Thanks; I will check these out. I must have used the wrong keywords because I searched for hours.
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] ---- Original message ---- >Date: Thu, 15 Nov 2007 13:28:19 -0500 >From: "Larry Daily" <[EMAIL PROTECTED]> >Subject: RE: [tips] need references >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > >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] > >--- > >--- ---
