Working memory capacity did not moderate learning gains in PS-I and I-PS, but digit recall correlated with declarative knowledge of the features¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Working memory test results did not predict changes in movement features and did not moderate performance gains between groups. → Christian Leukel 2025 q3 i? Remembered digits were correlated with declarative knowledge of the features, but equation-correctness judgments were not. → Christian Leukel 2025 (2)

Evidence¶

Christian Leukel 2025¶

Christian Leukel, Katharina Loibl. (2025). Problem-solving prior to instructional explanations when learning javelin throwing in primary school. Instructional Science. https://doi.org/10.1007/s11251-024-09700-9

q3 · i? · causal · r1

Multiple linear regression on PS-I and I-PS data addressing hypothesis 2 found working memory scores did not predict feature gains, nor moderate group differences (remembered digits: β = 0.07, p =.86; equation judgments: β = −0.58, p =.16).

"results from the working memory test did not predict changes in movement features from pre- to post-test in general (for remembered digits: F(3,28) = 0.28, β = 0.14, t = 0.45, p =.65; for accurate judgments on the correctness of the equations: F(3,28) = 0.74, β = 0.35, t = 1.0, p =.30)"

Christian Leukel 2025 (2)¶

Christian Leukel, Katharina Loibl. (2025). Problem-solving prior to instructional explanations when learning javelin throwing in primary school. Instructional Science. https://doi.org/10.1007/s11251-024-09700-9

q3 · i? · causal · r1

Linear regression found digit recall predicted declarative knowledge of features three days after instruction (p <.01), while equation-correctness judgments did not (p =.37); the article concludes digit recall served as a measure of retained knowledge.

"Achieved points for the remembered digits were indeed correlated with declarative knowledge of the features (F(1,29) = 9.5, β = 0.05, t = 3.1, p <.01). Judgments on the correctness of the equations were however not correlated with declarative knowledge ( F(1,29) = 0.81, β = 0.03, t = 0.90, p =.37)."

Discussion¶

Related Claims¶

• Declarative knowledge of movement features was not significantly related to actual improvements in physical execution of those features
• Adding a practice phase after instruction (PS-I + P) did not improve javelin throwing performance over PS-I alone — related
• Primary school children improved execution of movement features but showed no improvement in javelin throwing distance across all conditions — related
• In primary school children learning javelin throwing, PS-I did not outperform I-PS on throwing distance or movement-feature execution — related
• Prior knowledge and working memory capacity did not moderate the worked example effect — related
• Movement-feature performance predicted javelin throwing distance, with the bracing step contributing most — related
• Only low-working-memory-capacity students benefited from making pointing gestures when explaining number equations (review attributes this to Marstaller & Burianová, 2013) — related