ArticleFrontiers in psychology2016
Embodied Action Improves Cognition in Children: Evidence from a Study Based on Piagetian Conservation Tasks.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Movement Matters! Understanding the Developmental Trajectory of Embodied Planning.Frontiers in psychology · 2021Article
- A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration.Frontiers in psychology · 2018Review
- Touchscreen Tablets: Coordinating Action and Perception for Mathematical Cognition.Frontiers in psychology · 2017Article
- Enactive Approach and Dual-Tasks for the Treatment of Severe Behavioral and Cognitive Impairment in a Person with Acquired Brain Injury: A Case Study.Frontiers in psychology · 2016Article
- Making sense of movement in embodied design for mathematics learning.Cognitive research: principles and implications · 2016Article
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Authors and funding
2 authors.
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Abstract
Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.
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