Cross-Cultural Applications of Yodai Mnemonics in Education

Higbee, Kenneth L.

doi:10.1207/s15326985ep2002_1

Cited by 22 publications

(8 citation statements)

References 8 publications

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“…In addition, recent work conducted in Japan (the 'Yodai' system) has indicated that similar mnemonic techniques have been successful in teaching students rule-applications or intellectual skills involved in problem solving, as well as structural understanding of several levels of mathematics, including algebra, trigonometry, and calculus, with students as young as preschool level. Although these techniques have only recently been reported o n this continent (Higbee & Kunihira, 1984), it is clear that the potential limitations of these powerful learning strategies have yet t o be explored. Future research could address the effectiveness of such Yodai mnemonics with gifted learners.…”

Section: Discussionmentioning

confidence: 99%

Effective Mnemonic Strategies for Gifted Learners

Scruggs

Mastropieri

Jorgensen

et al. 1986

Journal for the Education of the Gifted

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Ninety-six gifted and non-gifted fourth and fifth grade students were taught either Italian vocabulary or information about North American minerals via free study or mnemonic (memory strategy) instruction. They were then asked to transfer their learning strategy to a novel content area. Results indicated that both gifted and non-gifted students can benefit from mnemonic strategy instruction. Only the gifted students, however, were able to successfully transfer the strategy spontaneously to a new content area. Implications for mnemonic instruction of gifted learners are given.Recent research reported by the present authors has suggested that the differential ability to produce effective learning strategies is responsible for much of the observed performance differences between gifted and non-gifted students on school learning tasks (Scruggs, 1982;Scruggs & Cohn, 1983;. For example, in learning the nonmeaningful word pair Volvap-Nares, non-gifted junior high school students tended to use rote rehearsal strategies (e.g., "I said them over and over to myself"), while their gifted counterparts were much more likely to actively transform the information in order to make it meaningful (e.g., "I thought, 'a Volvo is a nice car"'). When gifted students did not report using such strategies, their performance levels resembled non-gifted students, leading to the conclusion that it was the active processing of novel information which distinguished the two groups; rather than, for example, a structural difference in short-term learning.

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Section: Discussionmentioning

confidence: 99%

Effective Mnemonic Strategies for Gifted Learners

Scruggs

Mastropieri

Jorgensen

et al. 1986

Journal for the Education of the Gifted

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“…Recently, the Western educational and psychological communities learned (Higbee and Kunihira, 1985) that a Japanese educator, M. Nakane, had developed a successful mnemonic system, based on verbal mediators, to aid in the learning and recall of "the orderly cognitive processes required in problem solving. " (p. 58).…”

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confidence: 99%

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

Farr¹

1986

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This Memorandum Report Is published in order to make available the material it contains for the use and convenience of Interested parties. The material has not necessarily been completely evaluated and analyzed, noi subjected to IDA review.Approved for public release; distribution unlimited. This report reviews factors that influence how well knowledge and skills dre retained over relatively long periods if nonuse. A cognitively oriented :nterpretation is applied to prior findings and beliefs about the nature of longterm retention. The report identifies instructional strategies (conditions of learning) which promote long-term retention and do not have an adverse impact on learning. UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE20. DISTRIBUTIONIAVAILABILITY OF ABSTRACT 21. ABSTRACT SECURITY CLASSIFCATION UNCLASSIFIEDIUNLIMITEDM SAME AS RPT. 0] DTIC USERS

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“…Many theorists and researchers in the LD field believe that individuals with mathematics LD have deficits in memory (e.g., Batchelor, Gray, & Dean, 1990; Reisman & Kauffman, 1980; Swanson, Cochran, & Ewers, 1990). Process mnemonics are strategies that are designed particularly to aid in remembering rules and executing certain procedures (Higbee, 1987;Higbee & Kunihira, 1985). The process mnemonic strategies in the PM instruction were designed to facilitate retention of the rules and procedures involved in computational skills.…”

Section: Discussionmentioning

confidence: 99%

The Use of Process Mnemonics in Teaching Students with Mathematics Learning Disabilities

Manalo

Bunnell

Stillman

2000

Learning Disability Quarterly

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This study investigated the effects of process mnemonic (PM) instruction on the computational skills performance of 13- to 14-year-old students with mathematics learning disabilities. Two experiments are described. In Experiment 1, 29 students were randomly assigned to one of four instruction groups: PM, demonstration-imitation (DI), study skills (SS), or no instruction (NI). In Experiment 2, instructors with no vested interest in the outcomes of the study were employed to teach 28 students who were assigned to PM, DI, or NI groups. Both PM and DI students made significant improvements in addition, subtraction, multiplication, and division. However, improvements were often greater for PM students. More importantly, the improvements made by PM students maintained better than those of DI students over six-week (Experiment 1) and eight-week (Experiment 2) follow-up periods.

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Cross-Cultural Applications of Yodai Mnemonics in Education

Cited by 22 publications

References 8 publications

Effective Mnemonic Strategies for Gifted Learners

Effective Mnemonic Strategies for Gifted Learners

The Long-Term Retention of Knowledge and Skills: A Cognitive and Instructional Perspective

The Use of Process Mnemonics in Teaching Students with Mathematics Learning Disabilities

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