The science achievement of third graders using visual, symbolic, and manipulative instructional treatments

1979 ◽  
Vol 16 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Ellen W. Fuller ◽  
David H. May ◽  
David P. Butts
Keyword(s):  
Science Achievement ◽  
Third Graders ◽  
Instructional Treatments

Does the Motor System Facilitate Spatial Imagery?

2017 ◽  
Vol 49 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Markus Krüger ◽  
Horst Krist
Keyword(s):  
Motor System ◽  
Third Graders ◽  
External Support ◽  
New Paradigm ◽  
Perceptual Condition ◽  
Imagery Condition ◽  
Passive Rotation ◽  
Perception Condition ◽  
Motor Condition ◽  
Dynamic Imagery

Abstract. Recent studies have ascertained a link between the motor system and imagery in children. A motor effect on imagery is demonstrated by the influence of stimuli-related movement constraints (i. e., constraints defined by the musculoskeletal system) on mental rotation, or by interference effects due to participants’ own body movements or body postures. This link is usually seen as qualitatively different or stronger in children as opposed to adults. In the present research, we put this interpretation to further scrutiny using a new paradigm: In a motor condition we asked our participants (kindergartners and third-graders) to manually rotate a circular board with a covered picture on it. This condition was compared with a perceptual condition where the board was rotated by an experimenter. Additionally, in a pure imagery condition, children were instructed to merely imagine the rotation of the board. The children’s task was to mark the presumed end position of a salient detail of the respective picture. The children’s performance was clearly the worst in the pure imagery condition. However, contrary to what embodiment theories would suggest, there was no difference in participants’ performance between the active rotation (i. e., motor) and the passive rotation (i. e., perception) condition. Control experiments revealed that this was also the case when, in the perception condition, gaze shifting was controlled for and when the board was rotated mechanically rather than by the experimenter. Our findings indicate that young children depend heavily on external support when imagining physical events. Furthermore, they indicate that motor-assisted imagery is not generally superior to perceptually driven dynamic imagery.

Sign in / Sign up

Export Citation Format

Share Document