The role of goals and outcomes in young children’s memory for actions

Ratner, Hilary Horn; Foley, Mary Ann

doi:10.1007/s10339-020-00979-3

Cited by 6 publications

(5 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This processing does have cognitive aspects, as implied by the link between enactment and memory. For example, according to the ‘person perspective’ on action memory (Ratner et al., 2000; Ratner & Foley, 2020), the anticipation, initiation, production and evaluation of one's own actions are mediated by cognitive operations. From this point of view, self‐performed actions are better remembered than other‐performed actions, in part due to the memory of cognitive operations carried out during encoding.…”

Section: Discussionmentioning

confidence: 99%

The self‐reference effect in attention deficit hyperactivity disorder

Ahmed,

Cunningham,

Rhodes

et al. 2024

British J of Dev Psycho

View full text Add to dashboard Cite

The self‐memory system depends on the prioritization and capture of self‐relevant information, so may be disrupted by difficulties in attending to, encoding and retrieving self‐relevant information. The current study compares memory for self‐referenced and other‐referenced items in children with ADHD and typically developing comparison groups matched for verbal and chronological age. Children aged 5–14 (N = 90) were presented with everyday objects alongside an own‐face image (self‐reference trials) or an unknown child's image (other‐referenced trials). They were asked whether the child shown would like the object, before completing a surprise source memory test. In a second task, children performed, and watched another person perform, a series of actions before their memory for the actions was tested. A significant self‐reference effect (SRE) was found in the typically developing children (i.e. both verbal and chronological age‐matched comparison groups) for the first task, with significantly better memory for self‐referenced than other‐referenced objects. However, children with ADHD showed no SRE, suggesting a compromised ability to bind information with the cognitive self‐concept. In the second task, all groups showed superior memory for actions carried out by the self, suggesting a preserved enactment effect in ADHD. Implications and applications for the self‐memory system in ADHD are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

The self‐reference effect in attention deficit hyperactivity disorder

Ahmed,

Cunningham,

Rhodes

et al. 2024

British J of Dev Psycho

View full text Add to dashboard Cite

show abstract

“…In brief, early work found no developmental effects of SPTs on memory (Cohen & Stewart, 1982), while a more recent series of studies by Badinlou and colleagues (2017Badinlou and colleagues ( , 2018aBadinlou and colleagues ( , 2018b found the effect in free and cued recall to be larger in older than in younger children, but this age difference was not evident with recognition testing (Badinlou et al, 2017). For reviews of enactment in children, see the continuing works of Ratner and Foley (Foley & Ratner, 2001;Ratner & Foley, 2020). The popularity of the 'total physical response method' endures in publications of language learning in school-aged children (for a review, see Asher, 2009).…”

Section: Tablementioning

confidence: 97%

The Enactment Effect: A Systematic Review and Meta-Analysis of Behavioral, Neuroimaging, and Patient Studies

Roberts¹,

Fernandes²,

MacLeod³

2022

Preprint

View full text Add to dashboard Cite

The enactment effect is the phenomenon that physically performing an action represented by a word or phrase (e.g., clap; clap your hands) results in better memory than does simply reading it. We examined data from three different methodological approaches to provide a comprehensive review of the enactment effect across 145 behavioral, 7 neuroimaging, and 31 neurological patient studies. Boosts in memory performance following execution of a physical action were compared to those produced by reading words or phrases, by watching an experimenter perform actions, or by engaging in self-generated imagery. Across the behavioral studies, we employed random-effects meta-regression with robust variance estimation to reveal an average enactment effect size of g = 1.23. Further meta-analyses revealed that variations in study design and comparison task reliably influence the size of the enactment effect, whereas four other experiment factors—test format, learning instruction type, retention interval, and the presence of objects during encoding—likely do not influence the effect. Neuroimaging studies demonstrated enactment-related activation to be prevalent in the motor cortex and inferior parietal lobule. Patient studies indicated that, regardless of whether impairments of memory (e.g., Alzheimer’s) or of motor capability (e.g., Parkinson’s) were present, patients were able to benefit from enactment. The findings of this systematic review and meta-analysis highlight two components accounting for the memory benefit from enactment: a primary mental contribution relating to planning of actions and a secondary physical contribution of the action itself.

show abstract

“…In brief, early work found no developmental effects of SPTs on memory (Cohen & Stewart, 1982), while a more recent series of studies by Badinlou et al (2017, 2018a, 2018b) found the effect in free and cued recall to be larger in older than in younger children, but this age difference was not evident with recognition testing (Badinlou et al, 2017). For reviews of enactment in children, see the continuing works of Ratner and Foley (Foley & Ratner, 2001; Ratner & Foley, 2020). The popularity of the “total physical response method” endures in publications of language learning in school-aged children (for a review, see Asher, 2009).…”

Section: Goals Of the Meta-analytic Reviewmentioning

confidence: 99%

The enactment effect: A systematic review and meta-analysis of behavioral, neuroimaging, and patient studies.

Roberts¹,

MacLeod²,

Fernandes³

2022

Psychological Bulletin

View full text Add to dashboard Cite

The enactment effect is the phenomenon that physically performing an action represented by a word or phrase (e.g., clap, clap your hands) results in better memory than does simply reading it. We examined data from three different methodological approaches to provide a comprehensive review of the enactment effect across 145 behavioral, 7 neuroimaging, and 31 neurological patient studies. Boosts in memory performance following execution of a physical action were compared to those produced by reading words or phrases, by watching an experimenter perform actions, or by engaging in self-generated imagery. Across the behavioral studies, we employed random-effects meta-regression with robust variance estimation (RVE) to reveal an average enactment effect size of g = 1.23. Further meta-analyses revealed that variations in study design and comparison task reliably influence the size of the enactment effect, whereas four other experiment factorstest format, learning instruction type, retention interval, and the presence of objects during encoding-likely do not influence the effect. Neuroimaging studies demonstrated enactment-related activation to be prevalent in the motor cortex and inferior parietal lobule. Patient studies indicated that, regardless of whether impairments of memory (e.g., Alzheimer's) or of motor capability (e.g., Parkinson's) were present, patients were able to benefit from enactment. The findings of this systematic review and meta-analysis highlight two components accounting for the memory benefit from enactment: a primary mental contribution relating to planning the action and a secondary physical contribution of the action itself. Public Significance StatementThe enactment effect is the finding that physically performing an action represented by a word or phrase leads to enhanced memory for that information relative to simply reading it. This review integrates evidence from behavioral, neuroimaging, and patient studies to highlight the utility of encoding multiple facets of an item or an event to enhance its retention. Enactment was found to be a reliable and effective mnemonic tool for both neurotypical and patient populations.

show abstract

The role of goals and outcomes in young children’s memory for actions

Cited by 6 publications

References 42 publications

The self‐reference effect in attention deficit hyperactivity disorder

The self‐reference effect in attention deficit hyperactivity disorder

The Enactment Effect: A Systematic Review and Meta-Analysis of Behavioral, Neuroimaging, and Patient Studies

The enactment effect: A systematic review and meta-analysis of behavioral, neuroimaging, and patient studies.

Contact Info

Product

Resources

About