The cognitive benefits of embodied learning in the context of early school literacy
Publikation: Working paper › Preprint › Forskning
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The cognitive benefits of embodied learning in the context of early school literacy. / Damsgaard, Linn; Topor, Marta; Nielsen, Anne-Mette Veber; Gejl, Anne Kær; Malling, Anne Sofie Bøgh; Christensen, Mark Schram; Kildahl, Søren; Hansen, Rasmus Ahmt; Wienecke, Jacob.
PsyArXiv, 2023. s. 1-35.Publikation: Working paper › Preprint › Forskning
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TY - UNPB
T1 - The cognitive benefits of embodied learning in the context of early school literacy
AU - Damsgaard, Linn
AU - Topor, Marta
AU - Nielsen, Anne-Mette Veber
AU - Gejl, Anne Kær
AU - Malling, Anne Sofie Bøgh
AU - Christensen, Mark Schram
AU - Kildahl, Søren
AU - Hansen, Rasmus Ahmt
AU - Wienecke, Jacob
N1 - (Preprint)
PY - 2023/5/31
Y1 - 2023/5/31
N2 - Reading is a complex, yet fundamental academic skill that school children are taught all over the world. Although, literacy learning relies on attentional and perceptual processing of visual and auditory inputs, it has been found to also benefit from embodied learning, e.g., motor activities as an integrated strategy to recognise and remember letters. We explored mechanisms and effects of integrated embodied activity in young school children (5-8-year-olds), in both a lab experiment (n=18) including electroencephalography and ecological settings (8-week school intervention project; n=144). The electroencephalographic experiment revealed that embodied activity stimulates attentional and perceptual processing compared to control (non-active) letter discrimination practice andthe school intervention study showed that early literacy educational outcomes were facilitated in children with an initial lower working memory performance. These novel results indicate that reinforcement of cognitive processing could be a candidate mechanism to explain the efficacy of embodied literacy learning.
AB - Reading is a complex, yet fundamental academic skill that school children are taught all over the world. Although, literacy learning relies on attentional and perceptual processing of visual and auditory inputs, it has been found to also benefit from embodied learning, e.g., motor activities as an integrated strategy to recognise and remember letters. We explored mechanisms and effects of integrated embodied activity in young school children (5-8-year-olds), in both a lab experiment (n=18) including electroencephalography and ecological settings (8-week school intervention project; n=144). The electroencephalographic experiment revealed that embodied activity stimulates attentional and perceptual processing compared to control (non-active) letter discrimination practice andthe school intervention study showed that early literacy educational outcomes were facilitated in children with an initial lower working memory performance. These novel results indicate that reinforcement of cognitive processing could be a candidate mechanism to explain the efficacy of embodied literacy learning.
KW - Faculty of Science
KW - Embodied learning
KW - Academic learning
KW - Letter knowledge
KW - Letter sounds
KW - Phoneme awareness
KW - Pre-reading skills
KW - Word reading skills
KW - Children
KW - Movement-based learning
KW - Motor skills
KW - Embodied cognition
KW - Working memory
KW - P300
KW - P3a
KW - P3b
KW - N200
KW - N2c
U2 - 10.31234/osf.io/zmctf
DO - 10.31234/osf.io/zmctf
M3 - Preprint
SP - 1
EP - 35
BT - The cognitive benefits of embodied learning in the context of early school literacy
PB - PsyArXiv
ER -
ID: 361439846