Pegword Mnemonic Instruction: Retrieval Times and Long-Term Memory Performance among Fifth-Grade Children
Abstract Two experiments examining allocation of self-paced study and retrieval times during serial list learning for common nouns were conducted with fifth graders. In both experiments, children receiving pegword mnemonic instruction (the One is a Bun technique) showed large post-test increases in self-paced study and similarly large increases in immediate retention compared to a pretest. Children failed to show improvements in long-term retention, but showed large increases in search times for incorrectly recalled target items during an unexpected test for delayed memory in Experiment 1, and for an expected test in Experiment 2. Results from these experiments are in line with previous laboratory reports demonstrating increased study and retrieval times for processing of information under imagery-based mnemonic instruction. Results also indicate that pegword mnemonic instruction provides an educationally efficient method for the allocation of study time during acquisition and immediate memory, but appears to require an increased allocation of time for a search of long-term memory. Ecological implications for school-based research are discussed.