Declarative Memory and Motor Learning in the Older Adult

Abstract

The degree to which declarative memory influences the ability to learn a functional motor task is relevant to clinicians working with older adults. The purpose of this study was to examine the relationship between performance on a memory assessment tool and performance of a novel motor task following a single session of directed practice. Thirty community-dwelling older adults (11 males and 19 females) were tested for declarative memory function using the Wechsler Memory Scale III. Subjects were instructed in a specific procedure for using a walker to transfer into the passenger side of an automobile, and scored on their ability to perform that same task 48 hours after instruction. Scores achieved on the memory tests were compared to scores obtained by performance of that novel motor task. The data were analyzed using correlational and multiple regression techniques, and revealed a moderate relationship between performance on some but not all of the declarative memory tests and retention of the ability to perform the motor task. Together, the measures of declarative memory explained 31% of the variance in motor learning of the functional motor task following a single session of guided practice. When examined separately, the strongest relationship between a single aspect of memory function and motor learning existed between delayed verbal recall and motor learning. Therapists are frequently involved in instructing older adults in the performance of novel motor tasks, and should be prepared to meet the challenges associated with teaching individuals who present with a wide range of memory function.