Getting Ready to Learn: The role of agitation level on children's recall of learning events

Abstract

Thirty-three children (ages 4-9 years) completed a study investigating how the level of agitation impacts memories of learning. Children were divided into two conditions, one that did ten jumping jacks before learning and one that did nothing before learning. Children then watched a pre-recorded event and answered open-ended and dichotomous questions about their learning. Results indicated that older children could more accurately recall the facts they learned and how they learned them. There was no impact of experimental condition looking at agitation levels.