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1. Conquering Mnemonophobia, with Help from Three Practical Measures of Memory and Application (EJ802662)
Author(s):
Carney, Russell N.; Levin, Joel R.
Source:
Teaching of Psychology, v35 n3 p176-183 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Mnemonics; Misconceptions; Teaching Methods; Memory; College Students; Higher Education; Introductory Courses; School Psychology; Educational Psychology; Undergraduate Students; Experiments
Abstract: Recent articles in "Teaching of Psychology" have endorsed the classroom use of various mnemonic techniques. Yet a degree of mnemonophobia (i.e., fear of using mnemonics) may persist in the minds of some "ToP" readers due to various lingering misconceptions. In this regard, we conducted 3 practical experiments with college students using the mnemonic keyword method to learn a set of psychological terms (namely, phobias, for which we provide a sample set, along with their mnemonic representations). We examined students' immediate and delayed recall, inference-demanding matching and categorization tests, and backward recall (recall of terms from definitions). On all measures, mnemonic students statistically outperformed control students. These findings provide further support for the use of classroom-based mnemonic techniques. (Contains 4 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Unmistakable Professional Promise of a Young Educational Psychology Researcher and Scholar (EJ792225)
Levin, Joel R.
Educational Psychologist, v43 n2 p70-85 Apr 2008
2008-04-00
Journal Articles; Reports - Research
Descriptors: Graduate Students; Educational Psychology; Memory; Literacy; Skill Development; Vocabulary Development; Mnemonics; Researchers; Academic Aptitude; Imagery; Cognitive Development; Learning Strategies; Paired Associate Learning; Educational Research; Reading Comprehension; Recall (Psychology); Professional Recognition; Reputation
Abstract: This article focuses on the early research domains investigated by Michael Pressley, along with the integrations and initiatives that were inspired by them. These research domains include verbal and imagery elaboration memory strategies, and developmental aspects of them; interrogative elaboration; pictorial strategies for language and literacy skill development (including the mnemonic keyword method of vocabulary learning and pictorial strategies for remembering text information); and memory strategy monitoring and test preparation. The article is liberally sprinkled with personal accounts and anecdotes of Mike's early career experiences (as a graduate student, postgraduate researcher, and young professor). From the very beginning, there was no mistaking the professional promise of this young educational psychology researcher and scholar. (Contains 1 table, 1 figure and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Enhancing Comprehension in Small Reading Groups Using a Manipulation Strategy (EJ768338)
Glenberg, Arthur M.; Brown, Megan; Levin, Joel R.
Contemporary Educational Psychology, v32 n3 p389-399 Jul 2007
2007-07-00
Descriptors: Sentences; Reading Comprehension; Elementary Education; Children; Manipulative Materials; Small Group Instruction; Reading Research; Classroom Research; Reading Instruction; Object Manipulation
Abstract: Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Improving Native American Children's Listening Comprehension through Concrete Representations (EJ768333)
Marley, Scott C.; Levin, Joel R.; Glenberg, Arthur M.
Contemporary Educational Psychology, v32 n3 p537-550 Jul 2007
Descriptors: Visual Aids; Toys; Memory; Learning Problems; Reading Comprehension; American Indians; Elementary Education; Object Manipulation; Visual Stimuli; Visualization; Perceptual Motor Learning; Experiments; Listening Comprehension
Abstract: The primary purpose of the present study was to determine whether recent findings documenting the benefits of text-related motor activity on young children's memory for reading passages [Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. (2004). Activity and imagined activity can enhance young readers' reading comprehension. "Journal of Educational Psychology, 96," 424-436.] could be extended to the text processing of Native American children. Forty-five third through seventh-grade students with academic learning difficulties listened to four narrative passages under one of three instructional conditions: manipulate, where students moved toy objects to represent the story's content; visual, where students observed the results of an experimenter's toy manipulations; and free-study, where students thought about the content of the presented story sentences. Findings were consistent with the literature documenting the comprehension and memory benefits of text-relevant concrete representations, with students in the manipulate and visual conditions statistically outrecalling students in the free-study condition. In contrast to the results of the Glenberg et al. (2004) reading study, no conditions-related differences were observed on a final passage where students were instructed to generate internal visual images of story events in the absence of external visual support (i.e., when no toys were present). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Improving Students' Memory for Musical Compositions and Their Composers: Mneme that Tune! (EJ816815)
College Student Journal, v41 n4 p918-925 Dec 2007
2007-12-00
Descriptors: Music Education; Music Appreciation; Mnemonics; Control Groups; Classical Music; Learning Strategies
Abstract: Students enrolled in music appreciation and music history courses may find it difficult to remember composers' names and the titles of their compositions--particularly when retrieval is prompted by corresponding classical music themes. We sought to develop and validate a mnemonic approach in which musical themes were first recoded as more concrete referents, and then meaningfully associated with names and titles. Undergraduates were randomly assigned to either "own best method" or mnemonic conditions in both experiments. In Experiment 1, students associated composers and composition titles. In Experiment 2, students associated musical themes and composers' names (Day 1), and themes, names, and titles (Day 2). In all statistical comparisons, students using the mnemonic approach statistically outperformed corresponding "own best method" control groups. Our positive findings are of special note in Experiment 2, where classical music themes prompted students to identify titles and composers' names. To our knowledge, this is the first research to validate a mnemonic approach of this sort. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Incidence of "Causal" Statements in Teaching-and-Learning Research Journals (EJ782093)
Robinson, Daniel H.; Levin, Joel R.; Thomas, Greg D.; Pituch, Keenan A.; Vaughn, Sharon
American Educational Research Journal, v44 n2 p400-413 2007
2007-00-00
Descriptors: Intervention; Incidence; Meta Analysis; Bibliometrics; Evaluation Research; Causal Models; Heuristics; Journal Articles; Teaching (Occupation); Learning Processes
Abstract: The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of "causal" statements (e.g., if teachers/schools/parents did X, then student/child outcome Y would likely result). Nonintervention research articles containing causal statements increased from 34% in 1994 to 43% in 2004. It appears that at the same time intervention studies are becoming less prevalent in the teaching-and-learning research literature, researchers are more inclined to include causal statements in nonintervention studies. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Is Educational Intervention Research on the Decline? (EJ734288)
Hsieh, Peggy (Pei-Hsuan); Acee, Taylor; Chung, Wen-Hung; Hsieh, Ya-Ping; Kim, Hyunjin; Thomas, Greg D.; You, Ji-in; Levin, Joel R.; Robinson, Daniel H.
