Can children effectively reuse the same mnemonic pegwords? |
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| Authors: | Thomas E Scruggs Margo A Mastropieri Joel R Levin |
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| Institution: | (1) Department of Education, Special Education Division, Purdue University, 47907 West Lafayette, IN;(2) Department of Educational Psychology, University of Wisconsin, 53706 Madison, WI |
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| Abstract: | Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under
either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was
paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by
two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels
were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition,
three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly
and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome
stimulus-produced interference are discussed. |
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