Available experimental evidence is reviewed concerning the keyword method, a two-stage procedure for remembering materials having an associative component. The review examines subjects' memory for definitions, given vocabulary words; subjects' learning of other aspects of vocabulary, given definitions; group-administered keyword studies; and…

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…

This guide summarizes the information and techniques presented on an audiotape designed to teach students to use the keyword method to memorize new words. First, introductory comments provide a rationale for the development of the materials and a discussion of their use at Lane Community College. Next, a summary is provided of the key word method,…

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,…

A few empirical studies of mnemonic techniques were conducted in the late 1800s and early 1900s. Then, until the 1960s, very little research was done on mnemonics. A revival of research interest in mnemonics, in the late 1960s, accompanied the general acceptability of cognitive processes as a legitimate area of research. Now we're back where we…

The keyword method is a mnemonic device limited to teaching vocabulary items. It involves association of a bizarre image with the meaning of the word and can take on the attractive qualities of a game. Results indicate that motivation and interest are stimulated and vocabulary skills improved. (AMH)

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…

Seven memory strategies that can be taught to college students with learning disabilities or students who have not learned essential study skills are described: the method of loci, pegwords, keywords, rote rehearsal, chaining, clustering, and first letter mnemonics. To help college faculty provide direct instruction in the memory strategies, the…

This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)

While mnemonic systems have been taught and used for hundreds of years, virtually all of the experimental research into such systems has been conducted since 1965. This paper describes four mnemonic systems, all of which rely heavily on visual imagery, and summarizes research conducted on the performance values of each system. The link system, the…

Defines memory skills as techniques for increasing initial learning and long-term retention of information, and argues that good memory skills are important. Nine ways in which teachers can improve the ability of students to remember are presented. Emphasis is placed on mnemonic strategies. (SLD)

This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…