Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks

Autores
Lozada, Mariana; Carro Regalado, Natalia Denisse
Año de publicación
2016
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.
Fil: Lozada, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentina
Fil: Carro Regalado, Natalia Denisse. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentina
Materia
AGENCY
CHILDREN
EMBODIED COGNITION
ENACTION
PIAGETIAN CONSERVATION TASKS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/64845
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasksLozada, MarianaCarro Regalado, Natalia DenisseAGENCYCHILDRENEMBODIED COGNITIONENACTIONPIAGETIAN CONSERVATION TASKShttps://purl.org/becyt/ford/5.9https://purl.org/becyt/ford/5Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.Fil: Lozada, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; ArgentinaFil: Carro Regalado, Natalia Denisse. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; ArgentinaFrontiers Media S.A.2016-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/64845Lozada, Mariana; Carro Regalado, Natalia Denisse; Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks; Frontiers Media S.A.; Frontiers in Psychology; 7; 3-2016; 1-71664-1078CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2016.00393info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00393/fullinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-10T13:16:07Zoai:ri.conicet.gov.ar:11336/64845instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-10 13:16:08.215CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
title Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
spellingShingle Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
Lozada, Mariana
AGENCY
CHILDREN
EMBODIED COGNITION
ENACTION
PIAGETIAN CONSERVATION TASKS
title_short Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
title_full Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
title_fullStr Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
title_full_unstemmed Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
title_sort Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks
dc.creator.none.fl_str_mv Lozada, Mariana
Carro Regalado, Natalia Denisse
author Lozada, Mariana
author_facet Lozada, Mariana
Carro Regalado, Natalia Denisse
author_role author
author2 Carro Regalado, Natalia Denisse
author2_role author
dc.subject.none.fl_str_mv AGENCY
CHILDREN
EMBODIED COGNITION
ENACTION
PIAGETIAN CONSERVATION TASKS
topic AGENCY
CHILDREN
EMBODIED COGNITION
ENACTION
PIAGETIAN CONSERVATION TASKS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.9
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.
Fil: Lozada, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentina
Fil: Carro Regalado, Natalia Denisse. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentina
description Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.
publishDate 2016
dc.date.none.fl_str_mv 2016-03
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/64845
Lozada, Mariana; Carro Regalado, Natalia Denisse; Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks; Frontiers Media S.A.; Frontiers in Psychology; 7; 3-2016; 1-7
1664-1078
CONICET Digital
CONICET
url http://hdl.handle.net/11336/64845
identifier_str_mv Lozada, Mariana; Carro Regalado, Natalia Denisse; Embodied action improves cognition in children: Evidence from a study based on piagetian conservation tasks; Frontiers Media S.A.; Frontiers in Psychology; 7; 3-2016; 1-7
1664-1078
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.3389/fpsyg.2016.00393
info:eu-repo/semantics/altIdentifier/url/https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00393/full
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media S.A.
publisher.none.fl_str_mv Frontiers Media S.A.
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 12.993085

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