Title

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

Authors

Authors

A. Y. Wang;M. H. Thomas

Comments

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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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