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Shimamura, Arthur P. – Teaching of Psychology, 1984
Cognitive and educational psychology have much to offer in developing strategies for efficient learning and memory. How mnemonic skills were taught in continuing education and in introductory college-level cognitive psychology courses is described. (RM)
Descriptors: Continuing Education, Course Descriptions, Course Evaluation, Higher Education
Instructor, 1983
This article explains two techniques for helping students develop long-term memory skills and retain information taught in class. One technique relies on mental pictures to keep track of a numbered series of items; the other depends on key words derived from the material that must be memorized. (PP)
Descriptors: Association (Psychology), Elementary Secondary Education, Long Term Memory, Memorization
Williams, Sheri S. – Adult Education (London), 1979
The teacher's job is to help people to learn; memory is an integral part of the learning process. The author argues that the memory can be developed by specific methods and that teachers can help their students to learn more effectively by showing them some simple way to improve memory. (Author)
Descriptors: Adult Students, Cues, Imagery, Learning Processes
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Jackson, Michael C.; Anderson, Norman D. – Science Teacher, 1988
Discusses the value of memorized factual material in science. Describes the use of mnemonic devices to facilitate memorization. Provides a list of 14 mnemonic devices commonly used in science other than ROY G. BIV, which is used to remember the colors of the visible spectrum. (CW)
Descriptors: Cognitive Processes, Cues, Learning Processes, Learning Strategies
Schneider, Larissa A. – 1983
Understanding the cognitive principles inherent in schematic concepts can enhance the practice of fundamental public relations activities. Schemata dictate what information will be attended to, what interpretations will be made of it, and how it will be remembered. Both self-schemata and other-schemata help individuals organize and interpret their…
Descriptors: Cognitive Processes, Communication (Thought Transfer), Mass Media, Public Relations
Duchastel, Philippe C. – 1981
The testing effect is a phenomenon that may be described as follows: following the reading of a prose passage, a group of students who are given a posttest on the passage immediately or shortly afterward will later recall more of the passage on a retention test than will a similar group of students who are not given the posttest. Testing as a…
Descriptors: Classroom Techniques, Educational Research, Elementary Secondary Education, Learning Processes
Solon, Carol
The basic skills program at Norwalk Community College integrates the teaching of fundamental reading, writing, and study skills with an introductory course in psychology. The pyramid diagram is one of the key techniques used in the program. It is a visual outline which organizes information so that the subject, main idea, and details connect in a…
Descriptors: Community Colleges, Compensatory Education, Integrated Activities, Learning Theories
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Thieman, Thomas J. – Teaching of Psychology, 1984
The encoding specificity principle asserts that a retrieval cue will be effective if, and only if, the to-be-remembered item was specifically encoded with respect to that cue during input. Describes a classroom experiment that provides an opportunity to demonstrate the encoding specificity phenomenon, note its limitations, and discuss its cause…
Descriptors: Course Descriptions, Cues, Educational Experiments, Higher Education
Ference, Pamela R.; Vockell, Edward L. – Educational Technology, 1994
Discusses adult learner characteristics, explains events of instruction, and describes how the characteristics of adult learners can be merged with these events of instruction to help facilitate instruction in software use. Highlights include gaining attention; motivation; stimulating recall of prerequisite material; feedback; performance…
Descriptors: Adult Learning, Adult Students, Computer Software, Evaluation Methods
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Smith, Steven M. – Teaching of Psychology, 1985
Teaching name mnemonics on the first day of class in psychology courses can demonstrate the power of cognition via a firsthand experience. Students create mnemonics for each other in small groups. Students then describe their name mnemonics to the class. (RM)
Descriptors: Higher Education, Introductory Courses, Learning Strategies, Mnemonics