More motivational aspects of an imagery mnemonic

Higbee, Kenneth L.

doi:10.1002/acp.2350080102

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…Lanham's (2006) statement about arts is of relevance: "Last century abounded in visual exhortation to consider letters as images rather than alphabetic code, to look at them rather than through them" (p. 93). Highbee (1994) states that imagery mnemonics improves the cognitive effectiveness of recall, accommodating motivational potential with easier and more enjoyable learning. Besides, the features of Turkish language made it possible to use extra analogies both visual and auditory (analogy between the third person in Turkish [O] and zero [0] and curly feature of S).…”

Section: Discussionmentioning

confidence: 99%

Numerical/Visual Elaboration of the Temporal Distance in Teaching Tense-Aspect Distinctions in English

Zengin¹

2013

WJEL

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Teaching the English tense-aspect system is a challenging problematic area in that its acquisition is a major source of error for English L2 learners at all levels, which signals the need for a central focus on establishing form-meaning connections. A wise strategy would be the application of deliberate simplification of the linguistic material only to rectify it at later stages. Therefore, this study aimed to explore the ways to benefit from the distance as a metaphorical link between the past and present for its facilitation effect on learning the present, past and present perfect tenses. The distance was elaborated numerically and visually but the elaboration was kept to be minimum. The links were created between the visual and numerical cues and the target forms through shared partial similarities to help associate the temporal meanings with the auxiliary forms of 'be' and 'do', and the inflection markers of '-ed' and-s. In a nonequivalent comparison-group design, ANCOVA and Kruskas-Wallis revealed the experimental group's significantly better performance in tense-aspect distinctions as regards temporal meanings. The results have implications for both temporal and nontemporal meanings (e.g. temporal, social or psychological distances). Being visual and numerical, cues can be universally applied to diverse contexts.

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Section: Discussionmentioning

confidence: 99%

Numerical/Visual Elaboration of the Temporal Distance in Teaching Tense-Aspect Distinctions in English

Zengin¹

2013

WJEL

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“…research findings "provide evidence that instruction involving the use of mnemonic devices does enhance a student's formal reasoning skills and that this has the potential for application of knowledge to more varied tasks" [4] p. 11. In addition, "the use of mnemonics with college age students might have enough potential for making learning easier and possibly more fun" [5].…”

Section: Global Journal Of Intellectual and Developmental Disabilitiesmentioning

confidence: 99%

Mnemonic Strategies: Helping Students with Intellectual and Developmental Disabilities Remember Important Information

Bakken¹

2017

GJIDD

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The ability to remember new and unfamiliar material is very important for the success students with intellectual and developmental disabilities. As students move through the different grade levels new information is transferred to them and the types of content presented is often more complex. Mnemonic strategies have been proven to help students recall information by making it easier to remember, more meaningful, and more concrete. Mnemonic strategies are an effective study tool which can be utilized with students with intellectual and developmental disabilities and applied to an array of content areas. This manuscript will present a variety of mnemonic strategies that can be very useful when working with students with intellectual and developmental disabilities to improve their vocabulary knowledge.

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“…Mnemonics are rightly considered to improve data acquisition and recall,5 to facilitate understanding,6 to improve motivation and enjoyment,7 while supplying integration, meaning and cues where none existed 3. The effectiveness of the Advanced Cardiac Life Support mnemonics ‘4Hs’ and 4Ts’ and ‘EMD aide’ have been compared in a randomised trial, which showed an advantage for the latter 2.…”

Section: Introductionmentioning

confidence: 99%