LAL, Haley M, Hutchinson AG, de Marchena A. Motor Skill Differences in Autism Spectrum Disorder: a Clinically Focused Review. Curr Psychiatry Rep 2021; 23:64. [PMID: 34387753 DOI: 10.1007/s11920-021-01280-6] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/12/2021] [Indexed: 12/26/2022]
Abstract
PURPOSE OF REVIEW This review synthesizes recent, clinically relevant findings on the scope, significance, and centrality of motor skill differences in autism spectrum disorder (ASD). RECENT FINDINGS Motor challenges in ASD are pervasive, clinically meaningful, and highly underrecognized, with up to 87% of the autistic population affected but only a small percentage receiving motor-focused clinical care. Across development, motor differences are associated with both core autism symptoms and broader functioning, though the precise nature of those associations and the specificity of motor profiles to ASD remain unestablished. Findings suggest that motor difficulties in ASD are quantifiable and treatable, and that detection and intervention efforts targeting motor function may also positively influence social communication. Recent evidence supports a need for explicit recognition of motor impairment within the diagnostic framework of ASD as a clinical specifier. Motor differences in ASD warrant greater clinical attention and routine incorporation into screening, evaluation, and treatment planning.
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Affiliation(s)
- Casey J Zampella
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA.
| | - Leah A L Wang
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Margaret Haley
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Anne G Hutchinson
- Center for Autism Research, Children's Hospital of Philadelphia, Philadelphia, PA, USA
| | - Ashley de Marchena
- Department of Behavioral and Social Sciences, University of the Sciences, Philadelphia, PA, USA
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Stout D. The Cognitive Science of Technology. Trends Cogn Sci 2021; 25:964-977. [PMID: 34362661 DOI: 10.1016/j.tics.2021.07.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Revised: 07/09/2021] [Accepted: 07/13/2021] [Indexed: 01/23/2023]
Abstract
Technology is central to human life but hard to define and study. This review synthesizes advances in fields from anthropology to evolutionary biology and neuroscience to propose an interdisciplinary cognitive science of technology. The foundation of this effort is an evolutionarily motivated definition of technology that highlights three key features: material production, social collaboration, and cultural reproduction. This broad scope respects the complexity of the subject but poses a challenge for theoretical unification. Addressing this challenge requires a comparative approach to reduce the diversity of real-world technological cognition to a smaller number of recurring processes and relationships. To this end, a synthetic perceptual-motor hypothesis (PMH) for the evolutionary-developmental-cultural construction of technological cognition is advanced as an initial target for investigation.
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Affiliation(s)
- Dietrich Stout
- Department of Anthropology, Emory University, 1557 Dickey Drive, Atlanta, GA 30322, USA.
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Courtier P, Gardes ML, Van der Henst JB, Noveck IA, Croset MC, Epinat-Duclos J, Léone J, Prado J. Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System. Child Dev 2021; 92:2069-2088. [PMID: 33932226 PMCID: PMC8518750 DOI: 10.1111/cdev.13575] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross‐sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
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Kontou E, McDonald N. Associating ridesourcing with road safety outcomes: Insights from Austin, Texas. PLoS One 2021; 16:e0248311. [PMID: 33735196 PMCID: PMC7971567 DOI: 10.1371/journal.pone.0248311] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Accepted: 02/23/2021] [Indexed: 11/18/2022] Open
Abstract
Improving road safety and setting targets for reducing traffic-related crashes and deaths are highlighted as part of the United Nations sustainable development goals and worldwide vision zero efforts. The advent of transportation network companies and ridesourcing expands mobility options in cities and may impact road safety outcomes. We analyze the effects of ridesourcing use on road crashes, injuries, fatalities, and driving while intoxicated (DWI) offenses in Travis County, Texas. Our approach leverages real-time ridesourcing volume to explain variation in road safety outcomes. Spatial panel data models with fixed-effects are deployed to examine whether the use of ridesourcing is significantly associated with road crashes and other safety metrics. Our results suggest that for a 10% increase in ridesourcing trips, we expect a 0.12% decrease in road crashes, a 0.25% decrease in road injuries, and a 0.36% decrease in DWI offenses in Travis County. On the other hand, ridesourcing use is not significantly associated with road fatalities. This study augments existing work because it moves beyond binary indicators of ridesourcing availability and analyzes crash and ridesourcing trips patterns within an urbanized area rather than their metropolitan-level variation. Contributions include developing a data-rich approach for assessing the impacts of ridesourcing use on the transportation system's safety, which may serve as a template for future analyses for other cities. Our findings provide feedback to policymakers by clarifying associations between ridesourcing use and traffic safety and uncover the potential to achieve safer mobility systems with transportation network companies.
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Affiliation(s)
- Eleftheria Kontou
- Department of Civil and Environmental Engineering, University of Illinois at Urbana-Champaign, Urbana, Illinois, United States of America
- * E-mail:
| | - Noreen McDonald
- Department of City and Regional Planning, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
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14
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Klupp S, Möhring W, Lemola S, Grob A. Relations between fine motor skills and intelligence in typically developing children and children with attention deficit hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 110:103855. [PMID: 33493957 DOI: 10.1016/j.ridd.2021.103855] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 11/02/2020] [Accepted: 01/05/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The embodied cognition hypothesis implies a close connection between motor and cognitive development. Evidence for these associations is accumulating, with some studies indicating stronger relations in clinical than typically developing samples. AIMS The present study extends previous research and investigates relations between fine motor skills and intelligence in typically developing children (n = 139, 7-13 years) and same-aged children with attention deficit hyperactivity disorder (ADHD, n = 46). In line with previous findings, we hypothesized stronger relations in children with ADHD than in typically developing children. METHODS AND PROCEDURE Fine motor skills were assessed using the standardized Movement Assessment Battery for Children. Intelligence was measured with the standardized Wechsler Intelligence Scale for Children. OUTCOMES AND RESULTS Regression analyses indicated significant relations between fine motor skills and full-scale IQ, perceptual reasoning, working memory, and processing speed. Moderation analyses identified stronger relations between fine motor skills and full-scale IQ, perceptual reasoning, and verbal comprehension in children with ADHD compared to typically developing children. CONCLUSIONS AND IMPLICATIONS Results suggest a close relation between fine motor skills and intelligence in children with and without ADHD, with children diagnosed with ADHD showing stronger relations. Findings support combined motor-cognitive interventions in treating children with ADHD.
