The effects of mnemonic learning strategies on transfer, interference, and 48-hour retention.

A Comparison of Verbal and Visual Imagery Learning Strategies: Their Importance for Instructional Technology.

“…These results for the delayed recall task , using the mean absolute serial position scores as the criterion , in which the matrix group outperforms the other encoding groups , differs from those reported by Kuihavey and L Heinen (1974) and Lowry (1974) in which they found no differences in delayed recall among groups. The lack of between group differences on the unordered recall scores is consistent with the results reported by Underwood ( 1954b) in which equivalent rates of forgetting were associated w ith equivalent levels of associative strength achieved during learning, Detterman and Brown (1974) reported a series of three experiments comparing serial learning and free recall from which they concluded that…”

“…• mean s reported from othe r studies for group s using an imagery based mnemonic technique compared with those using other encoding methods is often quite small (Lowry , 1974 ;Persenaky & Senter , 1968;Smith 6 Noble , -: 1965 ;Wood , l~67). The data in.…”

Does imagery impede or facilitate transfer of learning?

“…Each of the latter studies tried to maximize the possibility of observing differences by manipulating the placement of imagery instructions . However, whether the instructions occurred prior to List I alone (Lowry , 1974), prior to List 2 alone (Tor & Freund, 1979), or alternated between imagery and verbal mediation from List I to List 2 (Mueller & Pickering, 1977) , levels of negative transfer remained similar to the results with neutral instructions.…”

“…Using the A-B, A-D paradigm, Wood (1967) found comparable levels of negative transfer with both verbal-and imagery-mediation instructions. Similar failures to reduce negative transfer with imagery instructions have been observed by Lowry (1974), Mueller and Pickering (1977) , and Tor and Freund (1979) . Each of the latter studies tried to maximize the possibility of observing differences by manipulating the placement of imagery instructions .…”

Delayed mnemonic benefits for a combined pegword-keyword strategy, time after time, rhyme after rhyme

“…Early empirical studies with the pegword method found positive immediate‐memory effects for the method with college students (e.g. Bugelski, 1968; Bugelski, Kidd, & Segmen, 1968; Lowry, 1974; Roediger, 1980).…”