Memory for actions in Chinese children with developmental dyslexia

Li, Guangzheng; Yang, Qingling; Yang, Jing; Liu, Huiyue; Lou, Jianzhong

doi:10.1007/s10339-019-00946-7

Cited by 3 publications

(3 citation statements)

References 49 publications

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“…The SPT method has proven to be effective with children and adults [26]. This method was successfully applied in education [27], as well as medicine [28].…”

Section: Methodsmentioning

confidence: 99%

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

Leszkowicz

Pieńkowska

Nazar

et al. 2021

IJERPH

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Allergies are among the most common chronic diseases in Europe. The most serious complication is anaphylactic shock. Most cases occur outside the hospital; thus, knowledge of symptoms and first aid is crucial. This study aimed to evaluate the awareness of anaphylaxis and the ability to use adrenaline auto-injectors among medical students, and to determine an improvement after training based on non-formal education. The research was conducted among 364 medicine students (years 1–5) from the Medical University of Gdańsk, with year-specific curriculum-based general medical knowledge. Training consisted of pre-test, practical training and post-test. Descriptive statistics were used to reveal the characteristics of students from different grades. A Mann–Whitney U test was used for statistical analysis. The tested students did not have sufficient knowledge to provide first aid in cases of anaphylaxis before training. There was an increase in knowledge (on average, 28.6%, p = 0.005) after training. Almost all (99.4%) of the respondents believed that they would be able to use an adrenaline auto-injector in case of emergency after the training. The training based on non-formal education was effective. The use of the subject-performed task method helped students to remember the stages of action in stressful situations.

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“…The SPT method has proven to be effective with children and adults [26]. This method was successfully applied in education [27], as well as medicine [28].…”

Section: Methodsmentioning

confidence: 99%

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

Leszkowicz

Pieńkowska

Nazar

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Numerous authors continue to explore the realm of enactment, investigating—as just two examples—the neural underpinnings of the effect (e.g., Leynes & McGowan, 2021; Ma et al, 2021) and its efficacy as a cognitive tool for various patient populations (e.g., Fantasia et al, 2020). Consider just a few recent research directions: Can those with learning disorders benefit from enactment (Li et al, 2020)? How does action interact with other phenomena such as the testing effect (Kubik et al, 2020)?…”

Section: Historical Contextmentioning

confidence: 99%

The enactment effect: A systematic review and meta-analysis of behavioral, neuroimaging, and patient studies.

Roberts¹,

MacLeod²,

Fernandes³

2022

Psychological Bulletin

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The enactment effect is the phenomenon that physically performing an action represented by a word or phrase (e.g., clap, clap your hands) results in better memory than does simply reading it. We examined data from three different methodological approaches to provide a comprehensive review of the enactment effect across 145 behavioral, 7 neuroimaging, and 31 neurological patient studies. Boosts in memory performance following execution of a physical action were compared to those produced by reading words or phrases, by watching an experimenter perform actions, or by engaging in self-generated imagery. Across the behavioral studies, we employed random-effects meta-regression with robust variance estimation (RVE) to reveal an average enactment effect size of g = 1.23. Further meta-analyses revealed that variations in study design and comparison task reliably influence the size of the enactment effect, whereas four other experiment factorstest format, learning instruction type, retention interval, and the presence of objects during encoding-likely do not influence the effect. Neuroimaging studies demonstrated enactment-related activation to be prevalent in the motor cortex and inferior parietal lobule. Patient studies indicated that, regardless of whether impairments of memory (e.g., Alzheimer's) or of motor capability (e.g., Parkinson's) were present, patients were able to benefit from enactment. The findings of this systematic review and meta-analysis highlight two components accounting for the memory benefit from enactment: a primary mental contribution relating to planning the action and a secondary physical contribution of the action itself. Public Significance StatementThe enactment effect is the finding that physically performing an action represented by a word or phrase leads to enhanced memory for that information relative to simply reading it. This review integrates evidence from behavioral, neuroimaging, and patient studies to highlight the utility of encoding multiple facets of an item or an event to enhance its retention. Enactment was found to be a reliable and effective mnemonic tool for both neurotypical and patient populations.

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“…Can those with learning disorders benefit from enactment (Li et al, 2020)? How does action interact with other phenomena such as the testing effect (Kubik et al, 2020)?…”

Section: Historical Contextmentioning

confidence: 99%

The Enactment Effect: A Systematic Review and Meta-Analysis of Behavioral, Neuroimaging, and Patient Studies

Roberts¹,

Fernandes²,

MacLeod³

2022

Preprint

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The enactment effect is the phenomenon that physically performing an action represented by a word or phrase (e.g., clap; clap your hands) results in better memory than does simply reading it. We examined data from three different methodological approaches to provide a comprehensive review of the enactment effect across 145 behavioral, 7 neuroimaging, and 31 neurological patient studies. Boosts in memory performance following execution of a physical action were compared to those produced by reading words or phrases, by watching an experimenter perform actions, or by engaging in self-generated imagery. Across the behavioral studies, we employed random-effects meta-regression with robust variance estimation to reveal an average enactment effect size of g = 1.23. Further meta-analyses revealed that variations in study design and comparison task reliably influence the size of the enactment effect, whereas four other experiment factors—test format, learning instruction type, retention interval, and the presence of objects during encoding—likely do not influence the effect. Neuroimaging studies demonstrated enactment-related activation to be prevalent in the motor cortex and inferior parietal lobule. Patient studies indicated that, regardless of whether impairments of memory (e.g., Alzheimer’s) or of motor capability (e.g., Parkinson’s) were present, patients were able to benefit from enactment. The findings of this systematic review and meta-analysis highlight two components accounting for the memory benefit from enactment: a primary mental contribution relating to planning of actions and a secondary physical contribution of the action itself.

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Memory for actions in Chinese children with developmental dyslexia

Cited by 3 publications

References 49 publications

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

Does Informal Education Training Increase Awareness of Anaphylaxis among Students of Medicine? Before-After Survey Study

The enactment effect: A systematic review and meta-analysis of behavioral, neuroimaging, and patient studies.

The Enactment Effect: A Systematic Review and Meta-Analysis of Behavioral, Neuroimaging, and Patient Studies

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