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Affiliation(s)
| | - Wenke Möhring
- University of Basel, Department of Psychology, Switzerland
| | | | - Alexander Grob
- University of Basel, Department of Psychology, Switzerland
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Zhang IY, Givvin KB, Sipple JM, Son JY, Stigler JW. Instructed Hand Movements Affect Students' Learning of an Abstract Concept From Video. Cogn Sci 2021; 45:e12940. [PMID: 33580616 DOI: 10.1111/cogs.12940] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 10/13/2020] [Accepted: 12/22/2020] [Indexed: 11/28/2022]
Abstract
Producing content-related gestures has been found to impact students' learning, whether such gestures are spontaneously generated by the learner in the course of problem-solving, or participants are instructed to pose based on experimenter instructions during problem-solving and word learning. Few studies, however, have investigated the effect of (a) performing instructed gestures while learning concepts or (b) producing gestures without there being an implied connection between the gestures and the concepts being learned. The two studies reported here investigate the impact of instructed hand movements on students' subsequent understanding of a concept. Students were asked to watch an instructional video-focused on the concept of statistical model-three times. Two experimental groups were given a secondary task to perform while watching the video, which involved moving their hands to mimic the placement and orientation of red rectangular bars overlaid on the video. Students were told that the focus of the study was multitasking, and that the instructed hand movements were unrelated to the material being learned. In the content-match group the placement of the hands reinforced the concept being explained, and in the content-mismatch group it did not. A control group was not asked to perform a secondary task. In both studies, findings indicate that students in the content-match group performed better on the posttest, and showed less variation in performance, than did students in the content-mismatch group, with control students falling in between. Instructed hand movement-even when presented as an unrelated, secondary task-can affect students' learning of a complex concept.
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Affiliation(s)
| | | | | | - Ji Y Son
- California State University, Los Angeles
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16
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van Schaik JE, Dominici N. Motion tracking in developmental research: Methods, considerations, and applications. PROGRESS IN BRAIN RESEARCH 2020; 254:89-111. [PMID: 32859295 DOI: 10.1016/bs.pbr.2020.06.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
In this chapter, we explore the use of motion tracking methodology in developmental research. With motion tracking, also called motion capture, human movements can be precisely recorded and analyzed. Motion tracking provides developmental researchers with objective measurements of motor and (socio-)cognitive development. It can further be used to create carefully-controlled stimuli videos and can offer means of measuring development outside of the lab. We discuss three types of motion tracking that lend themselves to developmental applications. First, marker-based systems track optical or electromagnetic markers or sensors placed on the body and offer high accuracy measurements. Second, markerless methods entail image processing of videos to track the movement of bodies without participants being hindered by physical markers. Third, inertial motion tracking measures three-dimensional movements and can be used in a variety of settings. The chapter concludes by examining three example topics from developmental literature in which motion tracking applications have contributed to our understanding of human development.
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Affiliation(s)
- Johanna E van Schaik
- Department of Educational and Family Studies, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Nadia Dominici
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
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17
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Abstract
Embodied learning is an educational concept that has been applied to various aspects of education, but only touched on in medical education, largely in relation to the teaching and learning of anatomy. Thus far, the medical literature has not addressed embodied learning as it specifically relates to learning to operate and be a surgeon. This paper will discuss relevant principles of embodied learning/cognition, ways it is important both for learning to function as a surgeon and for learning to perform technical aspects of surgery, and finally will discuss implications for surgical education. In particular, it will address ways in which embodied learning can and should be incorporated into educational activities specific to surgery.
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Affiliation(s)
- Amanda B Cooper
- Department of Surgery, The Pennsylvania State University, College of Medicine, Hershey, PA, USA
| | - Elizabeth J Tisdell
- Division of Health and Professional Studies, Penn State Harrisburg, Middletown, PA, USA
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18
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Broadbent H, Osborne T, Kirkham N, Mareschal D. Touch and look: The role of visual‐haptic cues for categorical learning in primary school children. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2168] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Hannah Broadbent
- Centre for Brain and Cognitive Development, Department of psychological Sciences, BirkbeckUniversity of London London UK
- Department of Psychology, Royal HollowayUniversity of London London UK
| | - Tamsin Osborne
- Centre for Brain and Cognitive Development, Department of psychological Sciences, BirkbeckUniversity of London London UK
| | - Natasha Kirkham
- Centre for Brain and Cognitive Development, Department of psychological Sciences, BirkbeckUniversity of London London UK
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Department of psychological Sciences, BirkbeckUniversity of London London UK
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19
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Frith E, Loprinzi PD, Miller SE. Role of Embodied Movement in Assessing Creative Behavior in Early Childhood: A Focused Review. Percept Mot Skills 2019; 126:1058-1083. [PMID: 31407960 DOI: 10.1177/0031512519868622] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
The controlled measurement of creative potential in early childhood is imperative for researchers seeking to fully understand the initial emergence and development of creativity. Evidence for original ideation has been demonstrated in infants as young as one year old, through their performance of movement-based, interactive creativity tasks. In this focused review of developmental research, we suggest that embodied movements and interactive play may uniquely facilitate creative thinking in early childhood (i.e., from birth to age six). From this review, we propose that embodied movement reinforces physical interactions that influence cognitions underlying creative behavior. Embodied creativity may supplement traditional creativity measures, as young children may be more inclined to represent their inner thoughts and experiences through movement rather than through language alone. Thus, we explored the importance of embodied creativity as a means of informing current researchers about the development of creativity, and we suggest future experimental research in this area.
