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Journal of Learning Disabilities
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Memory Improvement via Motor Encoding in Learning Disabled Children

David Freides, PhD

David Freides is a graduate student at Emory University completing her Ph.D. She received her M.A. from Emory University specializing in clinical psychology. Address: Dr. David Freides, Psychology Department, Emory University, Atlanta, GA 30322.

Cynthia A. Messina, MA

Cynthia A. Messina is the Director of both the Clinical Training Program and the Psychological Center of the Department of Psychology at Emory Univeisity. He received his Ph.D. from Yale University specializing in clinical psychology.

Motor enactment has been shown to facilitate verbal memory in normal children. Since evidence for both memory impairment and motor dysfunction has often been found in children with learning disabilities, this effect was studied in learning disabled children segregated as to whether they demonstrated motoric impairments. Using a memory for sentences procedure, learning disabled boys, with and without motor impairments, were compared with normal controls when trained with and without motor enactment. Memory in both normal andlearning disabled subjects (with and without motor impairment) improved significantly following motor enactment. The trend in the data was for greater improvement in the learning disabled. Lines of future research are suggested.

Journal of Learning Disabilities, Vol. 19, No. 2, 113-115 (1986)
DOI: 10.1177/002221948601900209
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