Jaroslawska, AJ, Gathercole, SE, Allen, RJ orcid.org/0000-0002-1887-3016 et al. (1 more author) (2016) Following instructions from working memory: Why does action at encoding and recall help? Memory & Cognition, 44 (8). pp. 1183-1191. ISSN 0090-502X
Abstract
Two experiments investigated the consequences of action at encoding and recall on the ability to follow sequences of instructions. Children ages 7-9 years recalled sequences of spoken action commands under presentation and recall conditions that either did or did not involve their physical performance. In both experiments, recall was enhanced by carrying out the instructions as they were being initially presented and also by performing them at recall. In contrast, the accuracy of instruction-following did not improve above spoken presentation alone, either when the instructions were silently read or heard by the child (Experiment 1), or when the child repeated the spoken instructions as they were presented (Experiment 2). These findings suggest that the enactment advantage at presentation does not simply reflect a general benefit of a dual exposure to instructions, and that it is not a result of their self-production at presentation. The benefits of action-based recall were reduced following enactment during presentation, suggesting that the positive effects of action at encoding and recall may have a common origin. It is proposed that the benefits of physical movement arise from the existence of a short-term motor store that maintains the temporal, spatial, and motoric features of either planned or already executed actions.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s), 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
Keywords: | Working memory; Following instructions; Enactment; Self-performed task; Action advantage |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 03 Aug 2016 10:59 |
Last Modified: | 05 Oct 2017 16:23 |
Published Version: | http://dx.doi.org/10.3758/s13421-016-0636-5 |
Status: | Published |
Publisher: | Springer Verlag |
Identification Number: | 10.3758/s13421-016-0636-5 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:103066 |