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  Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training

Mathias, B., Andrä, C., Schwager, A., Macedonia, M., & von Kriegstein, K. (2022). Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training. Educational Psychology Review. doi:10.1007/s10648-021-09648-z.

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 Creators:
Mathias, Brian1, 2, 3, Author              
Andrä, Christian4, 5, Author
Schwager, Anika6, Author
Macedonia, Manuela3, 7, 8, Author              
von Kriegstein, Katharina2, 3, Author              
Affiliations:
1School of Psychology, University of Aberdeen, United Kingdom, ou_persistent22              
2Chair for Clinical Psychology and Behavioral Neuroscience, Faculty of Psychology, TU Dresden, Germany, ou_persistent22              
3Max Planck Research Group Neural Mechanisms of Human Communication, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634556              
4Faculty of Human Science, University of Potsdam, Germany, ou_persistent22              
5Department of Sport and Exercise Psychology, University of Potsdam, Germany, ou_persistent22              
6Didactics of Physical Education, Institute of Primary and Pre-Primary Education, University of Leipzig, Germany, ou_persistent22              
7Department of Information Engineering, Johannes Kepler University, Linz, Austria, ou_persistent22              
8Center for Business Languages and Intercultural Communication, Johannes Kepler University, Linz, Austria, ou_persistent22              

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Free keywords: Multisensory learning; Sensorimotor learning; Gesture; Enrichment; Vocabulary learning; Foreign language education
 Abstract: Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children’s responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children’s L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.

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Language(s): eng - English
 Dates: 2021-11-012022-03-11
 Publication Status: Published online
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 Rev. Type: -
 Identifiers: DOI: 10.1007/s10648-021-09648-z
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Grant ID : KR 3735/3-1
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Funding organization : German Research Foundation

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Title: Educational Psychology Review
Source Genre: Journal
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Publ. Info: New York : Springer
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: - Identifier: ISSN: 1040-726X
CoNE: https://pure.mpg.de/cone/journals/resource/954925588351