The experimental materials for the following study: Converging research supports the idea that conceptual processing, perceptual processing, and memory are interactive systems. We investigate the effect of activating prior conceptual knowledge on observation and memory of physical motion and the implications for instruction. Experiments 1-3 examine when and how conceptual expectations will affect perception and interpretation of visual stimuli. We ask whether people’s conceptual predictions of how to move one’s arms when balancing can impinge on accurate observation and recall of the arm movements of someone actually balancing. Results from these experiments indicate that incorrect conceptual understanding can impact what one observes from a video, but only when the visual stimuli contains ambiguities that align with that incorrect conceptual understanding. Experiments 4-5 explore whether the effect of conceptual expectations also applies to memory of one’s own bodily experiences of balancing. Results indicate that individuals do not necessarily construct a conceptual understanding of balancing from the perceptuo-motor experience of balancing in this context. In addition, the accuracy of recall for an experience was generally poor and was not affected by making predictions using an incorrect conceptual understanding.
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