Effectiveness of Mnemonic Strategies on Recall: Method of Loci over Imagery Method - Coursework Example

Abstract There is rapid development in scientific study of techniques for improving learning and memory, and researchers have investigated several types of mnemonic strategies to find out more cost effective systems that may provide better memory retention and recall. Under the present research two groups of subjects, psychology students in the age of 17 and above were given instructions in using two of the most effective mnemonic techniques, Method of Loci and Imagery Method, to identify efficacy in better recall with these techniques. The subjects of Loci method scored higher over the participants of Imagery method, establishing that mnemonic devices have shown to enhance ordering of recall, though there may be some experimental failure attributable to controlled settings or due to testing defects and data analysis. Laboratory Report All humans, whether young students or grown-ups, are involved in information processing, as all are exposed to deal with information acquiring, retaining, and using it according to the situation warrants. For memory retention we have to continuously rehearse and store working memory, transfer this short-term memory to long-term memory, and may require erasing by forgetting it. The process of shifting information already stored from long-term memory to short-term memory and back is called retrieval. Systematic strategy for strengthening long-term retention and retrieval of information are referred to as “mnemonic device”, and are employed to facilitate learning (Carlson, et al, 1976, p.117). As pointed out by Yates (1966), “since the time of the ancient Greek, a great variety of mnemonic systems have been developed for aiding recall when it is not possible to provide oneself with external retrieval cues,” mnemonic system is not of recent development (Roediger, 1980, p.558). Popular mnemonic techniques in operation are the imagery method, the link method, a peg system, the method of Loci, the Keyword method, Acronyms, Rhyming, etc. There are verbal mnemonic systems as well as imagery models, and they work by creating connections, between new word and an image involving a related word, where no connection is immediately obvious to the learner. There is rapid development in scientific study of techniques for improving learning and memory, and researchers have investigated several types of mnemonic strategies involving imagery or other forms of elaboration, as various cognitive learning strategies have already been identified, described, and shown to the useful (Weinstein, et al, 1981, p.159). Researchers observe that simple instructions in the use mnemonic strategies may be sufficient, but more extensive training may be required for their efficient use. Thus, necessitating further comparative research in the use of learning strategies and formulating specific training variable, as relative effectiveness of training and instruction depend on the meticulous cognitive strategy being taught. Among the major strategies the method of Loci (place method) has proved to be an effective learning strategy, and instructional details as well as performance data are available in the research literature (Bower, 1970, etc., as cited in Weinstein, et al, 1981). The method of loci is considered as the classic mnemonic, and it is by far easier to learn, and most effective as a relatively short-term strategy in memorizing places and landmarks. The standard teaching procedure under method of loci is first to give the subjects instructions in the use of technique, then an opportunity to select their location, then a practice word list, and finally a test to determine their level of mastery. This technique proved to be easiest and successful in cuing items in association with images which are already well-known to a person. At the same time, it is not without limitations as it will be difficult to recall a particular item without going through the list in order until one reaches the item they want; and also if the information is presented very fast. Bower (1972) had shown that paired associate recall of lists of concrete nouns was much better when subjects were instructed to form interactive images of the referents of the nouns at study than when they were instructed simply to rehearse the pairs, establishing that the simple advice to use images can serve as a powerful mnemonic (Roediger, 1980, p.558). Imagery is also considered as an effective tool in mnemonic strategies as it provides an easy way of connecting information that is not otherwise readily connected. In this approach words or images provide a context which links the information, and thus, it is effective only when used with an organizing structure. Many psychological research findings confirm that “recall of occupation is easier than recall of names even when same words have been studied,” and hence problem with name learning and recall influenced the development of many different models (Morris, et al, 2005, p. 779). Name game is a method explored by Landauer and Bjork (1978), and propagated by other researchers in the field, with the aim of expanding retrieval practice by simply attempting to retrieve items at increasing intervals following their initial presentation (Morris, 2005). It is generally found that following introduction to a new person we could make it a point to recall their name during the initial conversation and later, after a few minutes, and then following a longer period. Major strategy adopted for learning names of group members in name game is based on complex imagery mnemonic. The strategy involves “analyzing the person’s name and examining their appearance for a distinctive feature and then forming mental image that links the name to that feature. A scrutiny of memory improvement literature reveals that Complex imagery mnemonic has been very effective under laboratory conditions, whereas its draw back is when attempting to employ this technique during conversations. “Under the social demands of meeting new people this mnemonic seems to be too demanding, despite its effectiveness under laboratory conditions” (Morris et al, 2005, p.780). This clearly emphasizes the constraint in applying imagery mnemonic in learning the names of group of members in a wider and complex perspective. There are limited studies that have attempted to compare the effectiveness of different mnemonic methods. Though various mnemonic techniques are available for experimenting with different situations, and in the absence of specific cost effective methods, research to identify efficacy and importance of training over supplying instructional packages as well as structuring available training patterns would be necessary to establish supremacy of any mnemonic technique. The purpose of present study is to identify whether the Method of Loci mnemonic strategy would be more effective in recall than Imagery Method. Method Participants In this experiment