Faculty of Teacher Education Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
Brain Behav. 2023 Nov;13(11):e3226. doi: 10.1002/brb3.3226. Epub 2023 Aug 21.
Prior research has shown that memory for action sentences is stronger when stimuli are enacted during encoding than simply listened to: the so-called enactment effect. The goal of the present study was to explore how writing during encoding-through handwriting and through keyboarding-fares compared with enacting, in supporting memory recall.
One hundred Norwegian high school students (64 girls, 36 boys) aged 16-21 years (M = 17.1) participated in the study. Four lists of verb-noun sentences with 12 sentences in each list were presented in four encoding conditions: (i) motor enactment, (ii) verbal listening, (iii) handwriting, and (iv) keyboarding.
Results revealed a significant main effect of encoding condition, with the best memory gained in the enactment condition. Regarding writing, results showed that handwriting and keyboarding during encoding produced the lowest recall in comparison with the enactment and verbal listening conditions.
These results thus provide additional support for the enactment effect. While there has been much discussion on the relative benefits of handwriting versus keyboarding on student performance, both seemed to be equally poor strategies for the particular learning task explored here, potentially through increased cognitive load.
先前的研究表明，在编码过程中通过动作表现来呈现刺激比仅仅听刺激时，对动作句子的记忆更强：即所谓的动作效应。本研究的目的是探索在支持记忆回忆方面，编码时的书写（手写和键盘输入）与动作表现相比如何。
100 名 16-21 岁的挪威高中生（64 名女生，36 名男生；M=17.1）参与了这项研究。4 组动词-名词句子，每组 12 个句子，分别在 4 种编码条件下呈现：（i）动作表现，（ii）言语听，（iii）手写，和（iv）键盘输入。
结果显示编码条件有显著的主效应，在表现条件下记忆效果最好。关于书写，结果表明，与表现和言语听条件相比，编码时的手写和键盘输入导致最低的回忆。
因此，这些结果为动作效应提供了额外的支持。虽然对手写和键盘输入对学生表现的相对益处有很多讨论，但这两种策略似乎在探索的特定学习任务中同样是较差的策略，可能是因为认知负荷增加。
