{"title":"手部运动提高一年级学生单词记忆能力","authors":"Tsz Wing Tsang, H. Lu","doi":"10.1080/21683603.2020.1862724","DOIUrl":null,"url":null,"abstract":"ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1862724","citationCount":"0","resultStr":"{\"title\":\"Hand movement improves word memory of Grade 1 students\",\"authors\":\"Tsz Wing Tsang, H. Lu\",\"doi\":\"10.1080/21683603.2020.1862724\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2021-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/21683603.2020.1862724\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2020.1862724\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1862724","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Hand movement improves word memory of Grade 1 students
ABSTRACT Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.