The Case For Mnemonic Instruction: From Laboratory Research To Classroom Applications

Abstract

This article describes the design and execution of a systematic body of research using, as an example, the authors' own mnemonic strategy research. We describe the evolution of this research, from theory-driven laboratory research to long-term classroom applications of the effectiveness of curriculum-relevant mnemonic strategies. We argue that different experimental materials, different implementation procedures, and different experimental designs are necessary at different stages of the development of this research, and provide examples to support our positions. Finally, we describe the necessary contribution of other, independent researchers in supporting the external validity of the findings.