Have a personal or library account? Click to login
Children’s Motor Learning and Working Memory: The Role of Visual and Verbal Analogy Learning Cover

Children’s Motor Learning and Working Memory: The Role of Visual and Verbal Analogy Learning

Open Access
|Jun 2022

References

  1. 1. Saehi M., Saemi E., Doustan M. (2021). Expecting to teach promotes motor learning of a golf putting task in children. TRENDS in Sport Sciences 28(2),159-163. DOI: <a href="https://doi.org/10.23829/TSS.2021.28.2-10" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.23829/TSS.2021.28.2-10</a>
  2. 2. Anderson J. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
  3. 3. Van Abswoude F., Van Der Kamp J., Steenbergen B. (2019). The roles of declarative knowledge and working memory in explicit motor learning and practice among children with low motor abilities. Motor Control 23(1), 34-51. DOI: <a href="https://doi.org/10.1123/mc.2017-0060" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1123/mc.2017-0060</a>
  4. 4. Masters R.S. (1992). Knowledge, knerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology 83(3), 343-358. DOI: <a href="https://doi.org/10.1111/j.2044-8295.1992.tb02446.x" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/j.2044-8295.1992.tb02446.x</a>
  5. 5. Williams A.M., Hodges N.J. (2005). Practice, instruction and skill acquisition in soccer: Challenging tradition. Journal of Sports Sciences 23(6), 637-650. DOI: <a href="https://doi.org/10.1080/02640410400021328" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/02640410400021328</a>
  6. 6. Lam W.K., Maxwell J.P., Masters R.S.W. (2009). Analogy versus explicit learning of a modified basketball shooting task: Performance and kinematic outcomes. Journal of Sports Sciences 27(2), 179-191. DOI: <a href="https://doi.org/10.1080/02640410802448764" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/02640410802448764</a>
  7. 7. Law J., Masters R., Bray S.R., Eves F., Bardswell I. (2003). Motor performance as a function of audience affability and metaknowledge. Journal of Sport and Exercise Psychology 25(4), 484-500. DOI: <a href="https://doi.org/10.1123/jsep.25.4.484" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1123/jsep.25.4.484</a>
  8. 8. Masters R.S.W., Poolton J.M. (2012). Advances in implicit motor learning. London: Routledge.
  9. 9. Baddeley A.D. (1986). Working memory. Oxford: Oxford University Press.
  10. 10. Cowan N., Fristoe N.M., Elliott E.M., Brunner R.P., Saults J.S. (2006). Scope of attention, control of attention, and intelligence in children and adults. Memory and Cognition 34(8), 1754-1768. DOI: <a href="https://doi.org/10.3758/BF03195936" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3758/BF03195936</a>
  11. 11. Montgomery J.W., Magimairaj B.M., Finney M.C. (2010). Working memory and specific language impairment: an update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology 19(1), 78-94. DOI: <a href="https://doi.org/10.1044/1058-0360(2009/09-0028)" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1044/1058-0360(2009/09-0028)</a>
  12. 12. Berry D.C., Broadbent D.E. (1988). Interactive tasks and the implicit-explicit distinction. British Journal of Psychology 79(2), 251-272. DOI: <a href="https://doi.org/10.1111/j.2044-8295.1988.tb02286.x" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1111/j.2044-8295.1988.tb02286.x</a>
  13. 13. Liao C.M., Masters R.S. (2001). Analogy learning: A means to implicit motor learning. Journal of Sports Sciences 19(5), 307-319. DOI: <a href="https://doi.org/10.1080/0264041015200608111354610" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/0264041015200608111354610</a>
  14. 14. Hernandez A.E., Mattarella-Micke A., Redding R.W., Woods E.O., Beilock S. (2011). Age of acquisition in sport: Starting early matters. The American Journal of Psychology 124(3), 253. DOI: <a href="https://doi.org/10.5406/amerjpsyc.124.3.0253" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.5406/amerjpsyc.124.3.0253</a>
