An application of the mnemonic keyword method to the acquisition of a Russian vocabulary.

Atkinson, Richard C.; Raugh, Michael

doi:10.1037/0278-7393.1.2.126

Cited by 230 publications

(155 citation statements)

References 6 publications

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“…The results of several studies have indicated that age is an important variable in the use of imagery-based recall methods and that such methods are useful for adult people (Atkinson & Rough, 1975;Shapiro & Waters, 2005); however, the modified keyword method does not always enhance the word recall of adult subjects (Hall, Wilson, & Patterson, 1981;Pressley, 1987;Desrochers, Wieland, & Cote, 1991). In line with that, the keyword method is effective among elementary school children (e.g., Wyra, Lawson, & Hungi, 2007).…”

Section: Empirical Studies On the Effectiveness Of Using Mnemonic-basmentioning

confidence: 51%

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Anjomafrouz¹,

Tajalli²

2012

IJEL

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Effects of using mnemonic associations on vocabulary recall of Iranian EFL learners were investigated in two separate experiments with adolescents and adults. In each experiment, the students were divided into two groups of experimental (mnemonic) and control (rote). Using a number of predesigned (the researcher-designed) associations as models, the students of the mnemonic groups were trained to generate mnemonic associations of their own for the new vocabulary words they had chosen to learn. Then, their use of the initial (previously student-designed) and the new self-designed associations was assessed by giving four recall tasks. The students of the rote groups, on the other hand, were instructed to learn the words through memorization and repetition. The data analyzed revealed that using mnemonic associations led to significantly better performance of the adult students when comparison was made with an external control group (rote group) and better performance of both adult and adolescent groups when comparison was made with an internal control group (when students used no association in mnemonic group). Furthermore, the higher performance of mnemonic groups who frequently reported using initial associations revealed that these had a significant role at vocabulary recall of students. Finally, mnemonic method significantly affected the vocabulary recall of adult students for both receptive and productive learning.

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Section: Empirical Studies On the Effectiveness Of Using Mnemonic-basmentioning

confidence: 51%

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Anjomafrouz¹,

Tajalli²

2012

IJEL

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“…The research on the mediational role of imagery in associative learning and memory can be traced back to earlier psychological studies (e.g., Bower, 1970;Paivio, 1969). In an imagery mediation study in English-Russian word association, Atkinson and Raugh (1975) found that English-speaking participants learned significantly more meaning-word associations via mental images, with the memory sustaining up to six weeks later. This study suggests that visual imagery may help with long-term memory for information retention.…”

Section: Review Of the Literature Psychological Theories In Visual Immentioning

confidence: 99%

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Lam¹,

Arwood²

2017

SUET

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Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood's neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions (i.e., English translation, pictorial presentation, and verbal-contextual interpretation), the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.

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“…One of the most comprehensive examples of the positive effects of experimenter-supplied keyword mnemonics is Atkinson (1975). In this review of his work, he discusses an experiment (Atkinson & Raugh, 1975) in which participants learned 120 Russian-English word pairs over three days with experimenter provided keywords or without. This experiment showed a recall level of 72% in the mnemonics condition the day after the final learning session with only 46% recall in the control condition.…”

Section: Mnemonics (Strategy Use)mentioning

confidence: 99%

Understanding and applying the dynamics of test practice and study practice

Pavlik

2006

Instr Sci

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Abstract. Two different methods of practice are available in the learning of simple information, test practice or study practice. Of these two methods of learning, research has generally shown that test practice is superior to study practice. However, this research has not considered the testing advantage with respect to the fact that test learning is uncertain (i.e. if recall fails, nothing appears to be learned) or with respect to the fact that study learning depends greatly on the duration of the study event. The following work clarifies these issues by presenting an integrated computational model of the relative costs and benefits of testing compared to study presentation This model was applied to determine how test and study practice can be optimally employed to improve learning and provides a framework for understanding the effects of mnemonic strategies in simple memory tasks.

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An application of the mnemonic keyword method to the acquisition of a Russian vocabulary.

Cited by 230 publications

References 6 publications

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Understanding and applying the dynamics of test practice and study practice

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