Abstract

The paper reviews how gestures influence the working memory of students with mild intellectual disability. Our general hypothesis is that retention of verbal information in working memory will vary as a function of the use made of gestures in children with mild intellectual disability, i.e., gestures congruent with the speaker's verbal expression will facilitate memory processes. To test this, we designed an experimental research study with 120 children with mild intellectual disability attending basic levels either in special education schools or mainstream schools. The results show significant differences (p < 0.05) in the immediate recall of the gesture associated to the verbal discourse. Children recalled a greater number of words and phrases when they were presented with a congruent gesture. It is concluded that congruent gestures facilitate memory tasks, and that non-verbal language is crucial in learning contexts. © 2010 Fundación Infancia y Aprendizaje.