Recent Research on Visual Mnemonics: Historical Roots and Educational Fruits

Higbee, Kenneth L.

doi:10.2307/1169987

Cited by 25 publications

(27 citation statements)

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“…Stimuli which occupy prominent positions within the visual field (e.g. in retail shelves, print and broadcast media) attract more attention, and vivid stimuli (which are clear and distinct) are better recalled than more pallid stimuli (Gupta & Lord, 1998;Engel, Blackwell, & Miniard, 1993;Higbee, 1979;Kisielius & Sternthal, 1984;Kisielius & Sternthal, 1986).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

The Effectiveness of Product Placement: A Field Quasi-experiment

Choliński¹

2012

IJMS

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Using an experimental approach and field settings, the effectiveness of prominent, audio-visual, highly connected to the plot product placement in movies has been examined. An after only with control group design was used. Results show that exposure to prominent, audio-visual, highly connected to the plot product placement causes an increase in brand awareness among film viewers, irrespective of other executional variables of a given placement. However, this particular type of placement does not guarantee positive impact on attitudes and brand choice.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

The Effectiveness of Product Placement: A Field Quasi-experiment

Choliński¹

2012

IJMS

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“…The theory on which this technique is founded is that most learners are capable of associating new information to concepts in memory by means of meaningful visual images, and that visual images make learning more efficient. Visual imagery is known to help learners package information more efficiently than they could if using just words alone (Bower, 1970;Higbee, 1979;Nyikos, 1987;Shephard, 1967). Moreover, the pictorial-verbal combination involves many parts of the brain, thus providing greater cognitive power.…”

Section: Visual Imagerymentioning

confidence: 99%

Vocabulary Learning: A Critical Analysis of Techniques

Oxford¹,

Crookall²

1990

TESL

141

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This article evaluates more than a dozen vocabulary learning techniques for students of a second or foreign language. These techniques are divided into four broad categories: decontextualizing, semicontextualizing, fully contextualizing, and adaptable. Each technique is evaluated in terms of underlying theoretical assumptions and practical utility. Specific classroom implications are also offered.Given the difficulties of vocabulary learning in a second or foreign language (L2), along with the obvious necessity of trying to overcome them, one would expect that vocabulary instruction would be at the top of the agenda for language teachers. However, the opposite is often the case. Vocabulary is not explicitly taught in most language classes, and students are expected to "pick-up" vocabulary on their own without any guidance. Courses on reading, writing, speaking, listening, grammar, and culture are common in L2 programmes, but very few vocabulary courses exist. Many instances of so-called vocabulary instruction involve merely giving students lists of words to memorize or providing limited practice opportunities, with no further assistance to the often overwhelmed learner. Hague (1987) and Carter (1987) both decry the neglect of vocabulary instruction in L2 classes, and they also suggest a variety of possibilities for rectifying the situation.In this article, our definition of "knowing an L2 word" involves not just the ability to recognize the word or to match it with its L1 counterpart, if such exists; knowing an L2 word also involves being able to use the L2 word communicatively in any of the four main language skills. To use Anderson's distinction (1980), our definition goes beyond merely "knowing that" (declarative knowledge of facts, definitions, or relationships) and includes "knowing how" (procedural knowledge, in this case the communicative use of L2 words).This article describes a number of techniques by which vocabulary instruction has been handled, mishandled, or avoided almost entirely by L2 teachers. These techniques are classified into four groups: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable. Decontextualizing techniques are those that remove the word as completely as possible from any communicative context that might help the learner TESL CANADA JOURNAL! REVUE TESL DU CANADA

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“…In particular, there appears to be an increasing awareness of the importance of memory as an aspect of cognition (Bromage & Mayer, 198 1;Mullally, 1977;Wittrock, 1979) as well as an interest in applying research findings on memory development and memory strategy use to classroom activities (Corno, 1980;Higbee, 1979;Pressley & Levin, 1983a, 1983bWittrock, 1978). This represents a considerable change in emphases from the cognitiveAearning theories that influenced both research and teacher training through the mid-1970s.…”

Section: Tulane Universitymentioning

confidence: 99%