Movement responses in simple concept learning.

In two experiments, a teaching methodology that maximized subjects responses in the learning of simple verbal concepts was contrasted with a traditional method of concept teaching and control condition. In the first experiment, lower-class black pre-school children showed superior concept learning in the movement treatment, and greater attentiveness and verbal memory for new material. In the second experiment, the generality of the previous finding was tested with a heterogeneous group of children in the primary grades. Despite ceiling effects, the movement treatment was superior at each grade level.