Embodied cognition through improvisation improves memory for a dramatic monologue

Using the theoretical framework of embodied cognition, this study examined the effect of different theatrical rehearsal strategies on cued-recall memo ry of a narrative monologue. Participants were told to try to learn as much as possible about the character in their study of the script, but they wer e not told to memorize the material. All participants then engaged in a 30- min activity and then were given a cloze recall task, in which they were as ked to fill in missing words in a written copy of the monologue. The 30-min activity varied across 5 groups: The Read-Only group performed an unrelate d distractor task, the Writing group wrote out responses to 5 character-bas ed questions, the Collaborative Discussion group discussed the same 5 quest ions in small groups, the Independent Discussion group used the small-group format (but only I participant was allowed to answer each question), and t he Improvisation group dramatized the 5 characterization questions in small groups. As predicted by an embodied cognition model, the Improvisation con dition had significantly more correct gist responses on the cloze recall ta sk than any other group. Results suggest that the active experiential strat egy of improvisation, in which the participants directly dramatize the acti on, is valuable in aiding memory. Applications to school learning and theat er are discussed.