Title
Mnemonic artwork-learning strategies: Helping students remember more than "Who painted what?"
Abstract
In two experiments, a recently devised mnemonic strategy was examined in the context of college students recalling the theme and contents of various paintings. With the painting-artist mnemonic strategy: (a) the artist's name is first recoded as a more concrete proxy; and (b) the recoded stimulus is then related to a prominent feature of the painting. Previous research has demonstrated that such a strategy enhances students' recall of artist names when cued with the associated paintings. The present study extends those findings by demonstrating that the strategy similarly facilitates students' recall of paintings and painting information when cued with the associated artist names. Of three different mnemonic variations included, one that incorporates a verbally described mnemonic interaction into the painting proved most effective. Suggestions for future research and educational implications are included in the discussion. © 1991.
Document Type
Article
DOI
https://doi.org/10.1016/0361-476X(91)90015-D
Publication Date
1-1-1991
Recommended Citation
Franke, Todd M., Joel R. Levin, and Russell N. Carney. "Mnemonic artwork-learning strategies: Helping students remember more than “Who painted what?”." Contemporary educational psychology 16, no. 4 (1991): 375-390.
Journal Title
Contemporary Educational Psychology
