Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training

Mathias, BrianAndrä, ChristianSchwager, AnikaMacedonia, ManuelaKriegstein, Katharina von2023-06-222023-06-222022-09Mathias, B, Andrä, C, Schwager, A, Macedonia, M & Kriegstein, K V 2022, 'Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training', Educational Psychology Review, vol. 34, no. 3, pp. 1739-1770. https://doi.org/10.1007/s10648-021-09648-z1040-726XORCID: /0000-0001-7361-1054/work/109671071https://hdl.handle.net/2164/20964Funding Open Access funding enabled and organized by Projekt DEAL. This work was funded by the German Research Foundation (grant KR 3735/3-1) and a Schulbezogene Forschung grant from the Saxony Zentrum für Lehrerbildung und Schulforschung (ZLS).327387681engMultisensory learningSensorimotor learningGestureEnrichmentVocabulary learningForeign language educationBF PsychologySupplementary InformationBFTwelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary trainingJournal article10.1007/s10648-021-09648-zhttps://doi.org/10.1007/s10648-021-09648-z343