The cognitive benefits of embodied learning in the context of early school literacy

Research output: Working paper › Preprint › Research

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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. p. 1-35.

Research output: Working paper › Preprint › Research

Harvard

Damsgaard, L, Topor, M, Nielsen, A-MV, Gejl, AK, Malling, ASB, Christensen, MS, Kildahl, S, Hansen, RA & Wienecke, J 2023 'The cognitive benefits of embodied learning in the context of early school literacy' PsyArXiv, pp. 1-35. https://doi.org/10.31234/osf.io/zmctf

APA

Damsgaard, L., Topor, M., Nielsen, A-M. V., Gejl, A. K., Malling, A. S. B., Christensen, M. S., Kildahl, S., Hansen, R. A., & Wienecke, J. (2023). The cognitive benefits of embodied learning in the context of early school literacy. (pp. 1-35). PsyArXiv. https://doi.org/10.31234/osf.io/zmctf

Vancouver

Damsgaard L, Topor M, Nielsen A-MV, Gejl AK, Malling ASB, Christensen MS et al. The cognitive benefits of embodied learning in the context of early school literacy. PsyArXiv. 2023 May 31, p. 1-35. https://doi.org/10.31234/osf.io/zmctf

Author

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. / The cognitive benefits of embodied learning in the context of early school literacy. PsyArXiv, 2023. pp. 1-35

Bibtex

@techreport{43904bed52ba4ad4bdd4a994f159f987,
title = "The cognitive benefits of embodied learning in the context of early school literacy",
abstract = "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.",
keywords = "Faculty of Science, Embodied learning, Academic learning, Letter knowledge, Letter sounds, Phoneme awareness, Pre-reading skills, Word reading skills, Children, Movement-based learning, Motor skills, Embodied cognition, Working memory, P300, P3a, P3b, N200, N2c",
author = "Linn Damsgaard and Marta Topor and Nielsen, {Anne-Mette Veber} and Gejl, {Anne K{\ae}r} and Malling, {Anne Sofie B{\o}gh} and Christensen, {Mark Schram} and S{\o}ren Kildahl and Hansen, {Rasmus Ahmt} and Jacob Wienecke",
note = "(Preprint)",
year = "2023",
month = may,
day = "31",
doi = "10.31234/osf.io/zmctf",
language = "English",
pages = "1--35",
publisher = "PsyArXiv",
type = "WorkingPaper",
institution = "PsyArXiv",

}

RIS

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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