Annette, A quick search in PsycInfo turned up these two:
Stalder, Daniel R., Source:Teaching of Psychology, Vol 32(4), Nov 2005. pp. 222-228. Publisher:US: Lawrence Erlbaum.ISSN:0098-6283 (Print) Abstract:Study 1 assessed students' use and perceptions of acronyms at 3 different exam times in 2 sections of Introduction to Psychology. Acronym use consistently predicted higher performance on acronym-related exam items, and I partially discounted 2 possible confounds. Students rated acronyms as helpful in multiple ways, including increasing motivation to begin studying. Students reported low prior use of acronyms, created their own acronyms during the semester, and conveyed intentions to continue mnemonic use on their own in later classes. Study 2 assessed psychology instructors' use and views of acronyms. I also provide a list of acronyms for introductory psychology and discuss general considerations in the construction and classroom use of acronyms. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)Subjects:*Psychological Terminology; *Psychology Education; * Carney, Russell N., Levin, Joel R. & Levin, Mary E. Source:Teaching of Psychology, Vol 21(3), Oct 1994. pp. 171-174. Publisher:US: Lawrence Erlbaum.ISSN:0098-6283 (Print) Abstract:Provides instructional recommendations for promoting positive student perceptions of the efficacy and personal relevance of mnemonic strategies (MSs). Using mnemonic demonstrations can convince students of the potency of MSs and can promote their spontaneous application. Acronyms and 1st-letter-type mnemonics, the keyword method, the pegword method, the method of loci, and the face-name mnemonic are applied to specific psychology course content to show their relevance to psychology students. (PsycINFO Database Record (c) 2007 APA, all rights reserved)Subjects:*Mnemonic Learning; *Psychology Education; Students Hope that helps. Larry -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Thursday, November 15, 2007 1:15 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] need references I have tried psychinfo and google for two things with no luck: I am looking for evidence to support the advice we often give to students to use (a) acrostics, (b) acronyms as study aids. I can find very many websites that offer this advice and how to do it, but none that back up the advice with an evidence that this really works. I had hoped to find something in the rehab literature but couldn't pin anything down on psychinfo. Next I have been looking for data to back up the often given advice of overlearning. I have found only one reference that found only a very short term benefit for overlearning, but no long term benefit. Again, do any of you have any real evidence for this advice? As much as possible I think students need to know why we tell them to do these things. I appreciate any help in this regard. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- ---
