Keyword Mnemonics: Effects of Immediate Recall on Delayed Recall

Abstract

One of the limitations of keyword mnemonics concerns its efficacy in delayed recall. The objective of this study was to analyse the impact of keyword mnemonics on delayed recall (at a one-week interval). A sample of 794 first and second-year Compulsory Secondary Education students of both genders were presented a list of 14 Basque words, the meanings of these words were to be learnt using keyword mnemonics (keyword selected by classmates, researchers, or by the participants themselves), or the rote learning method. Half of the sample were allowed immediate and delayed recall, and the remaining 50% of participants underwent delayed recall. Activation of immediate recall influenced delayed recall. The rote learning method was more effective than the keyword method when the keyword was supplied by the researcher, or when participants generated their own keywords themselves, but not as effective as the keyword method when the keyword was generated by the classmates of the participants in the study.

The effectiveness of self: A meta‐analysis of using self‐referential encoding techniques in education

“…Moreover, this study only focuses on the short‐term retention impact of self‐referential encoding techniques, as limited literature exists regarding its long‐term benefits on learning. Other encoding methods, such as using keywords, have been found to provide long‐term learning scaffolds (González et al, 2021; Thomas & Wang, 1996). Since repeated exposure to learning materials is common in education, it is essential to investigate the effects of repeated self‐referential encoding on these materials in future research.…”