  15. 15. Hitch G.J., Halliday S., Schaafstal A.M., Schraagen J.M.C. (1988). Visual working memory in young children. Memory and Cognition 16(2), 120-132. DOI: <a href="https://doi.org/10.3758/BF03213479" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3758/BF03213479</a>
  16. 16. Kleynen M., Braun S.M., Bleijlevens M.H., Lexis M.A., Rasquin S.M. et al. (2014). Using a Delphi technique to seek consensus regarding definitions, descriptions and classification of terms related to implicit and explicit forms of motor learning. PLoS One 9(6), e100227. DOI: <a href="https://doi.org/10.1371/journal.pone.0100227" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1371/journal.pone.0100227</a>
  17. 17. Masters R.S.W. (2000). Theoretical aspects of implicit learning in sport. International Journal of Sport Psychology 31, 530-541.
  18. 18. Poolton J.M., Masters R.S.W., Maxwell J.P. (2006). The influence of analogy learning on decision-making in table tennis: Evidence from behavioural data. Psychology of Sport and Exercise 7, 677-688. DOI: <a href="https://doi.org/10.1016/j.psych-sport.2006.03.005" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.psych-sport.2006.03.005</a>
  19. 19. Gentner D. (1983). Structure-mapping: A theoretical framework for analogy. Cognitive Science a Multidisciplinary Journal 7(2),155-170. DOI: <a href="https://doi.org/10.1016/S0364-0213(83)80009-3" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/S0364-0213(83)80009-3</a>
  20. 20. Schustack M.W., Anderson J.R. (1979). Effects of analogy to prior knowledge on memory for new information. Journal of Verbal Learning and Verbal Behavior 18(5), 565-583. DOI: <a href="https://doi.org/10.1016/S0022-5371(79)90314-1" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/S0022-5371(79)90314-1</a>
  21. 21. Chatzopoulos D., Foka E., Doganis G., Lykesas G., Nikodelis T. (2020). Effects of analogy learning on locomotor skills and balance of preschool children. Early Child Development and Care, 1-9. DOI: <a href="https://doi.org/10.1080/03004430.2020.1739029" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/03004430.2020.1739029</a>
  22. 22. Komar J., Chow J.Y., Chollet D., Seifert L. (2014). Effect of analogy instructions with an internal focus on learning a complex motor skill. Journal of Applied Sport Psychology 26(1), 17-32. DOI: <a href="https://doi.org/10.1080/10413200.2013.771386" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/10413200.2013.771386</a>
  23. 23. Masters R.S.W., Liao C. (2003). Chunking as a characteristic of implicit motor learning. XIth European Congress of Sport Psychology. Copenhagen, Denmark.
  24. 24. Jie L.J., Goodwin V., Kleynen M., Braun S., Nunns M., Wilson M. (2016). Analogy learning in Parkinson’s disease: a proof-of-concept study. International Journal of Therapy and Rehabilitation 23(3), 123-130. DOI: <a href="https://doi.org/10.12968/ijtr.2016.23.3.123" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.12968/ijtr.2016.23.3.123</a>
  25. 25. Koedijker J.M., Poolton J.M., Maxwell J.P., Oudejans R.R., Beek P.J., Masters R.S. (2011). Attention and time constraints in perceptual-motor learning and performance: Instruction, analogy, and skill level. Consciousness and Cognition 20(2), 245-256. DOI: <a href="https://doi.org/10.1016/j.concog.2010.08.00220850990" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.concog.2010.08.00220850990</a>
  26. 26. Tse A.C., Masters R.S. (2019). Improving motor skill acquisition through analogy in children with autism spectrum disorders. Psychology of Sport and Exercise 41, 63-69. DOI: <a href="https://doi.org/10.1016/j.psychsport.2018.12.002" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/j.psychsport.2018.12.002</a>
  27. 27. Donnelly C.M., McDaniel M.A. (1993). Use of analogy in learning scientific concepts. Journal of Experimental Psychology: Learning, Memory, and Cognition 19(4), 975-987. DOI: <a href="https://doi.org/10.1037/0278-7393.19.4.975" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0278-7393.19.4.975</a>
