Twelve- and Fourteen-Year-Old School Children Differentially Benefit from Sensorimotor- and Multisensory-Enriched Vocabulary Training
نویسندگان
چکیده
Abstract Both children and adults have been shown to benefit from the integration of multisensory sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures foreign language (L2) vocabulary learning can improve outcomes relative unisensory learning. However, whereas seem a greater extent such as performance in contrast with pictures, this is not case elementary school children. Here, we compared multisensory- sensorimotor-enriched an intermediate age group that falls between groups tested previous studies (elementary young adults), attempt determine developmental time point at which children’s responses mature child-like pattern adult-like pattern. Twelve-year-old fourteen-year-old German were trained over 5 consecutive days on auditorily presented, concrete abstract, Spanish vocabulary. The was learned under picture-enriched, gesture-enriched, non-enriched (auditory-only) conditions. performed recall translation tests 3 days, 2 months, 6 months post-learning. picture gesture interventions found L2 up post-training. Interestingly, gesture-enriched even more beneficial than picture-enriched for 14-year-olds, while 12-year-olds benefitted equivalently enriched gestures. These findings provide evidence opting integrate rather pedagogy starting 14 years age.
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ژورنال
عنوان ژورنال: Educational Psychology Review
سال: 2022
ISSN: ['1040-726X', '1573-336X']
DOI: https://doi.org/10.1007/s10648-021-09648-z