Varieties of learning and developmental theories of memory

Tomporowski, Phillip D.; Pendleton, Daniel M.; McCullick, Bryan A.

doi:10.4324/9781315305790-3

Cited by 9 publications

(13 citation statements)

References 1 publication

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“…To generate mental engagement and specifically stimulate executive function and motor coordination, PA games emphasized variability of practice ( Pesce et al, in press ) and contextual interference as applied in motor skill learning to deliberately keep children on the learning curve ( Tomporowski et al, 2010 ). To ensure that the PA games were specifically tailored to challenge core executive functions, they were created based on instructional principles of executive tasks used in cognitive developmental research ( Huizinga et al, 2006 ; Garon et al, 2008 ).…”

Section: Methodsmentioning

confidence: 99%

Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects

et al. 2016

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In light of the interrelation between motor and cognitive development and the predictive value of the former for the latter, the secular decline observed in motor coordination ability as early as preschool urges identification of interventions that may jointly impact motor and cognitive efficiency. The aim of this study was twofold. It (1) explored the outcomes of enriched physical education (PE), centered on deliberate play and cognitively challenging variability of practice, on motor coordination and cognitive processing; (2) examined whether motor coordination outcomes mediate intervention effects on children’s cognition, while controlling for moderation by lifestyle factors as outdoor play habits and weight status. Four hundred and sixty children aged 5–10 years participated in a 6-month group randomized intervention in PE, with or without playful coordinative and cognitive enrichment. The weight status and spontaneous outdoor play habits of children (parental report of outdoor play) were evaluated at baseline. Before and after the intervention, motor developmental level (Movement Assessment Battery for Children) was evaluated in all children, who were then assessed either with a test of working memory (Random Number Generation task), or with a test of attention (from the Cognitive Assessment System). Children assigned to the ‘enriched’ intervention showed more pronounced improvements in all motor coordination assessments (manual dexterity, ball skills, static/dynamic balance). The beneficial effect on ball skills was amplified by the level of spontaneous outdoor play and weight status. Among indices of executive function and attention, only that of inhibition showed a differential effect of intervention type. Moderated mediation showed that the better outcome of the enriched PE on ball skills mediated the better inhibition outcome, but only when the enrichment intervention was paralleled by a medium-to-high level of outdoor play. Results suggest that specifically tailored physical activity (PA) games provide a unique form of enrichment that impacts children’s cognitive development through motor coordination improvement, particularly object control skills, which are linked to children’s PA habits later in life. Outdoor play appears to offer the natural ground for the stimulation by designed PA games to take root in children’s mind.

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Section: Methodsmentioning

confidence: 99%

Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects

et al. 2016

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“…The contextual-interference effect is observed when instructional conditions that depress performance during practice produce more learning when measured on delayed tests of retention (Tomporowski, McCullick, & Horvat, 2010). Initial demonstrations of the effect were observed in associative-learning experiments that revealed the transfer of knowledge to new conditions depended greatly on the context of initial training (Battig, 1966).…”

Section: The Skill Acquisition Approach To the Exercise–cognition Rel...mentioning

confidence: 99%

Exercise, sports, and performance arts benefit cognition via a common process.

Tomporowski¹,

Pesce

2019

Psychological Bulletin

201

143

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Exercise training is widely promoted as a method to enhance both physical health and cognitive function. Although routine exercise engenders physiological adaptations to the body and brain, its effects on mental processing are uncertain. Our review of the experimental evidence reveals that acknowledging the role of skill acquisition may help clarify the exercise–cognition relation. Instructional methods that optimize physical and mental challenge provide the conditions necessary to produce long-term changes in the way individuals process information, make decisions, select movements, and experience the consequences of actions. Main conclusions drawn by intersecting theory-based research on the linkages between chronic exercise and cognitive function and research on the associations of both sport and performance arts with cognitive function are as follows: (1) Exercise may be but one of many types of movement activities that can benefit cognition; (2) the process of skill acquisition provides a parsimonious explanation for outcomes across exercise, sport, and performing art studies; (3) the allocation of mental resources required during skill acquisition, independently from or interactively with the level of physical energy expenditure, is essential for reaping the largest cognitive benefits; and (4) cognitive benefits obtained via skill-acquisition interventions are enduring. This review also highlights issues that call for future research to provide convergent evidence for the relation between skill training and cognition; the inclusion of outcome measures other than executive functions; and a naturalistic translational approach to complement controlled experiments in chronic exercise and cognition and skill learning research.

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“…Moreover, pressure to meet stringent requirements for academic achievements with an already crowded curriculum prioritizes core academic subjects, such as literacy and numeracy, over physical education (PE; Mahar et al, 2006 ; Zach et al, 2016). As a result, the time devoted to PE is still being reduced or its reduction is being considered (its instructional time already corresponds to slightly less than 10% of the total taught time at school, EACEA, 2013 ), and PE itself becomes only a short form of physical activity, focused on developing physical and health literacy and active lifestyles, and the prevention of chronic diseases and mental health disorders ( World Health Organization, 2018 ), devoid of cognitive aspects ( Cone et al, 2009 ; Tomporowski et al, 2015 ; Zach et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

et al. 2021

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Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N = 28) significantly improved these skills compared to the control class (N = 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

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Varieties of learning and developmental theories of memory

Cited by 9 publications

References 1 publication

Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects

Deliberate Play and Preparation Jointly Benefit Motor and Cognitive Development: Mediated and Moderated Effects

Exercise, sports, and performance arts benefit cognition via a common process.

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

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