The influence of childhood aerobic fitness on learning and memory.

<h4>Introduction</h4>There is a growing trend of inactivity among children, which may not only result in poorer physical health, but also poorer cognitive health. Previous research has shown that lower fitness has been related to decreased cognitive function for tasks requiring perceptio...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Lauren B Raine, Hyun Kyu Lee, Brian J Saliba, Laura Chaddock-Heyman, Charles H Hillman, Arthur F Kramer
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2013
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/bc849a26ea6744d7ba0f85e25bf8f5a7
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:bc849a26ea6744d7ba0f85e25bf8f5a7
record_format	dspace
spelling	oai:doaj.org-article:bc849a26ea6744d7ba0f85e25bf8f5a72021-11-18T08:55:50ZThe influence of childhood aerobic fitness on learning and memory.1932-620310.1371/journal.pone.0072666https://doaj.org/article/bc849a26ea6744d7ba0f85e25bf8f5a72013-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24039791/?tool=EBIhttps://doaj.org/toc/1932-6203<h4>Introduction</h4>There is a growing trend of inactivity among children, which may not only result in poorer physical health, but also poorer cognitive health. Previous research has shown that lower fitness has been related to decreased cognitive function for tasks requiring perception, memory, and cognitive control as well as lower academic achievement.<h4>Purpose</h4>To investigate the relationship between aerobic fitness, learning, and memory on a task that involved remembering names and locations on a fictitious map. Different learning strategies and recall procedures were employed to better understand fitness effects on learning novel material.<h4>Methods</h4>Forty-eight 9-10 year old children (n = 24 high fit; HF and n = 24 low fit; LF) performed a task requiring them to learn the names of specific regions on a map, under two learning conditions in which they only studied (SO) versus a condition in which they were tested during study (TS). The retention day occurred one day after initial learning and involved two different recall conditions: free recall and cued recall.<h4>Results</h4>There were no differences in performance at initial learning between higher fit and lower fit participants. However, during the retention session higher fit children outperformed lower fit children, particularly when the initial learning strategy involved relatively poor recall performance (i.e., study only versus test-study strategy).<h4>Conclusions</h4>We interpret these novel data to suggest that fitness can boost learning and memory of children and that these fitness-associated performance benefits are largest in conditions in which initial learning is the most challenging. Such data have important implications for both educational practice and policy.Lauren B RaineHyun Kyu LeeBrian J SalibaLaura Chaddock-HeymanCharles H HillmanArthur F KramerPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 8, Iss 9, p e72666 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Lauren B Raine Hyun Kyu Lee Brian J Saliba Laura Chaddock-Heyman Charles H Hillman Arthur F Kramer The influence of childhood aerobic fitness on learning and memory.
description	<h4>Introduction</h4>There is a growing trend of inactivity among children, which may not only result in poorer physical health, but also poorer cognitive health. Previous research has shown that lower fitness has been related to decreased cognitive function for tasks requiring perception, memory, and cognitive control as well as lower academic achievement.<h4>Purpose</h4>To investigate the relationship between aerobic fitness, learning, and memory on a task that involved remembering names and locations on a fictitious map. Different learning strategies and recall procedures were employed to better understand fitness effects on learning novel material.<h4>Methods</h4>Forty-eight 9-10 year old children (n = 24 high fit; HF and n = 24 low fit; LF) performed a task requiring them to learn the names of specific regions on a map, under two learning conditions in which they only studied (SO) versus a condition in which they were tested during study (TS). The retention day occurred one day after initial learning and involved two different recall conditions: free recall and cued recall.<h4>Results</h4>There were no differences in performance at initial learning between higher fit and lower fit participants. However, during the retention session higher fit children outperformed lower fit children, particularly when the initial learning strategy involved relatively poor recall performance (i.e., study only versus test-study strategy).<h4>Conclusions</h4>We interpret these novel data to suggest that fitness can boost learning and memory of children and that these fitness-associated performance benefits are largest in conditions in which initial learning is the most challenging. Such data have important implications for both educational practice and policy.
format	article
author	Lauren B Raine Hyun Kyu Lee Brian J Saliba Laura Chaddock-Heyman Charles H Hillman Arthur F Kramer
author_facet	Lauren B Raine Hyun Kyu Lee Brian J Saliba Laura Chaddock-Heyman Charles H Hillman Arthur F Kramer
author_sort	Lauren B Raine
title	The influence of childhood aerobic fitness on learning and memory.
title_short	The influence of childhood aerobic fitness on learning and memory.
title_full	The influence of childhood aerobic fitness on learning and memory.
title_fullStr	The influence of childhood aerobic fitness on learning and memory.
title_full_unstemmed	The influence of childhood aerobic fitness on learning and memory.
title_sort	influence of childhood aerobic fitness on learning and memory.
publisher	Public Library of Science (PLoS)
publishDate	2013
url	https://doaj.org/article/bc849a26ea6744d7ba0f85e25bf8f5a7
work_keys_str_mv	AT laurenbraine theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT hyunkyulee theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT brianjsaliba theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT laurachaddockheyman theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT charleshhillman theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT arthurfkramer theinfluenceofchildhoodaerobicfitnessonlearningandmemory AT laurenbraine influenceofchildhoodaerobicfitnessonlearningandmemory AT hyunkyulee influenceofchildhoodaerobicfitnessonlearningandmemory AT brianjsaliba influenceofchildhoodaerobicfitnessonlearningandmemory AT laurachaddockheyman influenceofchildhoodaerobicfitnessonlearningandmemory AT charleshhillman influenceofchildhoodaerobicfitnessonlearningandmemory AT arthurfkramer influenceofchildhoodaerobicfitnessonlearningandmemory
_version_	1718421162928635904

The influence of childhood aerobic fitness on learning and memory.

Ejemplares similares