Sentence mnemonics and noun pair learning

Abstract

The effects of mnemonic usage on learning of noun pairs was examined by varying the opportunity to encode idiosyncratically and by supplying different types of sentence mnemonics. The sentence mnemonics involved linking the noun pair by a conjunction (CS) or a verb (VS). It was expected that the VS mnemonics would facilitate learning when the opportunity to idiosyncratically encode was reduced. Contrary to expectations both the CS and VS mnemonics interfered with learning regardless of the opportunity for idiosyncratic encoding. However, in agreement with other research the VS mnemonics facilitated learning of fifth graders. An analysis of reports suggests the adults in the control group constructed idiosyncratic mnemonics which were more effective than the sentence. Furthermore, a large proportion of Ss receiving sentences reported forming other mnemonics for the pairs, a process which could interfere with performance.