Facing facts: Can the face-name mnemonic strategy accommodate additional factual information?
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.
college students, face-name mnemonic strategy, interference, learning processes/strategies, memory
Carney, Russell N., and Joel R. Levin. "Facing Facts: Can the Face-Name Mnemonic Strategy Accommodate Additional Factual Information?." The Journal of Experimental Education 80, no. 4 (2012): 386-404.
Journal of Experimental Education