Memory and Cognition Name seven words: Demonstrating the effects of knowledge on rate of retrieval. Jacqueline E.Muir-Broaddus Coming to terms with the keyword method in introductory psychology: A “neuromnemonic” example

1998 ◽

Vol 25 (2) ◽

pp. 132-134 ◽

Cited By ~ 19

Author(s):

Russell N. Carney ◽

Joel R. Levin

Keyword(s):

Central Nervous System ◽

Nervous System ◽

Introductory Psychology ◽

Memory Test ◽

Repetition Condition ◽

Simple Experiment ◽

Keyword Method ◽

The Central Nervous System ◽

Psychology Course ◽

Beginning Students

An introductory psychology course presents extensive new terminology to beginning students—a lexicon that may prove difficult to master. A useful technique in this regard is the mnemonic keyword method. However, because textbook examples often focus on the acquisition of foreign vocabulary, students and instructors may not see the relevance of the keyword method for the learning of terminology in psychology. To illustrate this connection, we provide a set of “neuromnemonic” material that we developed for terminology relaxed to the central nervous system. Furthermore, we describe a simple experiment in which we compared 2 versions of our keyword approach to a repetition condition. The 2 mnemonic approaches produced advantages on an immediate definition-memory test as well as on a task that required application of the material learned. These findings provide additional evidence that mnemonic strategies facilitate more than just rote memorization of facts.

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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