Title

Facing facts: Can the face-name mnemonic strategy accommodate additional factual information?

Abstract

In 3 experiments, undergraduates used their own best method (control) or an imposed face-name mnemonic strategy to associate 18 caricatured faces, names, and additional facts. On all immediate tests (prompted by the faces), and on the delayed tests of Experiments 2a and 2b combined, mnemonic students statistically outperformed control students on name and political affiliation identification measures as well as on name-affiliation pairs. Interference issues were examined in the latter 2 experiments. The study findings replicate prior positive findings with the face-name mnemonic and demonstrate that additional factual information can be successfully added to the face-name mnemonic strategy through implementation of the present mnemonic format.

Department(s)

Psychology

Document Type

Article

DOI

https://doi.org/10.1080/00220973.2011.630431

Keywords

college students, face-name mnemonic strategy, interference, learning processes/strategies, memory

Publication Date

8-1-2012

Journal Title

Journal of Experimental Education

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