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Abstract

The goal of this research was to determine whether there is a generation effect for learner-created keyword mnemonics and real-life examples, compared to instructor-provided materials, when learning neurophysiological terms and definitions in introductory psychology. Students participated in an individual (Study 1) or small-group (Study 2) in-class activity during which they used three strategies: generate new keyword mnemonics, generate new real-life examples, and read instructor-provided mnemonics and examples. Immediate and delayed quiz results showed that the keyword-mnemonic-generation strategy was superior for definitional quiz performance across both time points. Questionnaire data indicated that students overall felt “generating” was more helpful than “reading,” generating mnemonics was more helpful than generating examples, and a substantial portion would plan to use the mnemonic-generation strategy in the future. Results are discussed in the context of mnemonics training, specifically mnemonics-creation assignments, in the introductory-level psychology classroom and beyond.

Keywords

introductory psychology mnemonic devices memory learning

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