ERIC Number: ED173426
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Effects of Imagery, Mnemonics and Level of Processing in Learning Definitions Upon Concept Comprehension.
Johnson, Craig W.
Undergraduate students using an imagery mnemonic mediating technique involving "keywords" to learn definitions of thirty unfamiliar words performed better on a 1-week delayed comprehension test, on at least half of the definitions, than those who read and copied definitions. Mnemonic mediating strategies worked better than nonmediating strategies on both immediate and delayed occasions. The superiority of the mediating strategies was greater on the concrete than the abstract definitions. There were moderately large positive correlations between the degree to which participants in the mediating groups used the prescribed processing methods and comprehension test scores. (Author/GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, California, April 8-12, 1979)