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Affiliation(s)
- Emily Frith
- Department of Psychology, University of Mississippi, University, MS, USA
| | - Paul D Loprinzi
- Exercise and Memory Laboratory, Department of Health, Exercise Science and Recreation Management, University of Mississippi, University, MS, USA
| | - Stephanie E Miller
- Department of Psychology, University of Mississippi, University, MS, USA
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20
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Kostyrka-Allchorne K, Holland A, Cooper NR, Ahamed W, Marrow RK, Simpson A. What helps children learn difficult tasks: A teacher's presence may be worth more than a screen. Trends Neurosci Educ 2019; 17:100114. [PMID: 31685123 DOI: 10.1016/j.tine.2019.100114] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2019] [Revised: 05/12/2019] [Accepted: 07/05/2019] [Indexed: 11/29/2022]
Abstract
AIMS What helps children learn: is it a presence of a live teacher or an interaction with the learning materials? Addressing this question, we manipulated a teacher's presence (on-screen vs. present) and activity (observing vs. doing) while teaching children about the properties of geometric shapes. METHOD Five-year-olds (n = 215) completed two shape-sorting tasks in which they distinguished between typical, atypical and non-valid shapes. In between these tasks, they took part in one of four training sessions: doing teacher-present, observing teacher-present, doing teacher-on-screen and observing teacher-on-screen. RESULTS Although children's shape knowledge improved across all training conditions, learning showed an interaction between teacher presence and task difficulty. In a teacher's presence, children learned more about the most difficult (atypical) shapes, irrespective of activity. It may be the social interaction, associated with a teacher's presence, that enhances learning. Conversely, physically taking part in interactive touchscreen training did not result in more learning than passive screen viewing.
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Affiliation(s)
- Katarzyna Kostyrka-Allchorne
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry Psychology and Neuroscience, King's College London, 16 De Crespigny Park, London SE5 8AF, UK.
| | - Amanda Holland
- School of Social Sciences, London Metropolitan University, London, UK
| | | | - Woakil Ahamed
- Department of Psychology, University of Essex, Colchester, UK
| | - Rachel K Marrow
- School of Health and Social Care, University of Essex, Colchester, UK
| | - Andrew Simpson
- Department of Psychology, University of Essex, Colchester, UK
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21
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Dove G. Language as a disruptive technology: abstract concepts, embodiment and the flexible mind. Philos Trans R Soc Lond B Biol Sci 2019; 373:rstb.2017.0135. [PMID: 29915003 DOI: 10.1098/rstb.2017.0135] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/12/2017] [Indexed: 11/12/2022] Open
Abstract
A growing body of evidence suggests that cognition is embodied and grounded. Abstract concepts, though, remain a significant theoretical challenge. A number of researchers have proposed that language makes an important contribution to our capacity to acquire and employ concepts, particularly abstract ones. In this essay, I critically examine this suggestion and ultimately defend a version of it. I argue that a successful account of how language augments cognition should emphasize its symbolic properties and incorporate a view of embodiment that recognizes the flexible, multimodal and task-related nature of action, emotion and perception systems. On this view, language is an ontogenetically disruptive cognitive technology that expands our conceptual reach.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.
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Affiliation(s)
- Guy Dove
- Department of Philosophy, University of Louisville, Louisville, KY, USA
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22
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Bryant LJ, Cuevas K. Effects of active and observational experience on EEG activity during early childhood. Psychophysiology 2019; 56:e13360. [PMID: 30835864 DOI: 10.1111/psyp.13360] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 01/17/2019] [Accepted: 02/10/2019] [Indexed: 11/30/2022]
Abstract
While it is accepted that action experience facilitates action understanding, it is debated whether first-hand motor and visual experience differentially influence this ability. Action understanding relies on relatively broad cortical activity, including that of the neural mirroring and visual attention systems. Infant and adult research has demonstrated that prior motor and visual experience have distinct effects on cortical activity during action perception, though this has yet to be investigated in young children. We used a within-subject design and an at-home training paradigm to manipulate 3- to 6-year-olds' experience with two relatively novel actions. On Days 1-4, children received brief active training with one tool (i.e., motor experience) and observational training with the other tool (i.e., visual experience: video of a demonstrator modeling the action). On Day 5, we measured children's EEG mu/alpha (8-10 Hz) and beta rhythm (16-20 Hz) activity during observation and execution of these actions in the laboratory. Although central-parietal mu and beta rhythm activity did not differ as a function of training condition, desynchronization of the occipital alpha rhythm was greater during perception of the active training task than of the observational training task. Our findings suggest that, during early childhood, action experience may modulate visual attention during subsequent action perception. Further, children exhibited neural mirroring-central-parietal desynchronization during both tool-use action observation and execution-within the mu rhythm, but not the beta rhythm. These findings have significant implications for our understanding of the broad cortical activity that supports action perception during this period.
