Effect Of Keywords On Long-Term Retention - Help Or Hindrance

    Authors

    A. Y. Wang;M. H. Thomas

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    J. Educ. Psychol.

    Keywords

    VOCABULARY INSTRUCTION; CONTEXT; Psychology, Educational

    Abstract

    Three experiments assessed the long-term effectiveness of the keyword mnemonic relative to a nonmnemonic (i.e., semantic-context) learning strategy. Following incidental-learning instructions, cued recall was assessed either immediately or after a 2-day delay. The keyword mnemonic produced superior immediate performance relative to the semantic-context strategy. However, after 2 days, there was a marked reversal in performance, with higher levels of delayed recall associated with semantic-context learning. This pattern of findings was obtained when obscure English words (Experiment 1) and second-language vocabulary (Experiment 2) were the learning stimuli. When practice frequencies were manipulated (Experiment 3), increased opportunities for study were more likely to boost the long-term retention of keyword learners compared with semantic-context learners. The implication is that keyword-based memories are especially fragile over time and will benefit from repeated testing and rehearsal.

    Journal Title

    Journal of Educational Psychology

    Volume

    87

    Issue/Number

    3

    Publication Date

    1-1-1995

    Document Type

    Article

    Language

    English

    First Page

    468

    Last Page

    475

    WOS Identifier

    WOS:A1995RW72300011

    ISSN

    0022-0663

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