Degree of mnemonic support and students’ acquisition of science facts |
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| Authors: | Charles R Morrison Joel R Levin |
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| Institution: | (1) University of Wisconsin, Wisconsin, USA |
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| Abstract: | Eighth-grade students silently read passages that described dichotomized attributes of nine North American minerals. One-fourth
of the students were given instruction in the use of mnemonic techniques, and were provided with “keywords” and mnemonic illustrations
of the passage content; one-fourth were provided with keywords and given instructions for creating internal mnemonic images
of the passage content; one-fourth were given instructions for creating their own keywords and internal mnemonic images; and
the remaining fourth were given motivational instructions and told to use their “own best method” of studying while reading
the passages. Mnemonic instruction, when accompanied by experimenter-provided keywords and mnemonic illustrations, produced
superior recall of the mineral attributes in comparison to the other three conditions on both immediate and eight-day delayed
performance tests. Implications of the findings are discussed with regard to the amount of external support necessary for
effective use of mnemonic techniques by students reading expository prose passages. |
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| Keywords: | |
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