Memory in Elementary School Children Is Improved by an Unrelated Novel Experience

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Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could...

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Autores principales: Ballarini, F., Martínez, M.C., Díaz Perez, M., Moncada, D., Viola, H.
Formato: Artículo publishedVersion
Lenguaje:Inglés
Publicado: 2013
Materias:
article
child
controlled study
elementary student
experience
human
human experiment
long term memory
memory
memory consolidation
music
narrative
novel experience
reading
school child
science
task performance
teaching
visual memory
educational status
female
hearing
male
neuropsychological test
physiology
psychology
student
vision
Auditory Perception
Child
Educational Status
Female
Humans
Male
Memory, Long-Term
Neuropsychological Tests
Students
Visual Perception
Acceso en línea:http://hdl.handle.net/20.500.12110/paper_19326203_v8_n6_p_Ballarini
Aporte de:
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) de Universidad de Buenos Aires
id paperaa:paper_19326203_v8_n6_p_Ballarini
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spelling paperaa:paper_19326203_v8_n6_p_Ballarini2023-06-12T16:51:47Z Memory in Elementary School Children Is Improved by an Unrelated Novel Experience PLoS ONE 2013;8(6) Ballarini, F. Martínez, M.C. Díaz Perez, M. Moncada, D. Viola, H. article child controlled study elementary student experience human human experiment long term memory memory memory consolidation music narrative novel experience reading school child science task performance teaching visual memory educational status female hearing male neuropsychological test physiology psychology student vision Auditory Perception Child Educational Status Female Humans Male Memory, Long-Term Neuropsychological Tests Students Visual Perception Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM) was also reproduced with another type of novelty (a music lesson) and also after another type of learning task (a visual memory). Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children. © 2013 Ballarini et al. Fil:Martínez, M.C. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales; Argentina. Fil:Moncada, D. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales; Argentina. Fil:Viola, H. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales; Argentina. 2013 info:eu-repo/semantics/article info:ar-repo/semantics/artículo info:eu-repo/semantics/publishedVersion application/pdf eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/2.5/ar http://hdl.handle.net/20.500.12110/paper_19326203_v8_n6_p_Ballarini
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-134
collection Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA)
language Inglés
orig_language_str_mv eng
topic article
child
controlled study
elementary student
experience
human
human experiment
long term memory
memory
memory consolidation
music
narrative
novel experience
reading
school child
science
task performance
teaching
visual memory
educational status
female
hearing
male
neuropsychological test
physiology
psychology
student
vision
Auditory Perception
Child
Educational Status
Female
Humans
Male
Memory, Long-Term
Neuropsychological Tests
Students
Visual Perception
spellingShingle article
child
controlled study
elementary student
experience
human
human experiment
long term memory
memory
memory consolidation
music
narrative
novel experience
reading
school child
science
task performance
teaching
visual memory
educational status
female
hearing
male
neuropsychological test
physiology
psychology
student
vision
Auditory Perception
Child
Educational Status
Female
Humans
Male
Memory, Long-Term
Neuropsychological Tests
Students
Visual Perception
Ballarini, F.
Martínez, M.C.
Díaz Perez, M.
Moncada, D.
Viola, H.
Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
topic_facet article
child
controlled study
elementary student
experience
human
human experiment
long term memory
memory
memory consolidation
music
narrative
novel experience
reading
school child
science
task performance
teaching
visual memory
educational status
female
hearing
male
neuropsychological test
physiology
psychology
student
vision
Auditory Perception
Child
Educational Status
Female
Humans
Male
Memory, Long-Term
Neuropsychological Tests
Students
Visual Perception
description Education is the most traditional means with formative effect on the human mind, learning and memory being its fundamental support. For this reason, it is essential to find different strategies to improve the studentś performance. Based on previous work, we hypothesized that a novel experience could exert an enhancing effect on learning and memory within the school environment. Here we show that novel experience improved the memory of literary or graphical activities when it is close to these learning sessions. We found memory improvements in groups of students who had experienced a novel science lesson 1 hour before or after the reading of a story, but not when these events were 4 hours apart. Such promoting effect on long-term memory (LTM) was also reproduced with another type of novelty (a music lesson) and also after another type of learning task (a visual memory). Interestingly, when the lesson was familiar, it failed to enhance the memory of the other task. Our results show that educationally relevant novel events experienced during normal school hours can improve LTM for tasks/activities learned during regular school lessons. This effect is restricted to a critical time window around learning and is particularly dependent on the novel nature of the associated experience. These findings provide a tool that could be easily transferred to the classroom by the incorporation of educationally novel events in the school schedule as an extrinsic adjuvant of other information acquired some time before or after it. This approach could be a helpful tool for the consolidation of certain types of topics that generally demand a great effort from the children. © 2013 Ballarini et al.
format Artículo
Artículo
publishedVersion
author Ballarini, F.
Martínez, M.C.
Díaz Perez, M.
Moncada, D.
Viola, H.
author_facet Ballarini, F.
Martínez, M.C.
Díaz Perez, M.
Moncada, D.
Viola, H.
author_sort Ballarini, F.
title Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
title_short Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
title_full Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
title_fullStr Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
title_full_unstemmed Memory in Elementary School Children Is Improved by an Unrelated Novel Experience
title_sort memory in elementary school children is improved by an unrelated novel experience
publishDate 2013
url http://hdl.handle.net/20.500.12110/paper_19326203_v8_n6_p_Ballarini
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AT martinezmc memoryinelementaryschoolchildrenisimprovedbyanunrelatednovelexperience
AT diazperezm memoryinelementaryschoolchildrenisimprovedbyanunrelatednovelexperience
AT moncadad memoryinelementaryschoolchildrenisimprovedbyanunrelatednovelexperience
AT violah memoryinelementaryschoolchildrenisimprovedbyanunrelatednovelexperience
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