two mnemonic strategies of Method of loci and Imagery method were used for testing, and identifying their effectiveness in helping the participants for better recall. There were 671 participants in the experimental group and their age range was 17 years and above. All the participants in the study were drawn from first year psychology students, enrolled at three campuses of Deakin University. The subjects were put to test as part of their course requirement. Materials A list of 15 words each in Appendix A and Appendix B was given to the participants. Some words were read out to the participants under method of loci, and asked to remember the words by placing each word along different locations on a regular path they take. For example the path they take from home to university and placing the different items along the different spots in the path. They were asked to recall as many words they could, during later session. The group using Imagery method were informed to link the words, read out, with some images, before going through the instructions provided to them. They were instructed to remember the words by forming an image of each word, such as, if the word is ‘apple,’ think of what an apple looks like, and so on. They were also informed about the later requirement to recall as many words as they could. Procedure Irrespective of sex, color, social background, or relying on predetermined strategy to measure intelligence of each student, the participants were split into two groups, a training group and an instruction group, by random selection method. In the first group there were 339 participants and they were subjected to test under Method of Loci. The training group had two sessions comprising detailed instructions, practice reading followed by individual feed back, and review of training received during the first session. This group was given elaborate instructions for using cognitive strategies, and the experimenter evaluated their performance after the introduction and practice of the new strategy. In addition, the written instructions included description of strategies, many examples of their use, and provisions for practice. The verbal elaboration was specifically used to make the material more personally meaningful to the learner by relating it to his/her current knowledge. Second group comprised 332 participants and were tested under Imagery Method. The participants had only one session, identical to the second session of first group. The written instructions were not elaborate and the participants were left for visualization of a mental picture by the learner and connecting with persons, events, or facts involved in the learning task. Then the participants were asked to read out the list of words in Appendix B, at a rate of four seconds per word, or exactly to say 15 words within a minute. Once reading of the list was completed, participants were given two minutes to write down as many words as they could recall, and finally the numbers of correctly recalled words were calculated. Data from all classes across three campuses had been collated and summarized, for the purpose of getting better data and meaningful interpretation of it. The total score and Mean number of words recalled by two mnemonic strategy groups were calculated Results The response from each subject in experiment was assigned scores with reference to presenting the words in correct order of recall, and total scores in each mnemonic strategy groups then calculated. The total score and Means for each group are given in Table 1. Table 1 Mean recall scores for the Method of Loci and the Imagery Method groups Group Total score Mean Method of Loci 3644 10.75 Imagery method 3026 9.11 The mean from the total score of 3644, under Method of Loci, was 10.75, whereas mean for Imagery method turned out to be 9.11 out of the total score 3026. The data analysis established that the subjects trained under method of loci scored higher than the subjects tested under method of imagery. Discussion Both techniques had effectively demonstrated the recall capability of subjects for learning the names and retrieving it with a marginal difference in total score. This research to identify efficacy and importance of training over supplying instructional packages as well as structuring available training patterns has established supremacy of Method of Loci over Imagery method. Researchers like Poon, Rubin, & Wilson (1989), in the field of memory and aging, are increasingly focusing their attention on the everyday experiences of the elderly in order to acquire a practical understanding of the aspect of adult cognitive development. (Dretzke, p. 489). The experiment had established the effectiveness of loci method in recall capability of elderly. Studies conducted by Shriberg, Levin, McCormick, and Pressley (1982), with junior high school students as subjects, using keyword pictorial and imagery versions of prose mnemonic had shown that “the relative benefits of mnemonic illustrations were greater than those of mnemonic imagery” (Dretzke, p. 491). These illustrations and present research finding clearly support efficacy of Loci method in enhancing recall capability of student subjects. However, the data analysis may involve some methodological limitations as prior assessment of different memory abilities of individuals in the group were not carried out before the experiment. The hypothesis that the Method of Loci mnemonic strategy would be more effective in recall has been supported by this research. This is because participants who used the Method of Loci recalled more words than those who used the Image Method. Reference Carlson, Robert, F., Kincaid, Peter, J., Lance, Sara, & Hodgson, Thomas. (1976). Spontaneous use of Mnemonics and Grade Point Average. The Journal of Psychology, (92), 117-122. Georgia: Georgia Southern College. Dretzke, Beverly, J. Effects of Pictorial Mnemonic Strategy Usage on Prose Recall of Young, Middle-aged, and Older Adults. Eau Claire: University of Wisconsin. pp. 489-491. Morris, Peter E., et al. (2005). Strategies for learning proper Names: Expanding Retrieval Practice, Meaning and Imagery. Applied Cognitive Psychology, 19: p. 779-798. Wiley InterScience. Retrieved December 03, 2007, from www.interscience.wiley.com Roediger III, Henry, L. (1980). The effectiveness of Four Mnemonics in Ordering Recall. Journal of Experimental Psychology: Human Learning and Memory. Vol.6, No. 5, p.558-567. Weinstein, Claire, E et al. (1981). Training versus Instruction in the Acquisition of Cognitive Learning Strategies. Contemporary Educational Psychology: (6), 159-166. Austin: University of Texas, Academic Press. APPENDIX A WORD LIST 1. Doll 2. Water 3. School 4. Money 5. Tie 6. Hen 7. Soap 8. Shell 9. Skirt 10. Cream 11. Clock 12. Paper 13. Food 14. Park 15. Horse APPENDIX B WORD LIST FOR POST-TEST 1. Street 2. Plates 3. Sheep 4. Cabin 5. Gem 6. Mixer 7. Peach 8. Tent 9. Cup 10. Brick 11. Lake 12. Shoes 13. Lettuce 14. Truck 15. Spider Read More