“…Potential methodological problems are readily encountered when studying the effects of mnemonics in transfer, interference, and long-term retention. Allowing or encouraging 5s to use mnemonics during both List 1 and List 2 learning (as did Arbuckle, 1971, and Reese, see Footnote 3) results in the possibility of specific transfer effects from List 1 being confounded with the effects of employing a more efficient strategy during List 2 learning; i.e., List 2 effects may stem from mnemonics being used rather than having been used. Another form of confounding may occur when mnemonics are introduced into interference paradigms.…”