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Wang, Alvin Y.; And Others – Journal of Educational Psychology, 1992
Findings from 4 experiments with a total of 218 college students, in which the retention interval for second-language vocabulary words was treated as a between-subjects factor, indicate that long-term forgetting is greater for learners instructed to use the keyword mnemonic than for learners engaged in rote rehearsal. (SLD)
Descriptors: College Students, Higher Education, Memorization, Mnemonics

Wang, Alvin Y.; Thomas, Margaret H. – Language Learning, 1992
Two studies compared the effects of imagery-based instruction and rote learning on the long-term recall of English translations of Chinese ideographs. In no instance was there any indication that imagery-based mnemonics conferred an advantage beyond the immediate test of recall. (27 references) (Author/LB)
Descriptors: Applied Linguistics, Chinese, Comparative Analysis, Ideography
Wang, Alvin Y.; And Others – 1989
Assessing the effect of memory improvement strategies upon long-term forgetting, two studies investigated the influence of popular mnemonic devices (the keyword method and the "method of loci") upon forgetting relative to rote rehearsal. The first study (79 subjects) compared the forgetting of French vocabulary words learned either by…
Descriptors: Analysis of Variance, Elementary Secondary Education, Higher Education, Learning Strategies
Wang, Alvin Y. – 1987
A relationship has been hypothesized between metamemory (the self-knowledge of memory processes that an individual can verbalize) and actual memory performance. To explore this relationship, a study was conducted, in partial replication of earlier studies, using the strategy choice paradigm for paired-associate learning (PAL) on a metamemory…
Descriptors: Cognitive Style, Encoding (Psychology), Grade 2, Learning Strategies