Acute Physical Exercise Can Influence the Accuracy of Metacognitive Judgments.
Identifieur interne : 000055 ( Main/Exploration ); précédent : 000054; suivant : 000056Acute Physical Exercise Can Influence the Accuracy of Metacognitive Judgments.
Auteurs : Matthew A. Palmer [Australie] ; Kayla Stefanidis [Australie] ; Ashlee Turner [Australie] ; Peter J. Tranent [Australie] ; Rachel Breen [Australie] ; Talira Kucina [Australie] ; Laura Brumby [Australie] ; Glenys A. Holt [Australie, Royaume-Uni] ; James W. Fell [Australie] ; James D. Sauer [Australie]Source :
- Scientific reports [ 2045-2322 ] ; 2019.
Abstract
Acute exercise generally benefits memory but little research has examined how exercise affects metacognition (knowledge of memory performance). We show that a single bout of exercise can influence metacognition in paired-associate learning. Participants completed 30-min of moderate-intensity exercise before or after studying a series of word pairs (cloud-ivory), and completed cued-recall (cloud-?; Experiments 1 & 2) and recognition memory tests (cloud-? spoon; ivory; drill; choir; Experiment 2). Participants made judgments of learning prior to cued-recall tests (JOLs; predicted likelihood of recalling the second word of each pair when shown the first) and feeling-of-knowing judgments prior to recognition tests (FOK; predicted likelihood of recognizing the second word from four alternatives). Compared to no-exercise control conditions, exercise before encoding enhanced cued-recall in Experiment 1 but not Experiment 2 and did not affect recognition. Exercise after encoding did not influence memory. In conditions where exercise did not benefit memory, it increased JOLs and FOK judgments relative to accuracy (Experiments 1 & 2) and impaired the relative accuracy of JOLs (ability to distinguish remembered from non-remembered items; Experiment 2). Acute exercise seems to signal likely remembering; this has implications for understanding the effects of exercise on metacognition, and for incorporating exercise into study routines.
DOI: 10.1038/s41598-019-48861-3
PubMed: 31455792
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Palmer</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia. matthew.palmer@utas.edu.au.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Stefanidis, Kayla" sort="Stefanidis, Kayla" uniqKey="Stefanidis K" first="Kayla" last="Stefanidis">Kayla Stefanidis</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Thompson Institute, University of the Sunshine Coast, Birtinya, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Thompson Institute, University of the Sunshine Coast, Birtinya</wicri:regionArea><wicri:noRegion>Birtinya</wicri:noRegion></affiliation></author><author><name sortKey="Turner, Ashlee" sort="Turner, Ashlee" uniqKey="Turner A" first="Ashlee" last="Turner">Ashlee Turner</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation><affiliation wicri:level="4"><nlm:affiliation>School of Psychology, University of Sydney, Sydney, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Psychology, University of Sydney, Sydney</wicri:regionArea><placeName><settlement type="city">Sydney</settlement><region type="état">Nouvelle-Galles du Sud</region></placeName><orgName type="university">Université de Sydney</orgName></affiliation></author><author><name sortKey="Tranent, Peter J" sort="Tranent, Peter J" uniqKey="Tranent P" first="Peter J" last="Tranent">Peter J. Tranent</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Breen, Rachel" sort="Breen, Rachel" uniqKey="Breen R" first="Rachel" last="Breen">Rachel Breen</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Kucina, Talira" sort="Kucina, Talira" uniqKey="Kucina T" first="Talira" last="Kucina">Talira Kucina</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Brumby, Laura" sort="Brumby, Laura" uniqKey="Brumby L" first="Laura" last="Brumby">Laura Brumby</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Holt, Glenys A" sort="Holt, Glenys A" uniqKey="Holt G" first="Glenys A" last="Holt">Glenys A. Holt</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, University of Chester, Chester, UK.</nlm:affiliation><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>Department of Psychology, University of Chester, Chester</wicri:regionArea><wicri:noRegion>Chester</wicri:noRegion></affiliation></author><author><name sortKey="Fell, James W" sort="Fell, James W" uniqKey="Fell J" first="James W" last="Fell">James W. Fell</name><affiliation wicri:level="1"><nlm:affiliation>School of Health Science, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>School of Health Science, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author><author><name sortKey="Sauer, James D" sort="Sauer, James D" uniqKey="Sauer J" first="James D" last="Sauer">James D. Sauer</name><affiliation wicri:level="1"><nlm:affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Department of Psychology, School of Medicine, University of Tasmania, Hobart</wicri:regionArea><wicri:noRegion>Hobart</wicri:noRegion></affiliation></author></analytic><series><title level="j">Scientific reports</title><idno type="eISSN">2045-2322</idno><imprint><date when="2019" type="published">2019</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Acute exercise generally benefits memory but little research has examined how exercise affects metacognition (knowledge of memory performance). We show that a single bout of exercise can influence metacognition in paired-associate learning. Participants completed 30-min of moderate-intensity exercise before or after studying a series of word pairs (cloud-ivory), and completed cued-recall (cloud-?; Experiments 1 & 2) and recognition memory tests (cloud-? spoon; ivory; drill; choir; Experiment 2). Participants made judgments of learning prior to cued-recall tests (JOLs; predicted likelihood of recalling the second word of each pair when shown the first) and feeling-of-knowing judgments prior to recognition tests (FOK; predicted likelihood of recognizing the second word from four alternatives). Compared to no-exercise control conditions, exercise before encoding enhanced cued-recall in Experiment 1 but not Experiment 2 and did not affect recognition. Exercise after encoding did not influence memory. In conditions where exercise did not benefit memory, it increased JOLs and FOK judgments relative to accuracy (Experiments 1 & 2) and impaired the relative accuracy of JOLs (ability to distinguish remembered from non-remembered items; Experiment 2). Acute exercise seems to signal likely remembering; this has implications for understanding the effects of exercise on metacognition, and for incorporating exercise into study routines.