The Effects of Tactile Stimulation and Gross Motor Movement on Cognitive Learning: A Test of Montessori's Muscular Movement Theory in the College Classroom.

Autor/in	Clair, Robin Patric
Titel	The Effects of Tactile Stimulation and Gross Motor Movement on Cognitive Learning: A Test of Montessori's Muscular Movement Theory in the College Classroom.
Quelle	(1991), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Research; Educational Research; Higher Education; Learning Processes; Montessori Method; Nonverbal Communication; Perceptual Motor Learning; Physical Activities; Tactile Stimuli; Undergraduate Students + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Montessori pedagogics; Montessori-Pädagogik; Non-verbal communication; Nonverbale Kommunikation; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Tactile adaptation; Taktiles Lernen
Abstract	Three theories have been proposed to explain the relationship between nonverbal behavior and cognitive learning: arousal theory, depth-of-processing theory, and muscular movement theory. The first two theories place emphasis on the role of the teacher and have been empirically tested. The third theory, muscular movement (which suggests that the physical involvement of the student will increase cognitive learning), places emphasis on the behavioral role of the student and has received less attention from empiricists. A study examined whether the use of tactile stimulation in conjunction with motor movements would enhance cognitive learning. Subjects were 41 students in an upper level communication research methods class. A lecture (dealing with operationalization, measurement, and reliability and validity) was presented to one group, and the same lecture was presented to a second group with the addition of three tactile/motor exercises. Results indicated a significant relationship between the nonverbal behavioral participation of students and cognitive learning as assessed through exam scores. Findings suggest that students who are physically involved in the content of the lecture score higher on their exams than students who only listen to the lecture even though those students receive similar examples and similar levels of immediacy. (Two tables of data are included and 33 references are attached.) (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC