Five-year-olds struggle with memory-taxing serial motor tasks but perform nearly as well as nine-year-olds when the task is simple¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1975 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Task complexity moderates the age difference in serial motor task performance: five-year-olds had trouble only when the serial task taxed memory, and performed nearly as well as nine-year-olds when it was kept simple. → Winnick 1975

Evidence¶

Winnick 1975¶

Winnick, Joseph P., and Ronald W. French, eds. (1975). Piaget for Regular and Special Physical Educators and Recreators. State University College, Brockport. https://eric.ed.gov/?id=ED117874

q2 · i? · causal · r?

Zaichkowsky reports his own 1974 study on memory development in a serial motor task, supporting Piaget's claim that memory interacts with developmental stage: 'five year old children experienced trouble in performing a serial motor task which taxed the memory abilities' but performed nearly as well as nine-year-olds on the simple version.

"Theaichkowsky study showed that five year old children experienced trouble in performing a serial motor task which taxed the memory abilities of the chit Whn the serial taskwas kept simple the five year children performed nearlywell as nine year old children."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement — related
• Self Talk Improves Learning And Performance — related
• Short-term memory task profiles differ by age: 7–8-year-olds show no verbal–spatial difference, while 9–10-year-olds show a verbal > visuo-spatial > motor gradient. — related
• Five-year-olds recall more words in a Brown-Peterson task when they finger-track a transparent goal cue during the retention interval — related
• Task complexity moderates whether users experience the constructive information search process — related