Abstract Two experiments are reported which examine the effects of motoric activities on children's memory performance. In the first experiment, preschool, first-grade, and third-grade children were required to remember a series of color-shape pairs. The pairs were either presented as unitary configurations (i.e., colored shapes) or as non-unitary configurations (i.e., color and shape presented separately on the stimulus card). Half of the children at each grade level drew the color-shape pairs, while the remaining half simply looked at the stimulus cards. The findings revealed that the different organizations affected memory performance; however, drawing the configurations enhanced the effect of the unitary organization. The second experiment examined the effects of changing the activity during encoding from drawing to that of reconstructing replicas of the stimuli. The findings revealed that this different activity enhanced the children's memory for both unitary and non-unitary stimuli. These findings suggest that processing organizational information in memory is mediated by the specific aspects of motoric action.