</div></front></TEI><pubmed><MedlineCitation Status="In-Process" Owner="NLM"><PMID Version="1">31455792</PMID><DateRevised><Year>2020</Year><Month>04</Month><Day>27</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">2045-2322</ISSN><JournalIssue CitedMedium="Internet"><Volume>9</Volume><Issue>1</Issue><PubDate><Year>2019</Year><Month>08</Month><Day>27</Day></PubDate></JournalIssue><Title>Scientific reports</Title><ISOAbbreviation>Sci Rep</ISOAbbreviation></Journal><ArticleTitle>Acute Physical Exercise Can Influence the Accuracy of Metacognitive Judgments.</ArticleTitle><Pagination><MedlinePgn>12412</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1038/s41598-019-48861-3</ELocationID><Abstract><AbstractText>Acute exercise generally benefits memory but little research has examined how exercise affects metacognition (knowledge of memory performance). We show that a single bout of exercise can influence metacognition in paired-associate learning. Participants completed 30-min of moderate-intensity exercise before or after studying a series of word pairs (cloud-ivory), and completed cued-recall (cloud-?; Experiments 1 & 2) and recognition memory tests (cloud-? spoon; ivory; drill; choir; Experiment 2). Participants made judgments of learning prior to cued-recall tests (JOLs; predicted likelihood of recalling the second word of each pair when shown the first) and feeling-of-knowing judgments prior to recognition tests (FOK; predicted likelihood of recognizing the second word from four alternatives). Compared to no-exercise control conditions, exercise before encoding enhanced cued-recall in Experiment 1 but not Experiment 2 and did not affect recognition. Exercise after encoding did not influence memory. In conditions where exercise did not benefit memory, it increased JOLs and FOK judgments relative to accuracy (Experiments 1 & 2) and impaired the relative accuracy of JOLs (ability to distinguish remembered from non-remembered items; Experiment 2). Acute exercise seems to signal likely remembering; this has implications for understanding the effects of exercise on metacognition, and for incorporating exercise into study routines.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Palmer</LastName><ForeName>Matthew A</ForeName><Initials>MA</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia. matthew.palmer@utas.edu.au.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Stefanidis</LastName><ForeName>Kayla</ForeName><Initials>K</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Thompson Institute, University of the Sunshine Coast, Birtinya, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Turner</LastName><ForeName>Ashlee</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>School of Psychology, University of Sydney, Sydney, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Tranent</LastName><ForeName>Peter J</ForeName><Initials>PJ</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Breen</LastName><ForeName>Rachel</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Kucina</LastName><ForeName>Talira</ForeName><Initials>T</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Brumby</LastName><ForeName>Laura</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Holt</LastName><ForeName>Glenys A</ForeName><Initials>GA</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Psychology, University of Chester, Chester, UK.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Fell</LastName><ForeName>James W</ForeName><Initials>JW</Initials><AffiliationInfo><Affiliation>School of Health Science, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Sauer</LastName><ForeName>James D</ForeName><Initials>JD</Initials><AffiliationInfo><Affiliation>Department of Psychology, School of Medicine, University of Tasmania, Hobart, Australia.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D013485">Research Support, Non-U.S. Gov't</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>08</Month><Day>27</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Sci 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name="Australie"><noRegion><name sortKey="Palmer, Matthew A" sort="Palmer, Matthew A" uniqKey="Palmer M" first="Matthew A" last="Palmer">Matthew A. Palmer</name></noRegion><name sortKey="Breen, Rachel" sort="Breen, Rachel" uniqKey="Breen R" first="Rachel" last="Breen">Rachel Breen</name><name sortKey="Brumby, Laura" sort="Brumby, Laura" uniqKey="Brumby L" first="Laura" last="Brumby">Laura Brumby</name><name sortKey="Fell, James W" sort="Fell, James W" uniqKey="Fell J" first="James W" last="Fell">James W. Fell</name><name sortKey="Holt, Glenys A" sort="Holt, Glenys A" uniqKey="Holt G" first="Glenys A" last="Holt">Glenys A. Holt</name><name sortKey="Kucina, Talira" sort="Kucina, Talira" uniqKey="Kucina T" first="Talira" last="Kucina">Talira Kucina</name><name sortKey="Sauer, James D" sort="Sauer, James D" uniqKey="Sauer J" first="James D" last="Sauer">James D. Sauer</name><name sortKey="Stefanidis, Kayla" sort="Stefanidis, Kayla" uniqKey="Stefanidis K" first="Kayla" last="Stefanidis">Kayla Stefanidis</name><name sortKey="Stefanidis, Kayla" sort="Stefanidis, Kayla" uniqKey="Stefanidis K" first="Kayla" last="Stefanidis">Kayla Stefanidis</name><name sortKey="Tranent, Peter J" sort="Tranent, Peter J" uniqKey="Tranent P" first="Peter J" last="Tranent">Peter J. Tranent</name><name sortKey="Turner, Ashlee" sort="Turner, Ashlee" uniqKey="Turner A" first="Ashlee" last="Turner">Ashlee Turner</name><name sortKey="Turner, Ashlee" sort="Turner, Ashlee" uniqKey="Turner A" first="Ashlee" last="Turner">Ashlee Turner</name></country><country name="Royaume-Uni"><noRegion><name sortKey="Holt, Glenys A" sort="Holt, Glenys A" uniqKey="Holt G" first="Glenys A" last="Holt">Glenys A. Holt</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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