Physical fitness can boost learning and memory in children, particularly when initial learning on a task is more challenging, according to research published September 11 in the open access journal PLOS ONE by Lauren Raine and colleagues from the University of Illinois at Urbana-Champaign.
Forty-eight children aged nine to ten were asked to memorize names and locations on a fictitious map, either only by studying the information or being tested on the material as they studied. Half the children were in the top 30% of their age group on a test measuring aerobic fitness, while the other half scored in the lowest 30 percent. When asked to recollect the information studied, children who were fitter performed better than those who were not as fit.
The difference between the high-fitness and low-fitness groups was also stronger when the initial learning was performed by studying alone than when testing and study were interspersed. Previous studies have suggested that combining testing and study improves later recall in children, and is less challenging than studying alone. Based on these results, the authors suggest that fitness levels may influence learning differently when the study method used is more challenging, and that higher levels of aerobic fitness can benefit learning and memory in school-age children. They conclude, "Future research should focus on the manner in which these factors impact the neural processes of children during learning."
In addition, the study suggests these findings may be important from an educational policy perspective. As the authors state, "Reducing or eliminating physical education in schools, as is often done in tight financial times, may not be the best way to ensure educational success among our young people."
Citation: Raine LB, Lee HK, Saliba BJ, Chaddock-Heyman L, Hillman CH, et al. (2013) The Influence of Childhood Aerobic Fitness on Learning and Memory. PLoS ONE 8(9): e72666. doi:10.1371/journal.pone.0072666
Financial Disclosure: The authors have no support or funding to report.
Competing Interest Statement: The authors have declared that no competing interests exist.
PLEASE LINK TO THE SCIENTIFIC ARTICLE IN ONLINE VERSIONS OF YOUR REPORT (URL goes live after the embargo ends): http://dx.plos.org/10.1371/journal.pone.0072666
Disclaimer: This press release refers to upcoming articles in PLOS ONE. The releases have been provided by the article authors and/or journal staff. Any opinions expressed in these are the personal views of the contributors, and do not necessarily represent the views or policies of PLOS. PLOS expressly disclaims any and all warranties and liability in connection with the information found in the release and article and your use of such information.
About PLOS ONE: PLOS ONE is the first journal of primary research from all areas of science to employ a combination of peer review and post-publication rating and commenting, to maximize the impact of every report it publishes. PLOS ONE is published by the Public Library of Science (PLOS), the open-access publisher whose goal is to make the world's scientific and medical literature a public resource.
All works published in PLOS ONE are Open Access. Everything is immediately available—to read, download, redistribute, include in databases and otherwise use—without cost to anyone, anywhere, subject only to the condition that the original authors and source are properly attributed. For more information about PLOS ONE relevant to journalists, bloggers and press officers, including details of our press release process and our embargo policy, see the everyONE blog at http://everyone.plos.org/media.
Journal
PLoS ONE