Delayed mnemonic benefits for a combined pegword-keyword strategy, time after time, rhyme after rhyme

Carney, Russell N.; Levin, Joel R.

doi:10.1002/acp.1663

Cited by 11 publications

(7 citation statements)

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“…However, researchers have explored combining the method of loci and peg system with other strategies to extend their use to educational materials. For example, Carney and Levin (2011) had subjects learn keywords for the 10 tallest mountains and 10 largest islands, and then store those keywords in a peg list, in order. Subjects who used the combined peg/keyword system performed better on a matching test than an own-best-method control group even after a 2- or 5-day delay.…”

Section: Research Relevant To Classroom Applicationsmentioning

confidence: 99%

“…To be relevant for education, mnemonics should promote long-term learning; that is, they should enhance memory on a test, even if it occurs 24 hours (or more) after initial learning. This issue has been explored most extensively with the keyword mnemonic, with some research suggesting that keyword techniques promote long-term retention (e.g., Atkinson & Raugh, 1975; Carney & Levin, 2011) and other research suggesting that keyword techniques lead to a faster forgetting rate than rote learning (Carney & Levin, 1998; Wang, Thomas, & Ouellette, 1992). Wang and his colleagues (e.g., Wang, Thomas, & Ouellette, 1992) suggested that the critical factor in whether keywords promote long-term retention is whether subjects take an immediate test on the material after study, which can serve as its own learning event (a testing effect, see Roediger & Karpicke, 2006).…”

Section: Research Relevant To Classroom Applicationsmentioning

confidence: 99%

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Mnemonics in education: Current research and applications.

Putnam

2015

Translational Issues in Psychological Science

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Mnemonic techniques are a powerful way to learn large amounts of information, but are not used widely in education today. Why is this? One reason is that the practical demands of the classroom may not be conducive to the use of mnemonics. This review explores how students actually use mnemonics and examines 4 questions about using mnemonics in education: (a) Do mnemonics contribute to more than just rote memory? (b) Do mnemonics work with educationally relevant materials? (c) How much time is required to learn and prepare a mnemonic? (d) Do mnemonics promote long-term learning? With these considerations, the usefulness of mnemonics in the classroom may be limited to certain contexts. However, I provide a few alternative approaches for considering the use of mnemonics in educational settings, such as combining them with other learning techniques and treating mnemonics as a retrieval aid rather than a core learning strategy.

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Section: Research Relevant To Classroom Applicationsmentioning

confidence: 99%

Section: Research Relevant To Classroom Applicationsmentioning

confidence: 99%

Mnemonics in education: Current research and applications.

Putnam

2015

Translational Issues in Psychological Science

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“…El recuerdo de la traducción de palabras latinas fue superior con el método de la palabra clave que con el método de repetición. Este resultado está en la línea de los estudios precedentes llevados a cabo por Campos y colaboradores con la misma metodología (Campos & Ameijide, 2011, 2014Campos et al, 2002Campos et al, , 2004aCampos et al, , 2004bCampos et al, 2004;Campos et al, 2010; y por otros investigadores (Carney & Levin, 2011;Kole & Healy, 2013;Tavakoli & Gerami, 2013) que utilizaron la mnemotecnia de la palabra clave. Las personas que emplearon la mnemotecnia de la palabra clave no solo dieron más respuestas que las personas que usaron el método de repetición, sino que también estuvieron más seguras de sus respuestas.…”

Section: Discussionunclassified

“…Quienes aplicaron la mnemotecnia también recordaron el significado de más palabras latinas que las del método de repetición. Este resultado está en la línea de estudios precedentes, en los que se ve la efectividad de la mnemotecnia de la palabra clave para el aprendizaje de idiomas extranjeros (Campos & Ameijide, 2011, 2014Campos et al, 2002Campos et al, , 2004aCampos et al, , 2004bCampos et al, 2004;Campos et al, 2010;Carney & Levin, 2011;Kole & Healy, 2013;Tavakoli & Gerami, 2013). No existió diferencia significativa entre los dos métodos de aprendizaje en las correlaciones gamma (juicios de facilidad de aprendizaje y recuerdo, juicios de aprendizaje y recuerdo, y juicios de confianza y recuerdo), ya que las obtenidas con los EOL y las que se obtuvieron con los JOL fueron bajas, tanto las conseguidas con el método de repetición como con el método de la palabra clave, lo que indica que las participantes tuvieron dificultad en predecir el rendimiento.…”

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Mnemotecnia y metamemoria en las personas mayores

Campos

Ameijide

2014

Univ Psychol

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r e s u m e n En esta investigación, se pretendió averiguar la influencia de la mnemotecnia de la palabra clave en el recuerdo y en los juicios metamnemónicos: juicios de facilidad de aprendizaje (EOL), juicios de aprendizaje (JOL) y juicios de confianza (CL), tanto en una lista corta de 16 palabras latinas (Experimento 1) como en una lista larga de 32 palabras latinas (Experimento 2). Tanto en el Experimento 1 como en el Experimento 2 se efectuó un diseño experimental de dos grupos independientes. En el Experimento 1 participaron 88 mujeres, con una media de edad de 74.34 años. En el 2, participó un grupo de 84 mujeres, de una edad similar al anterior. En ambos experimentos se realizó una prueba t de Student para muestras independientes. En el Experimento 1, se encontró que el método de la palabra clave fue superior al método de repetición en el recuerdo y en los juicios de confianza en la respuesta (CL). En el Experimento 2, se halló que el método de la palabra clave fue significativamente superior al método de repetición en el recuerdo y en todos los juicios metamnemónicos estudiados. El método de la palabra clave fue más eficaz que el método de repetición.Palabras clave mnemotecnia; metamemoria; palabra clave; edad; memoria; juicios de aprendizaje A b s t r A C tThis study consisted of two experiments designed to assess the efficacy of the keyword mnemonic technique on recall and the following mnemonic judgments: ease of learning (EOL), judgments of learning (JOL), and confidence level (CL) using a short word list i.e., 16 Latin words (Experiment 1), or a long word list, 32 Latin words (Experiment 2). In Experiment 1 an experimental design with two independent groups was performed, involving 88 women, mean age 74.34 years, a Student's t-test for independent groups was performed and the keyword method was found to be more efficacious than the rote learning method on recall and confidence level judgments (CL). In Experiment 2 an experimental design with two independent groups was performed, involving 84 women of similar age, a Student's t-test for independent groups was performed, and the keyword method was significantly more efficacious than the rote learning method on recall and all of the mnemonic judgments under study. The keyword method was more effective than the rote learning method.

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Education and Memory

Putnam

Roediger

2018

Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience

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How can psychology research be used to improve education? In this chapter we review empirical research on learning and memory that has the potential to enhance classroom education. First we identify several basic principles of memory. Then we explore seven tools for enhancing learning: spaced practice, interleaving, retrieval practice, elaborative interrogation, self‐explanation, mnemonics, and self‐regulated learning. In reviewing each strategy we highlight laboratory research and research conducted in representative educational contexts, along with identifying directions for future research. We end by addressing some potential concerns with applying memory research to educational settings. Throughout we argue that conducting research with an eye toward educational applications not only contributes to educational practice but also enables researchers to explore learning and memory in a more realistic context.

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Delayed mnemonic benefits for a combined pegword-keyword strategy, time after time, rhyme after rhyme

Cited by 11 publications

References 35 publications

Mnemonics in education: Current research and applications.

Mnemonics in education: Current research and applications.

Mnemotecnia y metamemoria en las personas mayores

Education and Memory

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