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Direct linkCandice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Hardaker, Glenn; Sabki, Aishah Ahmad – International Journal of Qualitative Studies in Education (QSE), 2015
This anthropological study of a higher education British Madrasah was undertaken to increase our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. We started our anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and…
Descriptors: Islam, Religious Education, Teaching Methods, Holistic Approach
Bingham, Charles – Educational Philosophy and Theory, 2007
This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called "mnemotechnics", that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is…
Descriptors: Memory, Mnemonics, Students, Teachers
Koriat, Asher; Ackerman, Rakefet; Lockl, Kathrin; Schneider, Wolfgang – Journal of Experimental Child Psychology, 2009
Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial "decreased" with the amount of time…
Descriptors: Feedback (Response), Cues, Heuristics, Metacognition
Download full textMILLER, GERALD R. – 1967
THE PROBLEM WAS TO DISCOVER WHETHER OR NOT HIGH SCHOOL FRESHMEN STUDENTS WHO DID NOT USE MNEMONICS COULD PROFIT BY THEIR USE AND WHETHER THE MNEMONICS SHOULD BE SUPPLIED TO THE STUDENT OR HE SHOULD BE TAUGHT TO CONSTRUCT HIS OWN. USE OF MNEMONIC DEVICES LED TO A MARKED IMPROVEMENT IN TEST SCORES. ALSO, ANY TYPE OF MNEMONIC DEVICE SUPPLIED BY THE…
Descriptors: Evaluation, High Schools, Learning Processes, Memorization
Hastings, William M. – Intellect, 1977
Descriptors: Creative Development, Educational Attitudes, Educational Trends, Learning Processes
Peer reviewedLevin, Joel R.; And Others – American Educational Research Journal, 1982
Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)
Descriptors: Intermediate Grades, Learning Processes, Learning Strategies, Memorization
Iaccino, James F.; Sowa, Stephen J. – 1988
In order to test the hypothesis that bizarre imagery can be an effective mnemonic aid with delayed testing, a context of mixed materials, and an adequate stimulus presentation pace, a study examined 40 undergraduates who were randomly presented with three paired-associate lists (normal, bizarre, and mixed). Within each list the sentences consisted…
Descriptors: Educational Research, Learning Processes, Learning Strategies, Memorization
Peer reviewedBowen, Charles; And Others – Journal of Educational Psychology, 1978
Two studies investigated memory processes involved in the Visual-Sequential Memory subtest of the Illinois Test of Psycholinguistic Abilities. In study 1, differences between second and fourth graders were due to greater use of stimulus labeling strategies by fourth graders. In study 2, labeling strategies were taught, improving performance.…
Descriptors: Age Differences, Elementary Education, Learning Processes, Memorization
Iaccino, James F.; And Others – 1988
Recent findings have shown that bizarre imagery can be an effective mnemonic aid when lengthy retention intervals are employed, and when the surrounding context contains more normal elements. Testing the hypothesis that an interaction exists between context and time of testing with bizarre images, a study paired 40 male and female undergraduates,…
Descriptors: Context Effect, Educational Research, Learning Processes, Learning Strategies
Hamachek, Alice L. – 1991
Reading is fundamental to learning. Vital to learning is memory, which is the mental faculty used to retrieve what was read and understood. The human brain is about the size of a grapefruit and weighs about as much as a head of cabbage. The cerebral cortex is a kind of problem-solving and memorizing device. The hippocampus plays a critically…
Descriptors: Brain Hemisphere Functions, Elementary Secondary Education, Higher Education, Learning Processes
Hodges, Daniel L. – Focus on Productivity, 1982
To aid instructors in teaching their students to use effective methods of memorization, this article outlines major memory methods, provides examples of their use, evaluates the methods, and discusses ways students can be taught to apply them. First, common, but less effective, memory methods are presented, including reading and re-reading…
Descriptors: Community Colleges, Learning Processes, Learning Theories, Memorization
Levin, Joel R.; And Others – 1981
Two experiments compared the effectiveness of two separate mnemonic devices for learning the states and their capitals--one a complex key word system using substitute words for each syllable, the other a simple key word device interacting key words from the state and capital names in an illustration. In the first experiment, 88 fourth and fifth…
Descriptors: Comparative Analysis, Educational Research, Elementary Education, Intermediate Grades
Peer reviewedPressley, Michael; Mullally, Janet – Contemporary Educational Psychology, 1984
Types of comparisons for evaluation of mnemonics were identified based on equating exposure to the to-be-learned associations or on total study time. Experiments on the cueword method illustrated how highly analytical experiments on mnemonics might be conducted and how choice of comparisons in research could affect mnemonic evaluation. (Author/DWH)
Descriptors: Comparative Analysis, Cues, Evaluation, Higher Education
Worden, Patricia E.; Meggison, David L. – 1982
A sorting-recall procedure was used to investigate how long-term memory in elderly subjects is affected by categorical organization. Sixty-four young adults (average age 20 years) and retirees (average age 67) sorted 48 unrelated words into two, four, six, or eight categories prior to recall. High- and low-frequency lists were tested, a…
Descriptors: Cues, Learning Processes, Long Term Memory, Memorization
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