Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning

Educational Psychology Review

Volumn 27, Issue 3, 2015, Pages 413-426

  Mavilidi, Myrto Foteini ^a,b   Okely, Anthony D ^a   Chandler, Paul ^a   Cliff, Dylan P ^a   Paas, Fred ^a,b  

^a UNIVERSITY OF WOLLONGONG   (Australia)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

Gesturing; Learning; Physical exercise; Preschool children

Indexed keywords

EID: 84943361696     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-015-9337-z     Document Type: Article

References (67)

1. Allen, L. Q. (1995). The effects of emblematic gestures on the development and access of mental representations of French expressions. The Modern Language Journal, 79(4), 521-529.
2. Barenberg, J., Berse, T., & Dutke, S. (2011). Executive functions in learning processes: do they benefit from physical activity? Educational Research Review, 6(3), 208-222.
3. Barnett, W. S. (1998). Long-term cognitive and academic effects of early childhood education on children in poverty. Preventive Medicine, 27(2), 204-207.
4. Barsalou, L. W. (1999). Perceptions of perceptual symbols. Behavioral and Brain Sciences, 22(04), 637-660.
5. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645.
6. Bartholomew, J. B., & Jowers, E. M. (2011). Physically active academic lesson in elementary children. Preventive Medicine, 52, S51-S54.
7. Becker, D. R., McClelland, M.M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.
8. Best, J. R. (2010). Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331-351.
9. Castelli, D. M., Hillman, C. H., Hirsch, J., Hirsch, A., & Drollette, H. E. (2011). FIT Kids: time in target heart zone and cognitive performance. Preventive Medicine, 52(Suppl 1), S55-S59.
10. Chang, Y. K., Labban, J. D., Gapin, J. I., & Etnier, J. L. (2012). The effects of acute exercise on cognitive performance: a meta-analysis. Brain Research, 1453, 87-101.
11. Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education: does gesture enhance learning? International Journal of Bilingual Education and Bilingualism, 7(4), 303-319.
12. Cliff, D. P., Reilly, J. J., & Okely, A. D. (2009). Methodological considerations in using accelerometers to assess habitual physical activity in children aged 0-5 years. Journal of Science and Medicine in Sport, 12(5), 557-567.
13. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Erlbaum.
14. Cohen, R. L., & Otterbein, N. (1992). The mnemonic effect of speech gestures: pantomimic and non-pantomimic gestures compared. European Journal of Cognitive Psychology, 4(2), 113-139.
15. Coles, K., & Tomporowski, P. D. (2008). Effects of acute exercise on executive processing, short-term and longterm memory. Journal of Sports Sciences, 26(3), 333-344.
16. Cook, S.W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047-1058.
17. Cook, S. W., Duffy, R. G., & Fenn, K. M. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84(6), 1863-1871.
18. Davis, C. L., Tomporowski, P. D., Boyle, C. A., Waller, J. L., Miller, P. H., Naglieri, J. A., & Gregoski, M. (2007). Effects of aerobic exercise on overweight children's cognitive functioning: a randomized controlled trial. Research Quarterly for Exercise and Sport, 78(5), 510-519.
19. Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., Allison, J. D., & Naglieri, J. A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial. Health Psychology, 30(1), 91-98.
20. Decety, J., Grezes, J., Costes, N., Perani, D., Jeannerod, M., Procyk, E., Grassi, F., & Fazio, F. (1997). Brain activity during observation of actions. Influence of action content and subject's strategy. Brain, 120(10), 1763-1777.
21. Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, S36-S42.
22. Drollette, E. S., Scudder, M. R., Raine, L. B., Moore, R. D., Saliba, B. J., Pontifex, M. B., & Hillman, C. H. (2014). Acute exercise facilitates brain function and cognition in children who need it most: an ERP study of individual differences in inhibitory control capacity. Developmental Cognitive Neuroscience, 7, 53-64.
23. Engelkamp, J., & Cohen, R. L. (1991). Current issues in memory of action events. Psychological Research, 53(3), 175-182.
24. Erickson, K. I., Hillman, C. H., & Kramer, A. F. (2015). Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences, 4, 27-32.
25. Erwin, H., Fedewa, A., Beighle, A., & Ahn, S. (2012). A quantitative review of physical activity, health, and learning outcomes associated with classroom-based physical activity interventions. Journal of Applied School Psychology, 28(1), 14-36.
26. Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis. Research Quarterly for Exercise and Sport, 82(3), 521-535.
27. Feyereisen, P. (2009). Enactment effects and integration processes in younger and older adults’ memory for actions. Memory, 17(4), 374-385.
28. Glenberg, A. M. (1997). What memory is for: creating meaning in the service of action. Behavioral and Brain Sciences, 20(01), 41-50.
29. Glenberg, A. M., Sato, M., Cattaneo, L., Riggio, L., Palumbo, D., & Buccino, G. (2008). Processing abstract language modulates motor system activity. The Quarterly Journal of Experimental Psychology, 61(6), 905-919.
30. Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: gesturing lightens the load. Psychological Science, 12(6), 516-522.
31. Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267-272.
32. Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.
33. Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159, 1044-1054.
34. Janssen, X., Cliff, D. P., Reilly, J. J., Hinkley, T., Jones, R. A., Batterham, M., Ekelund, U., Brage, S., & Okely, A. D. (2013). Predictive validity and classification accuracy of ActiGraph energy expenditure equations and cut-points in young children. PLoS ONE, 8(11), e79124.
