Mnemonic Vocabulary Instruction : Additional Effectiveness Evidence  

Oleh:

Nordwall, Margaret B. ; Levin, Mary E. ; Glasman, Lynette D. ; Levin, Joel R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 17 no. 02 (Apr. 1992), page 156-174.
Topik: EVIDENCE; mnemonic; voabulary; instruction; effectiveness; evidence

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The results of four experiments are reported, two with seventh- and eighth-grade students and two with third- and fourth-grade students. The purpose of Experiment 1 was to compare two student-generated vocabulary-learning strategies, sentence context and mnemonic keyword, under two alternative learningformats, individual and small group. The purpose of Experiment 2 was to compare experimenter provided versions of the two strategies on vocabulary-usage test items that would ostensibly be most hospitable to the context strategy, namely sentencecomprehension items in which the originally learned contexts were reinstated. In Experiment 3, the small-group student-generated mnemonic vs context comparison was extended downward in age, from middle-school to elementary-school students. Finally, Experiment 4 compared both individual and student-pair versions of the student-generated mnemonic strategy with an individual free-study format. In each experiment, the durability of initial vocabulary-learning effects was assessed on the basis of delayed tests administered 3 days to 2 weeks later. In all experiments, mnemonic keyword students (whether individual, paired, or small group) outperformed their sentence-context and free-study counterparts on both immediate and delayed measures of definition recall. In addition, in three of the four experiments mnemonically instructed students were superior on tests of vocabulary usage (sentence and story comprehension).

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