Spontaneous Use of Mnemonics and Grade Point Average

Carlson, Robert F.; Kincaid, J. Peter; Lance, Sara; Hodgson, Thomas

doi:10.1080/00223980.1976.9921344

Cited by 38 publications

(28 citation statements)

References 3 publications

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“…not be deliberately encoded: The unexpected question colleagues (2001, 2008) argue that deliberate encoding of stimuli may lead them to be stored as semantic rather than episodic memories: "The critical aspect of the question is that at the time of encoding, there should be no expectation that one would be asked to retrieve the information" (Zentall et al 2008). However, while there is evidence that deliberate encoding of information may improve recall performance (e.g., Paivio 1971;Bower and Reitman 1972;Craik and Lockhart 1972;Carlson et al 1976;Greene 1986;Neill et al 1990) there is little evidence to suggest that deliberate encoding reduces the contribution of episodic memory to recall performance. Shimamura and Squire (1987) demonstrated that amnesic patients had comparable deficits in fact and source memory, regardless of whether the fact learning and testing situations were explicit (i.e., subjects were taught a fact and then tested for the fact and when they had learned it) or incidental.…”

Section: Methods Of Assessing Episodic Memorymentioning

confidence: 99%

Do different tests of episodic memory produce consistent results in human adults?

Cheke

Clayton

2013

Learn. Mem.

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A number of different philosophical, theoretical, and empirical perspectives on episodic memory have led to the development of very different tests with which to assess it. Although these tests putatively assess the same psychological capacity, they have rarely been directly compared. Here, a sample of undergraduates was tested on three different putative tests of episodic memory (What-Where-When, Unexpected Question/Source Memory, and Free Recall). It was predicted that to the extent to which these different tests are assessing the same psychological process, performance across the various tests should be positively correlated. It was found that not all tests were related and those relationships that did exist were not always linear. Instead, two tests showed a quadratic relationship, suggesting the contribution of multiple psychological processes. It is concluded that not all putative tests of episodic cognition are necessarily testing the same thing.

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Section: Methods Of Assessing Episodic Memorymentioning

confidence: 99%

Do different tests of episodic memory produce consistent results in human adults?

Cheke

Clayton

2013

Learn. Mem.

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show abstract

“…For example, some have looked at the use of internal aids by students (e.g., Carlson, Kincaid, Lance, & Hodgson, 1976;Gruneberg, 1973), and metamemory studies (see Flavell & Wellman, 1977) have investigated children's knowledge of methods of remembering, including external ones (e.g., Kreutzer, Leonard, & Flavell, 1975). Also, Hunter (1979) has included external devices in his discussion of memory aids.…”

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confidence: 99%

Memory aids people use: Two interview studies

1980

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“…Regarding the efficacy of using mnemonic associations, Carlson (1976;cited in Shapiro & Waters, 2005) found significantly better recall when a group trained on the method of loci was compared to a control group. In another study the results from the peg method for recall of French vocabulary were reported to be quite successful (Paivio & Desrochers, 1979;cited in Cohen & Aphek, 1980).…”

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

confidence: 99%

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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Spontaneous Use of Mnemonics and Grade Point Average

Cited by 38 publications

References 3 publications

Do different tests of episodic memory produce consistent results in human adults?

Do different tests of episodic memory produce consistent results in human adults?

Memory aids people use: Two interview studies

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

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