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Affiliation(s)
- Lauren J Bryant
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
| | - Kimberly Cuevas
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
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23
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Xie H, Peng J, Qin M, Huang X, Tian F, Zhou Z. Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect. Front Psychol 2018; 9:2580. [PMID: 30618995 PMCID: PMC6305619 DOI: 10.3389/fpsyg.2018.02580] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 12/03/2018] [Indexed: 11/21/2022] Open
Abstract
Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children's learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children's (0- to 5-year-olds) learning performance, as well as moderators of this effect, based on 36 empirical articles (79 effect sizes) involving 4,206 participants. The overall analysis showed a significant touchscreen learning effect (d = 0.46), indicating that young children indeed benefited from touchscreen learning. Interestingly, age, learning material domain, comparison group, and experimental environment significantly moderated the effect of touchscreen devices on young children's learning outcome. These findings shed light on the role of touchscreen-related physical experience in early childhood education.
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Affiliation(s)
- Heping Xie
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Ji Peng
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Mengyuan Qin
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Xuzhe Huang
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
| | - Fei Tian
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
- Air Force Early Warning Academy, Wuhan, China
| | - Zongkui Zhou
- Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
- School of Psychology, Central China Normal University, Wuhan, China
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24
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de-Juan-Ripoll C, Soler-Domínguez JL, Guixeres J, Contero M, Álvarez Gutiérrez N, Alcañiz M. Virtual Reality as a New Approach for Risk Taking Assessment. Front Psychol 2018; 9:2532. [PMID: 30631294 PMCID: PMC6315141 DOI: 10.3389/fpsyg.2018.02532] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2018] [Accepted: 11/27/2018] [Indexed: 11/13/2022] Open
Abstract
Understanding how people behave when facing hazardous situations, how intrinsic and extrinsic factors influence the risk taking (RT) decision making process and to what extent it is possible to modify their reactions externally, are questions that have long interested academics and society in general. In the spheres, among others, of Occupational Safety and Health (OSH), the military, finance and sociology, this topic has multidisciplinary implications because we all constantly face RT situations. Researchers have hitherto assessed RT profiles by conducting questionnaires prior to and after the presentation of stimuli; however, this can lead to the production of biased, non-realistic, RT profiles. This is due to the reflexive nature of choosing an answer in a questionnaire, which is remote from the reactive, emotional and impulsive decision making processes inherent to real, risky situations. One way to address this question is to exploit VR capabilities to generate immersive environments that recreate realistic seeming but simulated hazardous situations. We propose VR as the next-generation tool to study RT processes, taking advantage of the big four families of metrics which can provide objective assessment methods with high ecological validity: the real-world risks approach (high presence VR environments triggering real-world reactions), embodied interactions (more natural interactions eliciting more natural behaviors), stealth assessment (unnoticed real-time assessments offering efficient behavioral metrics) and physiological real-time measurement (physiological signals avoiding subjective bias). Additionally, VR can provide an invaluable tool, after the assessment phase, to train in skills related to RT due to its transferability to real-world situations.
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Affiliation(s)
- Carla de-Juan-Ripoll
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
| | - José L Soler-Domínguez
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
| | - Jaime Guixeres
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
| | - Manuel Contero
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
| | - Noemi Álvarez Gutiérrez
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
| | - Mariano Alcañiz
- Instituto de Investigación e Innovación en Bioingeniería (i3B), Universitat Politècnica de València, Valencia, Spain
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25
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Congdon EL, Kwon MK, Levine SC. Learning to measure through action and gesture: Children’s prior knowledge matters. Cognition 2018; 180:182-190. [DOI: 10.1016/j.cognition.2018.07.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2016] [Revised: 06/26/2018] [Accepted: 07/04/2018] [Indexed: 11/29/2022]
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26
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Salo VC, Ferrari PF, Fox NA. The role of the motor system in action understanding and communication: Evidence from human infants and non-human primates. Dev Psychobiol 2018; 61:390-401. [PMID: 30315570 DOI: 10.1002/dev.21779] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2018] [Revised: 06/30/2018] [Accepted: 08/08/2018] [Indexed: 11/08/2022]
Abstract
There is growing evidence that activation of the motor system during observation of actions, a phenomenon first observed in non-human primates, underlies action understanding and even communication. This review (a) examines the evidence on motor system activity as an underlying neural correlate of action understanding; (b) reviews the theoretical and empirical work linking action understanding and the development of communication, with a specific focus on the role that gestures play as an intermediary; and (c) discusses the research on and existing opportunities for understanding the link between the motor system and communication in both humans and non-human primates, through the lens of action perception. Bringing together findings and perspectives from developmental social cognition in both humans and non-human primates and applying recent neuroscientific perspectives will help to elucidate the processes underlying the ability to understand and communicate with others.