  28. 28. Tse A.C., Fong S.S., Wong T.W., Masters R. (2017). Analogy motor learning by young children: a study of rope skipping. European Journal of Sport Science 17(2), 152-159. DOI: <a href="https://doi.org/10.1080/17461391.2016.1214184" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/17461391.2016.1214184</a>
  29. 29. Dagher Z.R. (1995). Analysis of analogies used by science teachers. Journal of Research in Science Teaching 32(3), 259-270. DOI: <a href="https://doi.org/10.1002/tea.3660320306" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1002/tea.3660320306</a>
  30. 30. Orgill M., Bodner G. (2004). What research tells us about using analogies to teach chemistry. Chemistry Education Research and Practice 5(1), 15-32. DOI: <a href="https://doi.org/10.1039/B3RP90028B" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1039/B3RP90028B</a>
  31. 31. Hopkins D.R., Shick J., Plack J.J. (1984). Basketball for boys and girls: skills test manual. Reston, Va.: American Alliance for Health, Physical Education, Recreation and Dance.
  32. 32. Kane M.J., Conway A.R., Miura T.K., Colflesh G.J. (2007). Working memory, attention control, and the N-back task: a question of construct validity. Journal of Experimental Psychology: Learning, Memory, and Cognition 33(3), 615-622. DOI: <a href="https://doi.org/10.1037/0278-7393.33.3.615" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1037/0278-7393.33.3.615</a>
  33. 33. Lindner K., Blosser G., Cunigan K. (2009). Visual versus auditory learning and memory recall performance on short-term versus long-term tests. Modern Psychological Studies 15(1), 39-46.
  34. 34. Carterette E.C., Jones M.H. (1967). Visual and auditory information processing in children and adults. Science 156(3777), 986-988. DOI: <a href="https://doi.org/10.1126/science.156.3777.986" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1126/science.156.3777.986</a>
  35. 35. Maxwell J.P., Masters R.S.W., Eves F.F. (2003). The role of working memory in motor learning and performance. Consciousness and Cognition 12(3), 376-402. DOI: <a href="https://doi.org/10.1016/S1053-8100(03)00005-9" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1016/S1053-8100(03)00005-9</a>
  36. 36. Kinrade N.P., Jackson R.C., Ashford K.J., Bishop D.T. (2010). Development and validation of the decision-specific reinvestment scale. Journal of Sports Sciences 28(10), 1127-1135. DOI: <a href="https://doi.org/10.1080/02640414.2010.49943920686992" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/02640414.2010.49943920686992</a>
  37. 37. Wulf G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of Sport and Exercise Psychology 6(1), 77-104. DOI: <a href="https://doi.org/10.1080/1750984X.2012.723728" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/1750984X.2012.723728</a>
  38. 38. Cowan N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science 19(1), 51-57. DOI: <a href="https://doi.org/10.1177/0963721409359277286403420445769" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1177/0963721409359277286403420445769</a>
  39. 39. Lola A.C., Tzetzis G.C. (2021). The effect of explicit, implicit and analogy instruction on decision making skill for novices, under stress. International Journal of Sport and Exercise Psychology 1-21. DOI: <a href="https://doi.org/10.1080/1612197X.2021.1877325" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.1080/1612197X.2021.1877325</a>
  40. 40. Hernandez A.E., Claussenius-Kalman H.L., Ronderos J., Vaughn K.A. (2018). Symbiosis, parasitism and bilingual cognitive control: a neuroemergentist perspective. Frontiers in Psychology 9, 2171. DOI: <a href="https://doi.org/10.3389/fpsyg.2018.02171625232830510528" target="_blank" rel="noopener noreferrer" class="text-signal-blue hover:underline">10.3389/fpsyg.2018.02171625232830510528</a>
DOI: https://doi.org/10.2478/pjst-2022-0008 | Journal eISSN: 2082-8799 | Journal ISSN: 1899-1998
Language: English
Page range: 3 - 10
Submitted on: Sep 26, 2021
Accepted on: Mar 8, 2022
Published on: Jun 27, 2022
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 4 times per year

© 2022 Fatemeh Ramezani, Esmaeel Saemi, Mohammadreza Doustan, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.