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Autor/inn/en | Rummel, Nikol; Levin, Joel R.; Woodward, Michelle M. |
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Titel | Do pictorial mnemonic text-learning aids give students something worth writing about? |
Quelle | In: Journal of educational psychology, 95 (2003) 2, S. 327-334Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
Schlagwörter | Freies Reproduzieren; Gedächtnis; Stimulation (Psy); Verbale Kommunikation; Wiedererkennen; Bild; Gedächtnis; Lernen; Mnemotechnik; Wiedererkennen; Lernen; Mnemotechnik; Bild; Text-Bild-Beziehung |
Abstract | Studied the influence of pictorial mnemonic strategies on memory for textual information. In two experiments, a total of 80 psychology students read a text passage on aspects of human intelligence. They were assigned to one of two processing conditions: mnemonic (with keyword for theorists and line drawings linking theorists with their respective contributions) and free study (using their own preferred study methods). Subjects completed a matching task, wrote a short essay on the material, and completed a questionnaire describing their study method and its effectiveness immediately after the study session. Another matching task was completed one week later. Mnemonic participants remembered more names and contributions than did free-study participants in all tests. It is concluded that pictorial mnemonic techniques are useful in improving both students' memory for and application of central textual information. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2005_(CD) |