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27
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Maffongelli L, Antognini K, Daum MM. Syntactical regularities of action sequences in the infant brain: when structure matters. Dev Sci 2018; 21:e12682. [DOI: 10.1111/desc.12682] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2017] [Accepted: 03/31/2018] [Indexed: 11/30/2022]
Affiliation(s)
| | | | - Moritz M. Daum
- Department of Psychology; University of Zurich; Zurich Switzerland
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28
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Schaefer S. Embodiment Helps Children Solve a Spatial Working Memory Task: Interactions with Age and Gender. JOURNAL OF COGNITIVE ENHANCEMENT 2018. [DOI: 10.1007/s41465-018-0081-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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29
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Rhoads CL, Miller PH, Jaeger GO. Put your hands up! Gesturing improves preschoolers' executive function. J Exp Child Psychol 2018; 173:41-58. [PMID: 29677552 DOI: 10.1016/j.jecp.2018.03.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Revised: 03/19/2018] [Accepted: 03/19/2018] [Indexed: 11/24/2022]
Abstract
This study addressed the causal direction of a previously reported relation between preschoolers' gesturing and their executive functioning on the Dimensional Change Card Sort (DCCS) sorting-switch task. Gesturing the relevant dimension for sorting was induced in a Gesture group through instructions, imitation, and prompts. In contrast, the Control group was instructed to "think hard" when sorting. Preschoolers (N = 50) performed two DCCS tasks: (a) sort by size and then spatial orientation of two objects and (b) sort by shape and then proximity of the two objects. An examination of performance over trials permitted a fine-grained depiction of patterns of younger and older children in the Gesture and Control conditions. After the relevant dimension was switched, the Gesture group had more accurate sorts than the Control group, particularly among younger children on the second task. Moreover, the amount of gesturing predicted the number of correct sorts among younger children on the second task. The overall association between gesturing and sorting was not reflected at the level of individual trials, perhaps indicating covert gestural representation on some trials or the triggering of a relevant verbal representation by the gesturing. The delayed benefit of gesturing, until the second task, in the younger children may indicate a utilization deficiency. Results are discussed in terms of theories of gesturing and thought. The findings open up a new avenue of research and theorizing about the possible role of gesturing in emerging executive function.
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Affiliation(s)
- Candace L Rhoads
- Department of Psychology, San Francisco State University, San Francisco, CA 94132, United States
| | - Patricia H Miller
- Department of Psychology, San Francisco State University, San Francisco, CA 94132, United States.
| | - Gina O Jaeger
- Department of Human Ecology, University of California, Davis, Davis, CA 95616, United States
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30
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Erb CD. The developing mind in action: measuring manual dynamics in childhood. JOURNAL OF COGNITION AND DEVELOPMENT 2018. [DOI: 10.1080/15248372.2018.1454449] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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31
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Wakefield EM, Hall C, James KH, Goldin-Meadow S. Gesture for generalization: gesture facilitates flexible learning of words for actions on objects. Dev Sci 2018. [PMID: 29542238 DOI: 10.1111/desc.12656] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Verb learning is difficult for children (Gentner, ), partially because children have a bias to associate a novel verb not only with the action it represents, but also with the object on which it is learned (Kersten & Smith, ). Here we investigate how well 4- and 5-year-old children (N = 48) generalize novel verbs for actions on objects after doing or seeing the action (e.g., twisting a knob on an object) or after doing or seeing a gesture for the action (e.g., twisting in the air near an object). We find not only that children generalize more effectively through gesture experience, but also that this ability to generalize persists after a 24-hour delay.
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Affiliation(s)
- Elizabeth M Wakefield
- Department of Psychology, Loyola University Chicago, Chicago, Illinois, USA.,Department of Psychology, The University of Chicago, Chicago, Illinois, USA
| | - Casey Hall
- Department of Psychology, The University of Chicago, Chicago, Illinois, USA
| | - Karin H James
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana, USA
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32
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Skulmowski A, Rey GD. Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cogn Res Princ Implic 2018; 3:6. [PMID: 29541685 PMCID: PMC5840215 DOI: 10.1186/s41235-018-0092-9] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2017] [Accepted: 01/30/2018] [Indexed: 11/24/2022] Open
Abstract
Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.
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Affiliation(s)
- Alexander Skulmowski
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
| | - Günter Daniel Rey
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
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33
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Abstract
The objective of this review is to investigate research in instructional methods and embodied cognition in order to suggest the idea that a professor’s movement provides information by increasing levels of exogenous embodiment. This review describes how teaching methods varying in human activity lead to different outcomes and how those outcomes may be linked to the presence of an active body providing instruction. The embodied cognition literature suggests the physical actions we perform and the actions being performed around us shape our mental experience. We argue that students mentally imitate the gestures of their professor, this activity contributes to the embodied experience one has in a classroom, and that this increased activity leads to increased recall. One possible reason for increased student learning in human-centered environments is the activation of mirror neurons. Implications for teaching topics in a psychology classroom are discussed.
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35
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Majeski RA, Stover M. Contemplative pedagogy in hybrid and asynchronous online undergraduate aging services/gerontology courses. GERONTOLOGY & GERIATRICS EDUCATION 2018; 39:75-85. [PMID: 27050532 DOI: 10.1080/02701960.2016.1164150] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
The rapid aging of the U.S. population has brought with it the challenge of preparing effective leaders in aging services/policy. These leaders need a fresh cognitive and empathic understanding of the complex needs of older adults and those who work with them. With its experiential and integrative approach, contemplative pedagogies are ideally suited for preparing aging services leaders. Contemplative pedagogies help learners interact with course material in ways that deeply engage students, disrupt habitual ways of thinking, and encourage innovative approaches to aging services/policy issues. Given the increasing popularity of hybrid and online courses, contemplative pedagogies could enhance learners' satisfaction with and the quality of learning in these courses. This article provides a description of contemplative pedagogies and embodied cognition research and theory as a theoretical framework for them. The article discusses the ways in that contemplative pedagogies have been incorporated in two undergraduate management of aging services courses. Student responses to the use of contemplative pedagogies and directions for future research are presented.
