Limitations of the Mnemonic-Keyword Method

Abstract

The effectiveness of the mnemonic-keyword method was investigated in 4 experiments in which participants were required to learn the 1st-language (L1, Spanish) equivalents of a list of 30 2nd-language words (L2, Latin). Experiments 1 (adolescents) and 2 (adults) were designed to assess whether the keyword method was more effective than the rote method; the researcher supplied the keyword, and the participants were allowed to pace themselves through the list. Experiments 3 (adolescents) and 4 (adults) were similar to Experiments 1 and 2 except that the participants were also supplied with a drawing that illustrated the relationship between the keyword and the L1 target word. All the experiments were performed with groups of participants in their classrooms (i.e., not in a laboratory context). In all experiments, the rote method was significantly more effective than was the keyword method.

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

“…The mnemonic group obtained the mean score of 43.38 as opposed to the rote group with the mean score of 40.30. That the mnemonic group has no superiority over the rote group is congruent with the findings of Campos and Gonzalez (2003). Taking mnemonic method into account, we continued our investigations on the role of initial associations in the retrieval of vocabulary over time.…”

“…In spite of the fact that most retention studies have been conducted in laboratory-like setting, there is, however, some research conducted in natural setting (Gruneberg, 1998;Rodriguez & Sadoski, 2000;Campos & Gonzalez, 2003).…”

“…In addition, adolescent students benefit from this method if subjects are treated individually (Pressley, Levin, Digdon, Bryant, Mcgivern, & Ray, 1982) and if the quality of the keyword images is adequate (Beaton, Gruneberg, Hyde, Shufflebottom, & Sykes, 2005). Moreover, the keyword method is less effective than rote method for both adults and adolescents (Campos & Gonzalez, 2003).…”

“…Gruneberg (1998) argues that the keyword method in general is inferior to rote learning in the longer-term retention of vocabulary. In another study, Campos and Gonzalez (2003) attribute ineffectiveness of keyword method to participants' 'lack of training. They investigated in four experiments the effectiveness of the mnemonic key word method using two groups of adults and adolescents.…”

Online Study Groups: Reciprocal Peer Questioning versus Mnemonic Devices

“…In three experiments involving 176 college students, the keyword mnemonic produced superior immediate performance but, after two days, higher levels of recall were associated with the non-mnemonic comparison condition that emphasized understanding (Wang & Thomas, 1995). Campos, Gonzalez, and Amor (2003) conducted a series of experiments in which participants were required to learn the first-language equivalents of a list of 30 second-language words. "In all experiments, the rote method was significantly more effective than was the keyword method" (p. 399).…”