Working memory is a core executive function supporting dual-task locomotor performance across childhood and adolescence

Hocking, Darren R.; Fritsche, Sarah; Farhat, H.; Atkinson, Anna; Bendak, Heba; Menant, Jasmine C.

doi:10.1016/j.jecp.2020.104869

Cited by 14 publications

(6 citation statements)

References 58 publications

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“…The results concerning improved postural and cognitive performance found by Jahanbakhsh et al, (2020), andHocking et al, (2020) are consistent with our findings, providing further evidence confirming that dual-task group can be more effective than single-task group in enhancing balance and working memory in children. However, most studies in this area have used dual-task group for the elderly, patients, or adults, largely ignoring younger ages including children.…”

Section: Discussionsupporting

confidence: 91%

Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training

2022

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The present study aims to examine the effects of two dual-task training methods (motor-motor and cognitive-motor) as well as a single task method on static and dynamic balance and also on the working memory in children. Forty-five children (all male; mean age 8.82 ? 0.83 years) were selected and randomly assigned into three experimental groups. In the pretest, posttest, and retention stages, the participants took static, and dynamic balance tests, as well as an n-back task. In the training stage, the participants practiced selected balance training tasks under dual-task motor-motor and motor-cognitive conditions as well as a single task over a period of four weeks at two sessions per week. The results of the paired samples t-test indicated that children in all groups improved their balance performance and working memory (p ? .05). The results of ANCOVA showed that the balance training group under motor-motor dual-task conditions outperformed the other two groups in terms of the dynamic balance scores (p ? .05). An improved performance was also observed for the cognitive-motor dual-task conditions compared to the single-task group (p ? .01). In terms of static balance and working memory, both dual-task groups, regardless of the types of their tasks, outperformed the single task group (p ? .05).

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Section: Discussionsupporting

confidence: 91%

Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training

2022

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“…Given that the period from 3- to 6-years is one of very rapid change, both in EF and FMS, it is an important time for examining the relationship between both skills. However, it is a topic so far scarcely studied in such a young age group ( Houwen et al, 2017 ; Hocking et al, 2020 ), perhaps, among other issues, due to the difficulty involved in research with minors ( Dubois et al, 2021 ). Our study has contributed to diminish this gap.…”

Section: Discussionmentioning

confidence: 99%

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

2022

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Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.

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“…By learning the basic theoretical knowledge of vocal music performance, analyzing and processing vocal music works, training performance skills and skills, and cultivating the interest and desire of performance, students can strengthen their stage control, improve their performance skills, and further improve their vocal singing ability with the help of performance. So that students of professional courses can fully achieve the combination of singing and performance, better adapt to, and be competent for singing performance in various artistic practices, extracurricular program arrangement activities and vocal music teaching and research work that may be faced in the future [ 10 ]. The establishment of vocal performance training courses is in line with the current prosperity and development of cultural undertakings and the needs of the art talent market.…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Monitoring and Model Analysis of Vocal Performance Teaching Environment Using Cluster Analysis from the Perspective of Core Literacy

Long

2022

Journal of Environmental and Public Health

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To cultivate students’ artistic quality, enhance their vocal music quality, and prepare them to make great contributions to the innovation and development of my country’s vocal music art is the main goal of opening vocal music performance major in colleges and universities. With the advancement of technology and the demands of talent development, the vocal music teaching methodology for the vocal music performance major in colleges and universities must be continuously enhanced. Otherwise, there will be an issue of disconnect between teaching style and talent development, which will harm both the development of high-quality vocal music talents and the innovation and growth of vocal music performance majors in colleges and universities. The vocal music performance major at colleges and universities should actively support the reform and innovation of the vocal music teaching mode in order to extend students’ knowledge, develop their all-around ability, and provide a strong foundation for vocal music performance, to develop students’ all-encompassing musical abilities. This research suggests a design strategy for the monitoring and model optimization of the teaching environment for vocal performance majors from the standpoint of core literacy. To increase the efficiency and objectivity of course instruction, cluster analysis aids students in categorising and searching for vocal music performance main repertoire as well as using collaborative filtering recommendations to locate their own vocal music performance. The simulation test analysis is completed lastly. The method has a certain accuracy, which is 7.59% higher than the conventional algorithm, according to the simulation findings. In addition to significantly increasing student interest in studying vocal music performance courses, we further reform and innovation of the teaching method for these courses at colleges and universities can also strengthen students’ understanding of various repertoire styles and significantly enhance their musical literacy.

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Working memory is a core executive function supporting dual-task locomotor performance across childhood and adolescence

Cited by 14 publications

References 58 publications

Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training

Motor learning and working memory in children: The role of cognitive-motor and motor-motor dual-task training

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners

[Retracted] Monitoring and Model Analysis of Vocal Performance Teaching Environment Using Cluster Analysis from the Perspective of Core Literacy

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