Strategies to Enhance Memory Based on Brain-Research

Banikowski, Alison K.; Mehring, Teresa A.

doi:10.17161/fec.v32i2.6772

Cited by 25 publications

(21 citation statements)

References 26 publications

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“…At the same time, groups of scientists are teaming up with industries and local resource managers to express concern and advocate for action (Boehm et al, 2015). Statements from these groups, which often include personal anecdotes and locally tailored estimates of what unique cultural, ecological, or economic features could be lost can motivate action much more quickly than depersonalized scientific information (Banikowski and Mehring, 1999;Center for Research on Environmental Decisions, 2009;Zak, 2014). By focusing on community scale impacts and solutions, a grassroots support base can provide the long-lasting foundation of support to encourage decision-makers to address ocean acidification.…”

Section: Why Act At the Community Level?mentioning

confidence: 99%

Community-Level Actions that Can Address Ocean Acidification

et al. 2016

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Section: Why Act At the Community Level?mentioning

confidence: 99%

Community-Level Actions that Can Address Ocean Acidification

et al. 2016

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“…It has also proven to be the most effective technique for memorization and retrieval. Banikowski (1999) explained rehearsal as retaining the information in working memory by repeating it again and again. He also said information would be transferred to long term memory through rehearsal.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

“…He also said information would be transferred to long term memory through rehearsal. According to Banikowski (1999), there are two types of rehearsal; maintenance rehearsal and elaborative rehearsal. Maintenance rehearsal is just repeating information through rote rehearsing.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context

Ahour¹,

Berenji²

2015

TPLS

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Abstract-Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory. Syllabus designers and textbook writers can consider different learning strategies in designing vocabulary books by taking the learners' proficiency level into account.

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“…If such a condition keeps happening, they will fail to establish meaningful relationships among sets of ideas. Banikowski and Mehring (2009);Katims (2001) claim that these findings raise questions about the efficacy of comprehension instruction for individuals with intellectual disabilities. To overcome the above problem, Farrell and Elkins (2005) offer a thought in which a social constructivism strategy can be adopted to teaching and instruction of students with intellectual disabilities.…”

Section: Introductionmentioning

confidence: 99%

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

Ardiansyah¹,

Ujihanti²

2018

IJLT

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English tea chers who teach reading comprehension course surel y often gi ve thei r s tudents reading assignments , for example reading a rticles , popular press books and/or internet publica tions. Unfortuna tel y, the results were not satisfyi ng and made English tea chers disappointed. This lack of good reading comprehension skills is exa cerba ted by the central role of reading comprehension requi red for the success in hi gher educa tion. One sol ution to overcome this problem of poor reading comprehension skills is the expli cit tea ching of reading comprehension stra tegies to s tudents , specifi call y, recipro cal tea ching (RT). The philosophical root of RT itself is social constructi vism whi ch explains how s tudents mi ght a cqui re knowledge and lea rn; then, this concept is a ccumulated wi th the use of RT stra tegy to teach reading comprehension course a t s chool. Al l are clea rl y dis cussed, so tha t the RT could be an alterna ti ve reading comprehension s tra tegi c choi ce for all English teachers to tea ch reading comprehension course at Pol ytechnic.

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Strategies to Enhance Memory Based on Brain-Research

Cited by 25 publications

References 26 publications

Community-Level Actions that Can Address Ocean Acidification

Community-Level Actions that Can Address Ocean Acidification

A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

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