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Affiliation(s)
- Robin A Majeski
- a Erickson School , University of Maryland at Baltimore County , Baltimore , MD , USA
| | - Merrily Stover
- b Gerontology and Social and Behavioral Science , University of Maryland University College , Adelphi , MD , USA
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Grammatical verb aspect and event roles in sentence processing. PLoS One 2017; 12:e0189919. [PMID: 29287091 PMCID: PMC5747445 DOI: 10.1371/journal.pone.0189919] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2016] [Accepted: 12/05/2017] [Indexed: 12/04/2022] Open
Abstract
Two experiments examine how grammatical verb aspect constrains our understanding of events. According to linguistic theory, an event described in the perfect aspect (John had opened the bottle) should evoke a mental representation of a finished event with focus on the resulting object, whereas an event described in the imperfective aspect (John was opening the bottle) should evoke a representation of the event as ongoing, including all stages of the event, and focusing all entities relevant to the ongoing action (instruments, objects, agents, locations, etc.). To test this idea, participants saw rebus sentences in the perfect and imperfective aspect, presented one word at a time, self-paced. In each sentence, the instrument and the recipient of the action were replaced by pictures (John was using/had used a *corkscrew* to open the *bottle* at the restaurant). Time to process the two images as well as speed and accuracy on sensibility judgments were measured. Although experimental sentences always made sense, half of the object and instrument pictures did not match the temporal constraints of the verb. For instance, in perfect sentences aspect-congruent trials presented an image of the corkscrew closed (no longer in-use) and the wine bottle fully open. The aspect-incongruent yet still sensible versions either replaced the corkscrew with an in-use corkscrew (open, in-hand) or the bottle image with a half-opened bottle. In this case, the participant would still respond “yes”, but with longer expected response times. A three-way interaction among Verb Aspect, Sentence Role, and Temporal Match on image processing times showed that participants were faster to process images that matched rather than mismatched the aspect of the verb, especially for resulting objects in perfect sentences. A second experiment replicated and extended the results to confirm that this was not due to the placement of the object in the sentence. These two experiments extend previous research, showing how verb aspect drives not only the temporal structure of event representation, but also the focus on specific roles of the event. More generally, the findings of visual match during online sentence-picture processing are consistent with theories of perceptual simulation.
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Cherdieu M, Palombi O, Gerber S, Troccaz J, Rochet-Capellan A. Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures. Front Psychol 2017; 8:1689. [PMID: 29062287 PMCID: PMC5640824 DOI: 10.3389/fpsyg.2017.01689] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2017] [Accepted: 09/13/2017] [Indexed: 12/01/2022] Open
Abstract
Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.
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Affiliation(s)
- Mélaine Cherdieu
- GIPSA-Lab, Université Grenoble Alpes, CNRS, Grenoble INP, Grenoble, France
| | - Olivier Palombi
- LADAF, University Hospital, Université Grenoble Alpes, Grenoble, France.,LJK, Université Grenoble Alpes, CNRS, Grenoble INP, Grenoble, France
| | - Silvain Gerber
- GIPSA-Lab, Université Grenoble Alpes, CNRS, Grenoble INP, Grenoble, France
| | - Jocelyne Troccaz
- TIMC-IMAG, Université Grenoble Alpes, CNRS, Grenoble INP, Grenoble, France
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Castillo RD, Waltzer T, Kloos H. Hands-on experience can lead to systematic mistakes: A study on adults' understanding of sinking objects. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2017; 2:28. [PMID: 28725678 PMCID: PMC5486884 DOI: 10.1186/s41235-017-0061-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Accepted: 04/05/2017] [Indexed: 11/10/2022]
Abstract
In line with theories of embodied cognition, hands-on experience is typically assumed to support learning. In the current paper, we explored this issue within the science domain of sinking objects. Adults had to make a guess about which of two objects in a pair would sink faster. The crucial manipulation was whether participants were handed real-life objects (real-objects condition) or were shown static images of objects (static-images condition). Results of Experiment 1 revealed more systematic mistakes in the real-objects than the static-images condition. Experiment 2 investigated this result further, namely by having adults make predictions about sinking objects after an initial training. Again, we found that adults made more mistakes in the real-objects than the static-images condition. Experiment 3 showed that the negative effect of hands-on experiences did not influence later performance. Thus, the negative effects of hands-on experiences were short-lived. Even so, our results call into question an undifferentiated use of manipulatives to convey science concepts. Based on our findings, we suggest that a nuanced theory of embodied cognition is needed, especially as it applies to science learning.
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Affiliation(s)
- Ramón D Castillo
- Centro de Investigación en Ciencias Cognitivas, Universidad de Talca, Avenida Lircay s/n, Talca, CP 3460000 VII Región Chile
| | - Talia Waltzer
- Department of Psychology, University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064 USA
| | - Heidi Kloos
- Center for Cognition, Action, and Perception, Department of Psychology, University of Cincinnati, 5130 Edwards One, Cincinnati, OH 45221-0376 USA
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Abstract
A great deal of attention has recently been paid to gesture and its effects on thinking and learning. It is well established that the hand movements that accompany speech are an integral part of communication, ubiquitous across cultures, and a unique feature of human behavior. In an attempt to understand this intriguing phenomenon, researchers have focused on pinpointing the mechanisms that underlie gesture production. One proposal--that gesture arises from simulated action (Hostetter & Alibali Psychonomic Bulletin & Review, 15, 495-514, 2008)--has opened up discussions about action, gesture, and the relation between the two. However, there is another side to understanding a phenomenon and that is to understand its function. A phenomenon's function is its purpose rather than its precipitating cause--the why rather than the how. This paper sets forth a theoretical framework for exploring why gesture serves the functions that it does, and reviews where the current literature fits, and fails to fit, this proposal. Our framework proposes that whether or not gesture is simulated action in terms of its mechanism--it is clearly not reducible to action in terms of its function. Most notably, because gestures are abstracted representations and are not actions tied to particular events and objects, they can play a powerful role in thinking and learning beyond the particular, specifically, in supporting generalization and transfer of knowledge.
