Effects of a mnemonic technique applied to verbal learning and memory.

Abstract

This investigation evaluated the effects of Furst's mnemonic technique applied to serial verbal learning using consonant-vowel-consonant (CVC) lists of Low (1.07), Medium (2.75), and High (4.37) scaled meaningfulness ( m‘) values. On the basis of three pre-experimental tasks known to correlate well with serial learning performance, 126 college Ss were recruited to form 18 matched pairs at each of seven ability levels. One member of each pair was assigned to the experimental group and given a 1-hr. lecture-demonstration on Furst's “hook” method. This was followed by four days of private practice in imagery using a list of 100 random digits. The other Ss were assigned to the control group. All Ss were then divided into three experimental and three control groups of 21 comparable Ss each. Ss received 20 Learning trials on one of the three 10-item CVC lists, were excused for 24 hr., then retested for 10 Relearning trials on the same list. Furst's method produced significant differences in Recall (loss over the 24-hr. test) and Relearning, but the differences failed to reach statistical significance for the Learning phase. A complex relationship existed between the effectiveness of the Method and Meaningfulness, with no differences occurring for highly meaningful lists, large differences for medium m' lists, and small differences for low m' lists. Superiority of the experimental groups over the control groups was mainly attributable to better performance on the part of low-ability Ss. Both Meaningfulness and Ability were primary sources of between-group differences during Learning, Recall, and Relearning. Complex interactions appeared between degree of meaningfulness, level of ability, and Furst's method. Some methodological problems were discussed. It was concluded that Furst's mnemonic technique has limited usefulness during the acquisition of a serial verbal list, and perhaps a significant facilitating effect on retention, provided the material to be recalled is of medium or low meaningfulness, but no efficacy for remembering highly meaningful materials learned under the present conditions.