THE PROBLEM WAS TO DISCOVER WHETHER OR NOT HIGH SCHOOL FRESHMEN STUDENTS WHO DID NOT USE MNEMONICS COULD PROFIT BY THEIR USE AND WHETHER THE MNEMONICS SHOULD BE SUPPLIED TO THE STUDENT OR HE SHOULD BE TAUGHT TO CONSTRUCT HIS OWN. USE OF MNEMONIC DEVICES LED TO A MARKED IMPROVEMENT IN TEST SCORES. ALSO, ANY TYPE OF MNEMONIC DEVICE SUPPLIED BY THE EXPERIMENTER WAS FOUND TO BE EFFECTIVE IN RAISING TEST GRADES, AND WAS BETTER THAN REQUIRING THE STUDENT TO CONSTRUCT HIS OWN MNEMONIC. THIS RESULT RAISED THE QUESTION OF WHETHER OR NOT ALL SUITABLE TEXTBOOKS SHOULD CONTAIN MNEMONICS. THE AUTHOR SUGGESTED THE USE OF MNEMONICS MAY DECREASE IN EFFECTIVENESS AS THE NUMBER OF MNEMONICS USED BY ANY ONE STUDENT INCREASES. FURTHER RESEARCH WAS SUGGESTED TO DETERMINE THE MECHANISMS BY WHICH MNEMONICS WORK. (TC)