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Affiliation(s)
- Miriam A Novack
- Department of Psychology, University of Chicago, Chicago, IL, 60637, USA.
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Jaeger AJ, Wiley J, Moher T. Leveling the playing field: Grounding learning with embedded simulations in geoscience. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2016; 1:23. [PMID: 28180174 PMCID: PMC5256455 DOI: 10.1186/s41235-016-0026-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/18/2016] [Accepted: 11/02/2016] [Indexed: 11/10/2022]
Abstract
Although desktop simulations can be useful in representing scientific phenomena during inquiry activities, they do not allow students to embody or contextualize the spatial aspects of those phenomena. One learning technology that does attempt to combine embodiment and grounded experience to support learning in science is Embedded Phenomena. The objective of this research was to investigate the effectiveness of a classroom-based Embedded Phenomena activity for learning in geoscience, and to investigate whether individual differences in spatial skills had an impact on the effectiveness. The simulated scientific phenomenon was earthquakes, and 44 fifth grade (10-year old) students learned from a unit containing both content instruction and simulations. In the embedded condition, 15 earthquake events were simulated within the classroom space and students enacted the computation of epicenters with strings and their bodies. Students in the non-embedded condition received the same content instruction and did the same activities, but the epicenter computations were done with maps instead of with students' bodies. Students in the embedded condition showed greater learning gains overall. Further, the Embedded Phenomena activity attenuated the effect of individual differences in spatial skills on learning in science such that low spatial individuals performed as well as high spatial individuals in the embedded condition.
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Affiliation(s)
- Allison J Jaeger
- Weiss Hall, Department of Psychology, Temple University, 1701 N. 13th Street, Philadelphia, PA 19122 USA
| | - Jennifer Wiley
- Department of Psychology, University of Illinois at Chicago, 1007 W. Harrison Street M/C 285, Chicago, IL 60607 USA
| | - Thomas Moher
- Department of Computer Science, University of Illinois at Chicago, 851 S. Morgan Street M/C 152, Chicago, IL 60607 USA
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Nilsson L, Durkin J. Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool. Disabil Rehabil Assist Technol 2016; 12:730-739. [DOI: 10.1080/17483107.2016.1253119] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Lisbeth Nilsson
- Department of Health Sciences, Occupational Therapy and Occupational Science, Lund University, Lund, Sweden
| | - Josephine Durkin
- Dip. C.O.T, Independent researcher, Rushlake Green, East Sussex, UK
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Houwen S, Visser L, van der Putten A, Vlaskamp C. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:19-31. [PMID: 26851384 DOI: 10.1016/j.ridd.2016.01.012] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2015] [Revised: 10/30/2015] [Accepted: 01/18/2016] [Indexed: 06/05/2023]
Abstract
It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Linda Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Annette van der Putten
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Carla Vlaskamp
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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Thill S, Twomey KE. What's on the Inside Counts: A Grounded Account of Concept Acquisition and Development. Front Psychol 2016; 7:402. [PMID: 27047427 PMCID: PMC4804724 DOI: 10.3389/fpsyg.2016.00402] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Accepted: 03/07/2016] [Indexed: 11/13/2022] Open
Abstract
Understanding the factors which affect the age of acquisition (AoA) of words and concepts is fundamental to understanding cognitive development more broadly. Traditionally, studies of AoA have taken two approaches, either exploring the effect of linguistic variables such as input frequency (e.g., Naigles and Hoff-Ginsberg, 1998) or the semantics of the underlying concept, such as concreteness or imageability (e.g., Bird et al., 2001). Embodied theories of cognition, meanwhile, assume that concepts, even relatively abstract ones, can be grounded in the embodied experience. While the focus of such discussions has been mainly on grounding in external modalities, more recently some have argued for the importance of interoceptive features, or grounding in complex modalities such as social interaction. In this paper, we argue for the integration and extension of these two strands of research. We demonstrate that the psycholinguistic factors traditionally considered to determine AoA are far from sufficient to account for the variability observed in AoA data. Given this gap, we propose groundability as a new conceptual tool that can measure the degree to which concepts are grounded both in external and, critically, internal modalities. We then present a mechanistic theory of conceptual representation that can account for groundability in addition to the existing variables argued to influence concept acquisition in both the developmental and embodied cognition literatures, and discuss its implications for future work in concept and cognitive development.
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Affiliation(s)
- Serge Thill
- Interaction Lab, School of Informatics, University of SkövdeSkövde, Sweden
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Mullender-Wijnsma MJ, Hartman E, de Greeff JW, Doolaard S, Bosker RJ, Visscher C. Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial. Pediatrics 2016; 137:e20152743. [PMID: 26912206 DOI: 10.1542/peds.2015-2743] [Citation(s) in RCA: 95] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/21/2015] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention ("Fit & Vaardig op School" [F&V]) on academic achievement of children. METHODS Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second- and third-grade classes of 12 elementary schools. At each school, a second- and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). RESULTS After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P < .001; effect size [ES] 0.51), general mathematics (P < .001; ES 0.42), and spelling (P < .001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. CONCLUSIONS Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching.
