Three source-monitoring models were tested using the data of Bellezza, Elek, and Zhang (2016), who presented word pairs with each word in 1 of 4 locations. Given 1 word as a cue, participants had to remember the other word as well as the 2 corresponding locations. Results included (a) locations of the cue and target words were identified equally…

The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning…

We examined associative and item recognition using the maintenance rehearsal paradigm. Our intent was to control for mnemonic strategies; to produce a low, graded level of learning; and to provide evidence of the role of attention in long-term memory. An advantage for low-frequency words emerged in both associative and item recognition at very low…

This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy…

A peg-word mnemonic technique increased the memorability of paired associates for 15 (LD) and 15 non LD junior high students. Differential longer term retention slightly favored the nondisabled. (CL)

Instructions were given to first and sixth graders to use an imagery-retrieval strategy in recalling 18 paired associates. (SS)

Twelve high school students with learning disabilities were instructed in a strategy to identify and remember pairs or small groups of information. Results showed student improvement in test performance and creation of study cards. Students had distinct preferences among mnemonic devices and adapted strategies based on previous experience. (DB)

Compared three techniques for teaching name-to-face associations to older adults. Participants (N=60) were divided into no image (control), image, and image plus judgment groups. Results showed strong improvement in remembering names when interactive imagery was used. Those in the image plus judgment group showed less forgetting in recall.…

Twelve- and 18-year-olds learned a list of paired associates; experimental subjects were instructed in mnemonics, while controls simply learned the pairings. When subjects were presented a list of Latin nouns and their translations to learn, spontaneous transfer of the mnemonic strategy occurred only among 18-year-olds. (Author/GDC)

Three paired-associate learning studies were designed to test the hypothesis that individual differences in learning speed are determined by the types of elaborative strategies used by learners during acquisition. Slow learners generate fewer elaborators and produce less effective elaborators, even when using the same strategy as fast learners.…

The effects of rate repetition, self-generated visualization, and supplied visuals on the memorization of concrete noun-word pairs were investigated using 27 gifted children in grades four to six. The hypothesis that self-generated imagery techniques would be superior to supplied visuals was not supported. (Author/PN)

Seventy-nine first-year and 85 third-year students were tested on the meanings of French words from vocabulary lists. Twenty percent were then taught memory-improvement strategies, 20 percent were taught strategies and given guided practice, and 20 percent learned the lists without aids. The strategies significantly improved the performance of…

The effectiveness of the mnemonic keyword method was examined in four experiments with college students learning lists of pairs of Spanish nouns and their English equivalents. Implications for the further study and application of the keyword method are discussed. (Author/GK)

Two questions were addressed regarding the utility of the keyword method, originally developed as an instructional technique to facilitate foreign language vocabulary acquisition: (1) the method's applicability to other common school learning tasks; and (2) students' use of the method as a self-initiated study strategy. (Author/AL)

Mnemonic value of spellings in a paired-associate sound learning task was examined in first and second graders. Learning was fastest when correct spellings were seen or imagined. The preferred interpretation was that spellings are effective because they provide readers with orthographic images for symbolizing and storing sounds in memory.…