Special Educational Applications of Mnemonics

Turnure, James E.; Lane, John F.

doi:10.1007/978-1-4612-4676-3_15

Cited by 9 publications

(8 citation statements)

References 83 publications

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Mentioning

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“…In contrast, according to the mediation model the English equivalent can only be retrieved by using the foreign word to retrieve the keyword mediator, which, in turn, cues the interactive image linking the keyword with the English translation. Current accounts of the retrieval processes in the keyword method are more or less detailed versions of this basic mediation model (Atkinson & Raugh, 1975; Clark & Paivio, 1987; Desrochers & Begg, 1987; Paivio & Desrochers, 1981; Turnure & Lane, 1987).…”

Section: Current Investigationmentioning

confidence: 99%

The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access.

Crutcher¹,

Ericsson²

2000

Journal of Experimental Psychology: Learning, Memory, and Cogni

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The role of prior knowledge in retrieval of Spanish-English vocabulary pairs learned using keyword mediators was examined in 4 experiments. Retrieval was tested immediately after learning and after 1-week and 1-month no-practice intervals (Experiment 1), after moderate retrieval practice (Experiment 2), and after extended retrieval practice (Experiments 3 and 4). Using accuracy, latency, and verbal report data, a detailed account of memory retrieval processes was developed. Initial retrieval is an explicit mediation process that involves retrieving keyword mediators into working memory and using them as retrieval cues to access the English equivalents of the Spanish words. After extended vocabulary retrieval practice, this sequential mediation process qualitatively changed to a direct retrieval process in which the English equivalent was accessed in a single working memory step. However, direct retrieval was still influenced by a covert mediation process.

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Section: Current Investigationmentioning

confidence: 99%

The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access.

Crutcher¹,

Ericsson²

2000

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Such transformationa mnemonic strategies have proven useful for learning more ~ological\y valid materials than paired associates. There is an enormous Iiterature supporting the ..._. case that transfonnational mnemonics can be engiDeered to facilitate learning of vocabulary definitions (e.g., Pressley, Levin, & Delaney, 1982), with this claim extending across a number of populations, including mentally handicapperl children (e.g., Mastropieri, Scruggs, & Levin, 1987;Pressley, Johnson, & Symons, 1987; Thmure & Lane, 1987). Acquisition ofbasic social studies facts (e.g., countries and their capitals, states and their products, presidents and their accomplishments) can be facilitated by rnnemonic elaborative techniques, as can memorization of many pieces of scientific information (e.g., cbemical reactions, parts of the skeletal and nervous systems, and mathematical equations).…”

Section: Types Of Elaborative Strategiesmentioning

confidence: 99%

“…7. Suffice to say in closing this subsection that there are many demonstrations of impressive learning gains associated witb tbe provision of elaborations both to normal and special child populations (e.g., Levin, 1982Levin, , 1985aLevin, , 1985bMastropieri et al ., 1987;Pressley, 1977;Taylor & Thrnure, 1979;Thrnure & Lane, 1987).…”

Section: Some Elaborative Strategies Can Be Carried Out By Older But mentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…In recent years, imagery-based mnemonics have proved to be effective for enhancing memory in a variety of learning situations and with a variety of populations (Bellezza, 1981; Richardson, Cermak, Blackford, & O’Conner, 1987; Turnure & Lane, 1987). Given the demonstrated benefits of imagery mnemonics, it is important to specify the components of these techniques that are critical for improving learning and memory.…”

mentioning

confidence: 99%

Bizarre imagery, interference, and distinctiveness.

Einstein

McDaniel²,

Lackey³

1989

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Previous studies have shown that bizarre and common images produce equivalent levels of recall in unmixed-list designs. Using unmixed lists, we tested the view that bizarre images would be less susceptible than common images to common sources of interference. In all experiments, subjects imaged a list of either bizarre or common sentences and then performed some kind of interfering task before recalling the initial list of sentences. Experiment 1 showed that bizarre images were better accessed than common images after imaging an intervening list of common sentences. Also, components of common images tended to be better recalled than those of bizarre images after imaging an intervening list of bizarre sentences. Experiments 2a and 2b showed that interfering tasks consisting of studying lists of common concrete nouns did not differentially affect memory for bizarre and common images. In Experiment 3, labeling and imaging an interfering list of common pictures produced higher recall of bizarre images. Generally, bizarre images appeared to be less susceptible than common images to interference from certain types of common encodings. Importantly, the superior recall of bizarre images was always due to greater image (sentence) access, whereas higher recall of common images was associated with greater recovery of the image (sentence) constituents. Explanation of the precise pattern of results requires consideration of the distinctive properties of bizarre images.

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Special Educational Applications of Mnemonics

Cited by 9 publications

References 83 publications

The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access.

The role of mediators in memory retrieval as a function of practice: Controlled mediation to direct access.

Memory Development Between 2 and 20

Bizarre imagery, interference, and distinctiveness.

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