Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading
There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory an...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-03-01
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| Series: | Frontiers in Psychology |
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| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00325/full |
| _version_ | 1818611282943672320 |
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| author | Mathieu Hainselin Laurence Picard Patrick Manolli Sophie Vankerkore-Candas Béatrice Bourdin |
| author_facet | Mathieu Hainselin Laurence Picard Patrick Manolli Sophie Vankerkore-Candas Béatrice Bourdin |
| author_sort | Mathieu Hainselin |
| collection | DOAJ |
| description | There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6–10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the “glue” theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood. |
| first_indexed | 2024-12-16T15:27:52Z |
| format | Article |
| id | doaj.art-06d55807f12042178fb558224f7246c0 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-16T15:27:52Z |
| publishDate | 2017-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-06d55807f12042178fb558224f7246c02022-12-21T22:26:26ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-03-01810.3389/fpsyg.2017.00325221411Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than ReadingMathieu Hainselin0Laurence Picard1Patrick Manolli2Sophie Vankerkore-Candas3Béatrice Bourdin4CRP–CPO, EA 7273, Université de Picardie Jules VerneAmiens, FranceLaboratoire de Psychologie, EA 3188, Université Bourgogne Franche-ComtéBesançon, FranceLaboratoire de Psychologie, EA 3188, Université Bourgogne Franche-ComtéBesançon, FranceCRP–CPO, EA 7273, Université de Picardie Jules VerneAmiens, FranceCRP–CPO, EA 7273, Université de Picardie Jules VerneAmiens, FranceThere is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6–10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the “glue” theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00325/fullenactmentmemoryactionteachingeducation |
| spellingShingle | Mathieu Hainselin Laurence Picard Patrick Manolli Sophie Vankerkore-Candas Béatrice Bourdin Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading Frontiers in Psychology enactment memory action teaching education |
| title | Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading |
| title_full | Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading |
| title_fullStr | Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading |
| title_full_unstemmed | Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading |
| title_short | Hey Teacher, Don’t Leave Them Kids Alone: Action Is Better for Memory than Reading |
| title_sort | hey teacher don t leave them kids alone action is better for memory than reading |
| topic | enactment memory action teaching education |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00325/full |
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