Journal of Educational Psychology, v97 n4 p523-529 Nov 2005
2005-11-00
Descriptors: Educational Psychology; Periodicals; Intervention; Educational Research; Journal Articles; Trend Analysis
Abstract: In this article, the authors examined intervention studies that appeared in four educational psychology journals (Cognition & Instruction, Contemporary Educational Psychology, Journal of Educational Psychology, Journal of Experimental Education) and the American Educational Research Journal (AERJ) in 1983 and from 1995 to 2004. The majority of studies included adults (age 18 and older) as participants, administered brief (less than 1 day) interventions, assessed intervention effects immediately following the intervention, and did not report treatment integrity. Most studies included multiple outcome measures and exhibited an increase in effect-size reporting from 4% in 1995 to 61% in 2004. The percentage of total articles based on randomized experiments decreased over the 21-year period in both the educational psychology journals (from 40% in 1983 to 34% in 1995 to 26% in 2004) and AERJ (from 33% to 17% to 4%). Limitations of the study and future research issues are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension (EJ685001)
Glenberg, Arthur M.; Gutierrez, Tiana; Levin, Joel R.; Japuntich, Sandra; Kaschak, Michael P.
Journal of Educational Psychology, v96 n3 p424-436 Sep 2004
2004-09-00
Journal Articles; Reports - Descriptive
Descriptors: Young Children; Teaching Methods; Reading Comprehension; Indexing; Manipulative Materials; Reading Instruction; Imagination
Abstract: The Indexical Hypothesis suggests a new method for enhancing children's reading comprehension. Young readers may not consistently "index," or map, words to the objects the words represent. Consequently, these readers fail to derive much meaning from the text. The instructional method involves manipulating toy objects referred to in the text (e.g., a barn, a tractor, a horse, in a text about a farm) to simulate the actions described in the text. Correctly manipulating the objects forces indexing and facilitates the derivation of meaning. Both actual manipulation and imagined manipulation resulted in markedly better (compared with rereading) memory for and comprehension of the text material, thereby lending strong support to the Indexical Hypothesis. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. An Empirical Investigation of the Statistical Properties of Generalized Single-Case Randomization Tests (EJ731921)
Lall, Vanessa F.; Levin, Joel R.
Journal of School Psychology, v42 n1 p61-86 Jan-Feb 2004
2004-00-00
Descriptors: Intervention; Tests; Sample Size; Effect Size; Statistical Analysis
Abstract: Adapting Edgington's [J. Psychol. 90 (1975) 57] randomly determined intervention start-point model, Levin and Wampold [Sch. Psychol. Quart. 14 (1999) 59] proposed a set of nonparametric randomization tests for analyzing the data from single-case designs. In the present study, the performance of Levin and Wampold's four basic tests (independent start-point general and comparative effectiveness, simultaneous start-point general and comparative effectiveness) was examined with respect to their Type I error rates and statistical power. Of Levin and Wampold's four tests, all except the independent start-point comparative effectiveness test maintained their empirical Type I error rates and had acceptable power at larger sample-size and effect-size combinations. The one-tailed comparative intervention effectiveness test for the independent start-point model was found to be too liberal, in that it did not maintain its Type I error rate. Although a two-tailed application of that test was found to be conservative at longer series lengths, it had acceptable power at larger sample-size and effect-size combinations. The results support the utility of a versatile new class of single-case designs that permit both within--and between--unit statistical assessments of intervention effectiveness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Do Pictorial Mnemonic Text-Learning Aids Give Students Something Worth Writing About? (EJ671097)
Rummel, Nikol; Levin, Joel R.; Woodward, Michelle M.
Journal of Educational Psychology, v95 n2 p327-34 Jun 2003
2003-00-00
Journal Articles
N/A
Descriptors: College Students; Higher Education; Learning Strategies; Memorization; Mnemonics; Study Skills
Abstract: In 2 experiments, college students read a historical passage on aspects of human intelligence. Students were randomly assigned to 2 different instructional conditions to process the passage, mnemonic and free study. Mnemonic participants remembered more names and contributions than did free-study participants. Findings illustrate that mnemonic techniques are useful in improving students' memory for and application of central textual information. (Contains 33 references, 2 tables, and 1 figure.) (GCP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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