INIBIOMA   20415
INSTITUTO DE INVESTIGACIONES EN BIODIVERSIDAD Y MEDIOAMBIENTE
Unidad Ejecutora - UE
artículos
Título:
Embodied Action Improves Cognition in Children: Evidence from a Study Based on Piagetian Conservation Tasks
Autor/es:
LOZADA, MARIANA; CARRO, NATALIA
Revista:
Frontiers in Psychology
Editorial:
Frontiers Editorial Office
Referencias:
Lugar: Lausana; Año: 2016 vol. 7 p. 1 - 7
Resumen:
Converging evidencehighlights the relevance of embodied cognition in learning processes.  In this study we evaluate whether embodiedaction (enaction) improves cognitive understanding in children. Using thePiagetian conservation tasks in 6-7 year olds, we analyzed quantityconservation conceptualization in children who were active participants in thetransformation process and compared these results to those of children who weremere observers of an adult?s demonstration (as traditionally conducted). Theinvestigation was performed with 105 first-graders. Conservation tasks weredemonstrated to half the children, while the other half actively carried outthe transformation of matter. Our findings showed that active manipulation ofthe material helped children recognize quantity invariance in a higherproportion than when the demonstration was only observed. That is, theirenactive experience enabled them to comprehend conservation phenomena moreeasily than if they were merely passive observers. The outcome of this researchthus emphasizes how active participation benefits cognitive processes inlearning contexts, promoting autonomy and agency during childhood.