title: Reversed memory coding and symbol reversal in children.
abstract: The present study examined an hypothesized mirror-reversed memory-coding phenomenon whereby aligned and mirror-reversed memory records in opposite cerebral hemispheres are confused. Two groups of 7-yr.-old boys were chosen on the basis of tendency to confuse mirror and aligned written symbols. The experimental task required discrimination as same or different of letter pairs which were either same or different and either aligned or mirror-reversed. The pairs were simultaneously presented to right, left, or both cerebral hemispheres. The reversing group had slower reaction times than the normal group in all conditions. Evidence was insufficient to conclude that mirror-same bilateral presentation facilitated responses of either group over aligned-same or peripheral conditions. This result would have been necessary to indicate the presence of a mirror-reversed code across the hemispheres. Research utilizing delayed as well as simultaneous presentation of stimuli to children of various ages would clarify this ambiguity. Bilateral processing across conditions proved easier for both groups, indicating adequate hemispheric integration on a visual-perceptual task even in children who tended to confuse mirror images.
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology; D002648:Child; D004193:Discrimination Learning; D004292:Dominance, Cerebral; D005556:Form Perception; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D010364:Pattern Recognition, Visual; D011930:Reaction Time; D012193:Reversal Learning; D013561:Symbolism