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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
Download full textLogojan, Anamaria Aurelia – MEXTESOL Journal, 2021
This article presents the results of a research project carried out in 2017 at the Agricultural High School of Universidad Autónoma Chapingo in Texcoco, Mexico, with the aim of determining which vocabulary strategies students used, as well as the frequency of their use. A Likert-scale questionnaire with 5 points, adapted from Easterbrook (2013),…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Stephen Paton – Vocabulary Learning and Instruction, 2020
Mnemonic strategies are not often utilised by Japanese students to learn and consolidate vocabulary, despite research showing that they are particularly effective. As part of an informal action research process, a structured lesson plan was devised that would introduce mnemonic strategies indirectly, that is, not by applying them directly to…
Descriptors: Learning Strategies, Teaching Methods, Mnemonics, Second Language Learning
Yang, Wei-dong; Dai, Wei-ping – International Education Studies, 2012
The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword…
Descriptors: Foreign Countries, College Students, Vocabulary Development, Learning Strategies
Eskritt, Michelle; McLeod, Kellie – Journal of Experimental Child Psychology, 2008
When given the opportunity to take notes in memory tasks, children sometimes make notes that are not useful. The current study examined the role that task constraints might play in the production of nonmnemonic notes. In Experiment 1, children played one easy and one difficult memory game twice, once with the opportunity to make notes and once…
Descriptors: Recall (Psychology), Memorization, Child Psychology, Experimental Psychology
Wang, Hongli; Li, Jinghua; Luo, Jing; Liu, Hong – Frontiers of Education in China, 2008
The purpose of this study was to investigate the memory effects of the postgraduates' memorizing Everyday English from 30 to 100 using the Natural Numeral Imagery Memory (Method by memorizing the concrete objects associated with the shapes of Arabic numeral to produce marvelous imagination, MMOASAPMI). The results indicated as follows: Firstly,…
Descriptors: Memorization, Inhibition, Memory, Mnemonics
Brahler, C. Jayne; Walker, Diane – Advances in Physiology Education, 2008
For students pursuing careers in medical fields, knowledge of technical and medical terminology is prerequisite to being able to solve problems in their respective disciplines and professions. The Dean Vaughn Medical Terminology 350 Total Retention System, also known as Medical Terminology 350 (25), is a mnemonic instructional and learning…
Descriptors: Competency Based Education, Imagery, Learning Strategies, Medicine
Santaniello, Shelly W. – Teaching Pre K-8, 2005
The mnemonic device can be a terrific tool to help students memorize those things that are so easy to forget. A mnemonic device is a trick or strategy to help remember something. Adults use them every day. Frequiently, they may use a rhyme to help them remember how many days are in each month and they often use associations or alliterations to…
Descriptors: Memorization, Teaching Methods, Memory, Mnemonics
Carpenter, Shana K.; Pashler, Harold – Online Submission, 2007
Psychological research shows that learning can be powerfully enhanced through testing, but this finding has so far been confined to memory tasks requiring verbal responses. We explored whether testing can enhance learning of visuospatial information in maps. Fifty subjects each studied 2 maps, one through conventional study, and the other through…
Descriptors: Psychological Studies, Testing, Maps, Nonverbal Learning
Peer reviewedRummel, Nikol; Levin, Joel R.; Woodward, Michelle M. – Journal of Educational Psychology, 2003
In 2 experiments, college students read a historical passage on aspects of human intelligence. Students were randomly assigned to 2 different instructional conditions to process the passage, mnemonic and free study. Mnemonic participants remembered more names and contributions than did free-study participants. Findings illustrate that mnemonic…
Descriptors: College Students, Higher Education, Learning Strategies, Memorization
Peer reviewedBrown, G.; Sproson, R. N. – Educational Studies, 1987
Reports the results of a study of the influence of mnemonic strategies on normal schoolwork. Two history assignments were presented; the first required memorization without guidance while the second supported memorization with mnemonic strategies. Concludes that the second assignment produced better memorization and more enthusiasm. (BSR)
Descriptors: Foreign Countries, History Instruction, Learning Strategies, Memorization
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 reviewedMastropieri, Margo A.; And Others – Journal of Special Education Technology, 1983
The paper reviews the use of pictorial mnemonic strategies as an instructional tool for nonhandicapped and handicapped learners. Recent research has indicated that mildly handicapped learners can successfully employ fairly complex mnemonic strategies, and mnemonic strategies can be adapted to many different content areas. (Author/CL)
Descriptors: Elementary Secondary Education, Learning Strategies, Memorization, Mild Disabilities
Peer reviewedBulgren, Janis A.; And Others – Learning Disabilities Research and Practice, 1995
Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)
Descriptors: High Schools, Instructional Effectiveness, Learning Disabilities, Learning Strategies
