The Effects of Memory Strategy Instruction in the Short-Term Motor Memory of The Mentally Retarded

Abstract

The present study investigated the effectiveness of teaching mnemonic strategies aimed at overcoming difficulties of mentally retarded students in retaining the motor short-term memory information of a preselected movement. The memory strategy employed was a combination of the “feel” of the movement and the spatial location of the hand relative to the body. The design of the study was a 2x2 (Instructional Treatment x Retention Condition) factorial. The instructional treatment factor included teaching the subjects a memory strategy versus no memory-strategy instruction. The retention condition factor included immediate recall and a 15-sec retention interval. There were five trials per subject. The data were interpreted as supporting the effectiveness of the memory-strategy instruction.