Study On The Influence Of Movement On Memory In Children Aged 5-6

The subject-performed task(SPT)is a research paradigm in which participants are presented with a series of action phrases in an auditory or visual manner.Participants are asked to memorize phrases while doing action.Many studies have found that memory results under the subject-performed task(SPT)is better than the verbal task(VT).Most of the previous studies focused on adults to explore the mechanism of SPT effect,but little on young children.However,according to Pia get,cognitive ability of preschool children is in a period of rapid development.At this stage children's cognitive characteristics may be quite different from those of adults.This study investigated the relationship between action and memory in children aged 5 and 6.Pre-experiment used a Combined Raven's Test to measure the intelligence of 5-year-old and 6-year-old children to exclude children who are not suitable for subsequent experiments.And it was found that the6-year-old children's Combined Raven's Test scores had a significantly higher than the 5-year-old children's scores.The 6-year-old children had stronger similar reasoning and comparative reasoning than the 5-year-old children.Experiment 1 used a mixed experimental design of 2(age: 5 years old vs 6 years old)× 2(coding conditions: SPT vs VT)× 2(new words and old words: recognizing new words vs recognizing old words).To study the free recall and recognition of children aged 5 and 6.As a result,it was found that in the free memory,the movements obviously promoted the memory performance of children aged 5 and 6 years.However,in the recognition task the movements only had a significant effect on the achievement of the 6-year-old children.The 5-year-old children had a speed-accuracy trade-off,which may reveal that the action-semantic association is gradually formed with the child's physical and mental development.Experiment 2 used a mixed experimental design of 2(age: 5 years old vs 6 years old)× 2(hands and feet movements: move feet vs move hands)× 2(word types: foot words vs hand words).Change the self-organized movement of children into a unified stomp or spongy movement.And turn action phrases(such as: open book)into object words(such as: book)that requires hand or foot participation.The results show that for the 6-year-old children's hand movement slow down the recognition response of hand words without affecting the recognition reaction of the foot words,but it has no effect on the 5-year-old children.Explained that the hand movements in the learning stage interfered with the extractive speed of 6-year-old children's correctly recognized words.Experiment 3 used the same experimental design as Experiment 2except that the words in the memory material were changed into pictures.The result shows that hand movements in the learning phase only affect the recognition speed on hand pictures of 5-year-old children.And hand movements did not affect the speed of recognition of the foot pictures.Moreover,there was no effect on the recognition speed of the 6-year-old children in hands and feet pictures.It shows that during the learning stage reactivation of motion information related to hand words interferes with the recognition response of the 5-year-old child to the image information.5-year-old children's movements are more correlated with appearance information than 6-year-old children.The research shows that the simulation mechanism in embodied cognition is more suitable for explaining the relationship between action and memory.Moreover,the connection between conceptual knowledge and perceptual movement system is conditional and it gradually evolves with the learning of concept knowledge and the richness of contact experience.