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Affiliation(s)
| | - Esther Hartman
- Center for Human Movement Sciences, University Medical Center Groningen
| | | | - Simone Doolaard
- Groningen Institute for Educational Research, and Department of Educational Sciences, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Roel J Bosker
- Groningen Institute for Educational Research, and Department of Educational Sciences, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, Netherlands
| | - Chris Visscher
- Center for Human Movement Sciences, University Medical Center Groningen
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Filippi CA, Woodward AL. Action Experience Changes Attention to Kinematic Cues. Front Psychol 2016; 7:19. [PMID: 26913012 PMCID: PMC4753290 DOI: 10.3389/fpsyg.2016.00019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2015] [Accepted: 01/06/2016] [Indexed: 11/13/2022] Open
Abstract
The current study used remote corneal reflection eye-tracking to examine the relationship between motor experience and action anticipation in 13-months-old infants. To measure online anticipation of actions infants watched videos where the actor’s hand provided kinematic information (in its orientation) about the type of object that the actor was going to reach for. The actor’s hand orientation either matched the orientation of a rod (congruent cue) or did not match the orientation of the rod (incongruent cue). To examine relations between motor experience and action anticipation, we used a 2 (reach first vs. observe first) × 2 (congruent kinematic cue vs. incongruent kinematic cue) between-subjects design. We show that 13-months-old infants in the observe first condition spontaneously generate rapid online visual predictions to congruent hand orientation cues and do not visually anticipate when presented incongruent cues. We further demonstrate that the speed that these infants generate predictions to congruent motor cues is correlated with their own ability to pre-shape their hands. Finally, we demonstrate that following reaching experience, infants generate rapid predictions to both congruent and incongruent hand shape cues—suggesting that short-term experience changes attention to kinematics.
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Abstract
PURPOSE The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. METHODS One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. RESULTS Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. CONCLUSION Students achieve individualized outcomes addressed by school-based physical therapy.
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Christodoulou J, Burke DM. Mood congruity and episodic memory in young children. J Exp Child Psychol 2015; 142:221-9. [PMID: 26601787 DOI: 10.1016/j.jecp.2015.09.019] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2014] [Revised: 09/20/2015] [Accepted: 09/21/2015] [Indexed: 11/19/2022]
Abstract
Although mood congruity effects on episodic memory have been reported extensively in adults, they have not been reported for children younger than 10 years. The current research investigated mood congruity effects in story recall using an embodied approach to mood induction involving a facial manipulation task with 3- and 4-year-old children. Participants held a chopstick or a popsicle stick in their mouths in a way to either produce or inhibit a smile while they listened to a story featuring happy events for a happy character and sad events for a sad character. Children's mood ratings before and after mood induction indicated that mood became more positive in the smile condition, with no change in the no smile condition. Children in the smile condition, but not in the no smile condition, remembered more about the happy character than the sad character in the story. These results extend mood congruity effects to 3- and 4-year olds, suggesting that at this age representations of emotion interact with basic memory processes. Moreover, the efficacy of reenactment of sensorimotor components of emotion in modifying mood is consistent with embodied representation of emotion during early childhood.
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Affiliation(s)
- Joan Christodoulou
- Department of Psychology, Claremont Graduate School, Claremont, CA 91711, USA.
| | - Deborah M Burke
- Department of Linguistics and Cognitive Science, Pomona College, Claremont, CA 91711, USA
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Nathan MJ, Martinez CV. Gesture as model enactment: the role of gesture in mental model construction and inference making when learning from text. ACTA ACUST UNITED AC 2015. [DOI: 10.1080/23735082.2015.1006758] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fischer MH, Sixtus E, Göbel SM. Commentary: A pointer about grasping numbers. Front Psychol 2015; 6:227. [PMID: 25784890 PMCID: PMC4347422 DOI: 10.3389/fpsyg.2015.00227] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2014] [Accepted: 02/13/2015] [Indexed: 12/03/2022] Open
Affiliation(s)
- Martin H Fischer
- Cognitive Sciences Division, University of Potsdam Potsdam, Germany
| | - Elena Sixtus
- Cognitive Sciences Division, University of Potsdam Potsdam, Germany
| | - Silke M Göbel
- Department of Psychology, University of York York, UK
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Trofatter C, Kontra C, Beilock S, Goldin-Meadow S. Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. LANGUAGE, COGNITION AND NEUROSCIENCE 2015; 30:251-260. [PMID: 25664327 PMCID: PMC4318567 DOI: 10.1080/23273798.2014.905692] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The coordination of speech with gesture elicits changes in speakers' problem-solving behavior beyond the changes elicited by the coordination of speech with action. Participants solved the Tower of Hanoi puzzle (TOH1); explained their solution using speech coordinated with either Gestures (Gesture+Talk) or Actions (Action+Talk), or demonstrated their solution using Actions alone (Action); then solved the puzzle again (TOH2). For some participants (Switch group), disk weights during TOH2 were reversed (smallest = heaviest). Only in the Gesture+Talk Switch group did performance worsen from TOH1 to TOH2 - for all other groups, performance improved. In the Gesture+Talk Switch group, more one-handed gestures about the smallest disk during the explanation hurt subsequent performance, compared to all other groups. These findings contradict the hypothesis that gesture affects thought by promoting the coordination of task-relevant hand movements with task-relevant speech, and lend support to the hypothesis that gesture grounds thought in action via its representational properties.
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Affiliation(s)
- Caroline Trofatter
- The University of Chicago, 5848 S. University Ave, Chicago IL, 60637, USA
| | - Carly Kontra
- The University of Chicago, 5848 S. University Ave, Chicago IL, 60637, USA
| | - Sian Beilock
- The University of Chicago, 5848 S. University Ave, Chicago IL, 60637, USA
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