Abstract
It has been shown that acting in a game-like task improves preschoolers' working memory when tested in a reconstruction task. The game context and the motor activity during the game would provide goal cues bringing support to the memory processes. The aim of the present study was to test this hypothesis by examining preschoolers' working memory performance in a game-like task compared to an exercise-like task, which offers less goal cues. In the present study, 5-year-olds had to maintain a series of fruits and vegetables while acting in a game-like task or remaining static during the same task presented in a school-exercise context (within-subject factor). Memory performance was tested either through oral recall or reconstruction of the series of memory items (between-subject factor). Despite the fact that memory performance did not differ between the two conditions (game vs. exercise) whatever the type of memory tests, performance was worst in the game-like than in the exercise condition when the exercise was presented first. No difference emerged between conditions when the game condition was performed first. This result suggests that preschoolers were able to take advantage of acting in the game-like condition to integrate some task requirements, which were beneficial for performing the exercise condition.