35. Kelly, S. D., McDevitt, T., & Esch, M. (2009). Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24(2), 313-334.
36. Kibbe, D. L., Hackett, J., Hurley, M., McFarland, A., Schubert, K. G., Schultz, A., & Harris, S. (2011). Ten years of TAKE 10!: integrating physical activity with academic concepts in elementary school classrooms. Preventive Medicine, 52, S43-S50.
37. Lambourne, K., Hansen, D. M., Szabo, A. N., Lee, J., Herrmann, S. D., & Donnelly, J. E. (2013). Indirect and direct relations between aerobic fitness, physical activity, and academic achievement in elementary school students. Mental Health and Physical Activity, 6(3), 165-171.
38. Lees, C., & Hopkins, J. (2013). Effect of aerobic exercise on cognition, academic achievement, and psychosocial function in children: a systematic review of randomized control trials. Preventive Chronic Disease, 10, E174.
39. Lindemann, O., Stenneken, P., Van Schie, H. T., & Bekkering, H. (2006). Semantic activation in action planning. Journal of Experimental Psychology: Human Perception and Performance, 32(3), 633-643.
40. Liu-Ambrose, T., Nagamatsu, L. S., Voss, M. W., Khan, K. M., & Handy, T. C. (2012). Resistance training and functional plasticity of the aging brain: a 12-month randomized controlled trial. Neurobiology of Aging, 33, 1690-1698.
41. Macedonia, M., & Klimesch, W. (2014). Long-term effects of gestures on memory for foreign language words trained in the classroom. Mind, Brain and Education, 8(2), 74-88.
42. Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38(12), 2086-2094.
43. Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction: using the hands to learn math. Psychological Science, 25(4), 903-910.
44. Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27-45.
45. Pate, R. R., Almeida, M. J., McIver, K. L., Pfeiffer, K. A., & Dowda, M. (2006). Validation and calibration of an accelerometer in preschool children. Obesity, 14(11), 2000-2006.
46. Pesce, C., Crova, C., Cereatti, L., Casella, R., & Bellucci, M. (2009). Physical activity and mental performance in preadolescents: effects of acute exercise on free-recall memory. Mental Health and Physical Activity, 2(1), 16-22.
47. Ping, R. M., & Goldin-Meadow, S. (2008). Hands in the air: using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44(5), 1277-1287.
48. Ping, R., & Goldin-Meadow, S. (2010). Gesturing saves cognitive resources when talking about non-present objects. Cognitive Science, 34(4), 602-619.
49. Pontifex, M. B., Hillman, C.H., Fernhall, B., Thompson, K.M., & Valentini, T. A. (2009). The effect of acute aerobic and resistance exercise on working memory. Medicine & Science in Sports & Exercise, 41(4), 927-934.
50. Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109.
51. Rizzolatti, G., & Craighero, L. (2004). The mirror-neuron system. Annual Review Neuroscience, 27, 169-192.
52. Rowe, M. L., Silverman, R. D., & Mullan, B. E. (2013). The role of pictures and gestures as nonverbal aids in preschoolers’ word learning in a novel language. Contemporary Educational Psychology, 38(2), 109-117.
53. Rowlands, A. V. (2007). Accelerometer assessment of physical activity in children: an update. Pediatric Exercise Science, 19(3), 252-266.
54. Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. (1997). The effects of a 2-year physical education program (Spark) on physical activity and fitness in elementary school students. Sports, play and active recreation for kids. American Journal of Public Health, 87, 1328-1334.
55. Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in children: a metaanalysis. Pediatric Exercise Science, 15, 243-256.
56. Telford, R. D., Cunningham, R. B., Fitzgerald, R., Olive, L. S., Prosser, L., Jiang, X., & Telford, R. M. (2012). Physical education, obesity, and academic achievement: a 2-year longitudinal investigation of Australian elementary school children. American Journal of Public Health, 102(2), 368-374.
57. Tellier, M. (2008). The effect of gestures on second language memorization by young children. Gesture, 8(2), 219-235.
58. Thomas, L. E., & Lleras, A. (2009). Swinging into thought: directed movement guides insight in problem solving. Psychonomic Bulletin & Review, 16, 719-723.
59. Tomporowski, P. D. (2003). Effects of acute bouts of exercise on cognition. Acta Psychologica, 112, 297-324.
60. Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111-131.
61. Trofatter, C., Kontra, C., Beilock, S., & Goldin-Meadow, S. (2015). Gesturing has a larger impact on problemsolving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30, 251-260.
62. Trost, S. G., Fees, B., & Dzewaltowski, D. (2008). Feasibility and efficacy of a «Move and Learn» physical activity curriculum in preschool children. Journal of Physical Activity and Health, 5, 88-103.
63. Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80(5), 352-373.
64. United Nations Educational, Scientific and Cultural Organisation. (2015). Physical education for healthier, happier, longer and more productive living [Press release]. Retrieved from http://www.unesco.org/new/en/media-services/single-view/news/physical_education_for_healthier_happier_longer_and_more_productive_living/#.VOw2L0sz6Ew
65. United States. Department of Health, & Human Services. (1996). Physical activity and health: a report of the Surgeon General. DIANE Publishing.
66. Vazou, S., & Smiley-Oyen, A. (2014). Moving and academic Learning are not antagonists: acute effects on executive function and enjoyment. Journal of Sport and Exercise Psychology, 36, 474-485.
67. Zwaan, R. A., & Taylor, L. J. (2006). Seeing, acting, understanding: motor resonance in language comprehension. Journal of Experimental Psychology: General, 135(1), 1-11.