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Active control enhances memory less in children with learning disabilities compared to their typically developing

Zhuolei Ding1, Chuansheng Chen2, Hongxia Wang3

  • 1Faculty of Education, Beijing Normal University, Beijing, China.

Research in Developmental Disabilities
|September 26, 2025
PubMed
Summary

Children with learning disabilities (LD) show a reduced benefit from active control over their learning compared to typically developing (TD) peers. This effect emerges later in children with LD, suggesting a need for tailored educational strategies.

Keywords:
Active controlLearning disabilitiesMemoryTypically developing

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Area of Science:

  • Cognitive Development
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • Active control enhances memory performance in adults and develops with age in typically developing (TD) children.
  • Previous research has not directly compared active control effects in children with learning disabilities (LD) versus TD peers.
  • This study addresses this gap using a rigorous experimental paradigm.

Purpose of the Study:

  • To investigate and compare the effects of active control on memory performance in children with LD and TD children.
  • To examine the developmental trajectory of active control benefits in both groups.

Main Methods:

  • An active learning paradigm was employed with TD (N=51) and LD (N=48) children aged 8-11 years.
  • Participants studied objects under two conditions: active (child-controlled order/pacing) and passive (predetermined sequence).

Main Results:

  • The active control effect increased with age in both TD and LD children.
  • Children with LD exhibited a smaller enhancement effect from active control compared to TD children.
  • The emergence of the active control benefit was delayed in children with LD.

Conclusions:

  • Children with LD experience less benefit from active control over learning, with the effect appearing later than in TD peers.
  • This study provides the first developmental evidence of differential benefits of active control between LD and TD children.
  • Educational practices should be adapted to support children with LD in leveraging active control strategies.