The Peg Word Mnemonic Facilitates Immediate But Not Long - Term Memory in Fifth - Grade Children  

Oleh:

Krinsky, Richard ; Krinsky, Suzanne G.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 19 no. 02 (Apr. 1994), page 217-229.
Topik: MNEMONICS; school; grade children; term memory; mnemonic facilitates; peg word

Ketersediaan

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

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Isi artikel

Two experiments examining immediate and long-term serial list learning effects for common nouns were conducted with fifth graders. In Experiment 1, when initial level of recall was not controlled from pre to post training, children receiving mnemonic training with the peg-word (One is a Bun) technique showed superior immediate recall effects during post-test compared to pretest. However, pre- versus post-test differences were not detected with a test for long-term retention 2 days following acquisition. In Experiment 2, when initial level of recall was controlled following mastery level learning, experimental subjects again showed superior immediate recall effects compared to untrained controls. The reverse effect occurred during a test for long-term retention. Results from these experiments are in line with recently reported findings by Wang and his associates (1992) and provide further evidence that long-term forgetting may be greater for learners receiving mnemonic instruction than for untrained controls. Implications for ecological, school-based research are discussed.

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