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This study explores the cognitive processes related to physical manipulation during learning. An experiment was designed to compare the benefits of using tangible materials in a problem-solving task. In this study, we divided 30 children into two experimental groups. Subjects in condition A made use of tangible materials which they could turn, lift, rotate and move to group together. Subjects in condition B were inhibited from learning through physical manipulation, as they used only pictures of the tangible material, and could not group them together because the pictures were all printed on a board. The empirical evidence shows that in condition A subjects required more time and a greater number of hints to complete the task. In addition, we found that subjects in the two conditions were able to recall the characteristics of the groups in the long term. We conclude that the pictorial display of the material rather than physical manipulation was of more influence on the cognitive processes. We suggest using other tasks, or younger children, in order to explore more deeply the importance of physical manipulation during learning.

Tocar o Mirar: Comparación de Procesos Cognitivos en el Aprendizaje con o sin Manipulación Física