Further test of the use of images as mediators.

Keppel, Geoffrey; Zavortink, Bonnie

doi:10.1037/h0028042

Cited by 17 publications

(7 citation statements)

References 2 publications

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“…Although the recall for the mnemonic group was representative of all lists, recall for control subjects tended to be greatest on the last two lists learned. Keppel and Zavortink (1969) partially replicated Bugelski's (1966) findings. Although they did find an absence of proactive and interference effects across four successive lists, both the mnemonic and control groups exhibited pronounced retroactive effects during the final recall of all four lists.…”

Section: Pegword Mnemotechnicssupporting

confidence: 66%

“…Although they did find an absence of proactive and interference effects across four successive lists, both the mnemonic and control groups exhibited pronounced retroactive effects during the final recall of all four lists. Perhaps a significant difference between the two studies is that Bugelski (1968) employed a self paced procedure, whereas Keppel and Zavortink (1969) employed a six second/item presentation rate. Bower and Reitman (1972) compared two means of employing pegwords in a multilist situation.…”

Section: Pegword Mnemotechnicsmentioning

confidence: 99%

“…Mnemotechnics seem to be resistant to practice and interference effects (Bower and Reitman, 1971;Bugelski, 1968;and Keppel and Zavortink, 1969), and that retroactive effects can at least be mitigated, if not eliminated (Bower and Reitman, 1971;Bugelski, 1968).…”

Section: Additional Considerationsmentioning

confidence: 99%

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A Review of the Literature on Memory Enhancement: The Potential and Relevance of Mnemotechnics for Military Training

Griffith¹

1979

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Section: Pegword Mnemotechnicssupporting

confidence: 66%

Section: Pegword Mnemotechnicsmentioning

confidence: 99%

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A Review of the Literature on Memory Enhancement: The Potential and Relevance of Mnemotechnics for Military Training

Griffith¹

1979

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“…An alternative interpretation is possible. Receding of the stimulus items may have occurred in the single-response elaboration condition (see Keppel & Zavortink, 1969) but not in the progressive-elaboration condition. If so, then the cause of facilitation in the former condition would be reduced stimulus similarity (converting A-B A-C to A-B D-C), and the cause of facilitation in the progressiveelaboration condition might be chunking of the materials (see, e.g., Horowitz, Lampel, & Takanishi, 1969;Taylor, Josberger, & Prentice, 1970).…”

Section: Discussionmentioning

confidence: 99%

Pictorial elaboration and recall of multilist paired associates.

Forbes¹,

Reese²

1974

Journal of Experimental Psychology

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In learning multiple paired-associate lists, all with the same stimuli, 5"s may form a new image for each pair or may progressively elaborate the image for a List 1 pair by incorporating each new response item into the image. In the latter, imagery and response-repetition effects are confounded. Analogues of these imagery types were manipulated by imposed pictorial elaboration in 4 paired-associate lists, with college 5s. A control for response repetition was included. The elaboration types were found to be equally superior to their controls, for both serial and free recall, and for both immediate and 1-week delayed testing. Thus, elaboration effects are not lost in long-term retention, serial information is not lost in progressive elaboration, and response repetition and elaboration have separable effects.

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“…. .TEN-HEN (Bugelski, 1968;Keppel & Zavortink, 1969;Paivio, 1968). This technique allows items to be learned by forming ordered pairs.…”

mentioning

confidence: 99%

Acquisition and retention of mnemonic information in long-term memory.

Wortman¹,

Sparling²

1974

Journal of Experimental Psychology

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Paivio's (1969) 2-process theory of associative learning postulating differential effects on recall for word abstractness-concreteness, and imaginal and verbal mediators, was evaluated within the context of mnemonic encoding. The mnemonic learning was self-paced, involving multiple lists with an immediate and delayed test of retention after 1 wk. The results supported a prediction of a trade-off in differential acquisition time for nondifferential recall performance in situations where presentation rate was not strictly controlled. A large amount of forgetting was found, independent of word or mediator type, thus supporting the notion that acquisition and retention are separate mechanisms. Finally, a highly significant effect for word type was found, despite the relaxation in presentation rate, and its implication for modifying the theory was discussed.

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Further test of the use of images as mediators.

Cited by 17 publications

References 2 publications

A Review of the Literature on Memory Enhancement: The Potential and Relevance of Mnemotechnics for Military Training

A Review of the Literature on Memory Enhancement: The Potential and Relevance of Mnemotechnics for Military Training

Pictorial elaboration and recall of multilist paired associates.

Acquisition and retention of mnemonic information in long-term memory.

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