Strategies for learning proper names: expanding retrieval practice, meaning and imagery
Strategies for learning proper names: expanding retrieval practice, meaning and imagery
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学习专有名词的策略：扩展检索练习、意义和意象
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
E. Roberts
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文献类型：
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作者：
P. Morris;C. O. Fritz;Louise Jackson;Emma Nichol;E. Roberts
在实验室和现实生活中的实验中，名称学习策略，包括检索实践，语义联想和意象进行了比较。实验1和实验2研究了扩大提取练习和语义联想策略作为学习专有名词的记忆改善技术。参与者要么检索或重新研究相同的名称，扩大时间表。经过一段短暂的、充满间隔的时间后，检索后对名称的提示回忆比重新学习好约250%，有语义关联的比没有语义关联的好200%。总的来说，这些技术将召回率提高了300- 400%。在实验3中，检索的做法进行了比较，在现实生活中的社会条件下的名称学习的图像记忆法：参与者试图学习的人，他们在一个聚会上遇到的名字。在24-72小时后，提取练习产生了50%的高回忆，但图像记忆法并不比非指导性指令更有效地学习名字。版权所有© 2005年约翰威利父子有限公司。
Name learning strategies including retrieval practice, semantic associations and imagery were compared in laboratory-based and real-life experiments. Experiments 1 and 2 studied expanding retrieval practice and a semantic association strategy as memory improvement techniques for learning proper names. Participants either retrieved or restudied names on the same, expanding schedule. After a short, filled interval, cued recall of names was about 250% better following retrieval than restudy and 200% better with than without semantic associations. Together, the techniques improved recall by 300–400%. In Experiment 3, retrieval practice was compared with an imagery mnemonic for name learning under real-life social conditions: Participants sought to learn the names of people they met at a party. Retrieval practice produced 50% higher recall after 24–72 hours but the imagery mnemonic was no more effective than non-directed instructions to learn names. Copyright © 2005 John Wiley & Sons, Ltd.