Abstract
This study aimed to investigate the effects of nonlinear and linear varied practice compared to a constant linear practice on inhibitory control and reaction time, which are capacities that involve cognition in preadolescents. Eighty-three participants in the 8th grade participated in the study. They were assigned to two experimental groups (varied practice), taught using nonlinear pedagogy (NLP) and linear pedagogy (VLP), respectively, or one control group (constant practice), taught using linear pedagogy (CLP). All participants were tested for inhibitory control (congruent and incongruent conditions) and simple reaction time. Overall, varied practice (both linear and nonlinear) induced larger improvements than constant practice under both congruent (p = 0.026) and incongruent (p = 0.013) conditions of inhibitory control. Additionally, VLP provided greater improvements in inhibitory control (for the incongruent condition) than NLP and CLP. Although NLP and VLP may be preferable to CLP approaches for enhancing executive functions in preadolescents, VLP seems to be the most effective approach aimed to improve cognition within PE classes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
