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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ485752
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
The Peg-Word Mnemonic Facilitates Immediate but Not Long-Term Memory in Fifth-Grade Children.
Krinsky, Richard; Krinsky, Suzanne G.
Contemporary Educational Psychology, v19 n2 p217-29 Apr 1994
Two experiments examined immediate and long-term serial list learning effects for common nouns for 42 fifth graders. Results provide additional evidence that long-term forgetting may be greater for learners who receive mnemonic instruction than for untrained controls, in spite of some immediate enhanced recall. (SLD)
Descriptors: Elementary Education, Elementary School Students, Grade 5, Mastery Learning, Memorization, Memory, Mnemonics, Recall (Psychology), Training, Word Lists
Publication Type: Reports - Research; Speeches/Meeting Papers; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Portions of experiment 1 were presented at the Annual Meeting of the Psychonomic Society (November 1991).