Title

Got Neurons? Teaching Neuroscience Mnemonically Promotes Retention and Higher-Order Thinking

Document Type

Article

Publication Date

2011

Abstract

The purpose of this study was to determine whether introductory psychology students could make effective use of the mnemonic keyword method in: (a) initially acquiring 26 neuroscience terms; (b) retaining this information over time; and (c) applying what they learned to a task requiring some degree of higher-order thinking. In two separate classes, 70 participants were trained either to use the keyword method or their own best method to study the neuroscience terms. After a 5-day delay, students returned to complete an unannounced assessment of the neuroscience terms. Based on a reduced sample of 58 ‘eligible' participants, results indicated that students using the keyword method outperformed their own-best-method counterparts on immediate, delayed, and higher-order thinking assessments. The findings support the literature on the utility and power of the keyword method in actual psychology classroom learning contexts.

Recommended Citation

Richmond, Aaron S., Russell N. Carney, and Joel R. Levin. "Got neurons? Teaching neuroscience mnemonically promotes retention and higher-order thinking." Psychology Learning & Teaching 10, no. 1 (2011): 40-45.

DOI for the article

10.2304/plat.2011.10.1.40

Department

Psychology

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