Mnemonic-strategy reduction of prose-learning interference |
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| Authors: | Christine B McCormick Joel R Levin Frank Cykowski Paula Danilovics |
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| Institution: | (1) Department of Psychology, Illinois State University, 61761 Normal, IL;(2) Department of Educational Psychology, University of Wisconsin, 53706 Madison, WI;(3) Illinois State University, 61761 Normal, IL |
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| Abstract: | One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or
no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name
and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within
a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual
information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically
no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower.
Both theoretical and educational implications of the results are discussed.
The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois
State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009
to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School
of the University of Wisconsin, Madison. |
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