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Academic literature on the topic 'Mnemonics'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Mnemonics"

1

Sien, Tjie Fu. "Penggunaan Mnemonik Alkitab Model Paralel Untuk Mengingat Ayat-Ayat Alkitab." Didache: Journal of Christian Education 1, no. 1 (June 27, 2020): 77. http://dx.doi.org/10.46445/djce.v1i1.297.

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Mnemonics are related to remembering and recalling, and have been used for thousands of years. Mnemonic strategies have been used in various fields both psychology and medical. In this case the writer wants to examine the use of mnemonics in remembering Bible verses. The author conducted a literature study by examining a variety of relevant library sources. From the results of the analysis of several literature sources, parallel mnemonics can be used to help remember Bible verses. Mnemonics can help the process of remembering because it involves the media and associations so that it helps the senses in remembering. Mnemonik berkaitan dengan mengingat dan ingatan, serta telah digunakan ribuan tahun. Strategi mnemonik telah digunakan dalam berbagai bidang baik psikologi maupun medis. Dalam hal ini penulis ingin mencermati pemanfaatan mnemonik dalam mengingat ayat-ayat Alkitab. Penulis melakukan studi pustaka dengan mencermati berbagai sumber pustaka relevan. Dari hasil analisis beberapa sumber pustaka, mnemonik parallel yang dapat digunakan untuk membantu mengingat ayat Alkitab. Mnemonik dapat membantu proses mengingat karena melibatkan media dan asosiasi sehingga menolong indera dalam mengingat.

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Kalashnikov, A. V. "Mnemonic Aids in Linguodidactic Discourse." NSU Vestnik. Series: Linguistics and Intercultural Communication 19, no. 4 (November 22, 2021): 93–102. http://dx.doi.org/10.25205/1818-7935-2021-19-4-93-102.

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The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.

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Сherepakha, O. L., N. G. Gadzhula, and M. A. Goray. "Mnemonics for better and faster memorization of histology information for English-speaking students of medical and dental faculties." Reports of Vinnytsia National Medical University 23, no. 3 (September 2, 2019): 490–94. http://dx.doi.org/10.31393/reports-vnmedical-2019-23(3)-25.

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Medical students need quickly and efficiently memorize and process large amounts of information, and mnemonics help them with this. Unfortunately, there are very few mnemonics in the medical literature dedicated to the study of histology. The purpose of the study is to develop techniques to facilitate the memorization of significant amounts of histology information for English-speaking medical and dental students. The first letter mnemonics (acronyms) and visual mnemonic were developed, and the rhymes mnemonic and some first letter mnemonics were selected. The mnemonics listed above include: mnemonics of cytology for memorizing membrane organelles, the functions of the Golgi complex and mitosis phases; blood mnemonics to remember the number and names of granulocytes and agranulocytes and stages of erythropoiesis; connective tissue mnemonics to remember the type of collagen fibers in bone and cartilage; muscle tissue mnemonics to remember the first type of muscle fibers and sarcomere structure; mnemonics of nerve tissue to remember the number of axons that are surrounded by Schwann cells; mnemonics of the nervous system to remember the origin of climbing fibers and the position of the deep cerebellar nuclei; mnemonics of the integumentary system to remember the location of the layers of the epidermis; mnemonics of the endocrine system to remember hormones that are produced by the pituitary basophils as well as adrenal cortex zones and hormones produced in these zones.

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Gadzhula, N. G., M. M. Shinkaruk-Dykovytska, L. F. Kurdysh, O. V. Muntian, A. V. Povsheniuk, and H. M. Poberezhna. "Mnemonic techniques in medicine: experience of dental mnemonics usage in teaching of therapeutic dentistry for foreign students." Reports of Vinnytsia National Medical University 27, no. 4 (December 7, 2023): 623–27. http://dx.doi.org/10.31393/reports-vnmedical-2023-27(4)-16.

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Annotation. The ability to memorize new and vast material is a necessary component of students’ success. Mnemonic techniques are a variety of strategies that help to store complex and extensive information in long-term memory. Most researchers consider that mnemonics improve memory by using natural memory processes such as visual imagery, organization, and detailed encoding. Mnemonic techniques can lead to long-term storage of information and can work with complex materials in combination with other techniques when the appropriate conditions are created. The purpose of the study was the implementation of dental mnemonics when teaching of therapeutic dentistry for foreign students to facilitate memorization, reproduction and analysis of vast amounts of information. A review of the literature was performed and the results were synthesized in the form of a narrative. The manuscript presents dental mnemonics and mnemonic techniques, which are used in integration with other teaching methods for English-speaking students to facilitate mastering of the material in order to improve their knowledge, skills and abilities. We used verbal, visual and linguistic dental mnemonics. It was established that foreign students prefer alternative learning strategies, among various mnemonic techniques choose the simple methods. The most widely used mnemonic among students is the technique of first letters (or acronyms), followed by rhyming and keyword methods. Complex techniques such as the methods of loci, binding and phonetic system are the least popular. Mnemonics facilitate learning, consolidation and recall of information, that significantly improves training productivity. Mnemonic techniques cannot replace standard teaching methods, but in conjunction with other strategies, it is an effective educational tool. In the future, new mnemonics will be developed to present fresh information in a more systematic and organized format, which can be used as a step for creation updated mnemonic technique.

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Mahdi, Hassan Saleh, and Mohammed Ahmed Ibraheem Gubeily. "The Effect of Using Bizarre Images as Mnemonics to Enhance Vocabulary Learning." Journal of Social Studies 24, no. 1 (March 31, 2018): 113–35. http://dx.doi.org/10.20428/jss.v24i1.1310.

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Mnemonic is a technique that helps someone remember better. The combination of images with mnemonics can make it more powerful and effective to help language learners remember better and for a longer time. Acquiring L2 vocabulary can be enhanced by using images. In the previous studies, mnemonics were used traditionally, that is, learners were asked to create a mental image to remember a word or any new item. Several studies were conducted to explore the use of mental images as mnemonics for vocabulary learning. However, no study has examined the integration of images as a mnemonic tool for vocabulary acquisition. Therefore, this study aimed at investigating the effect of images as mnemonics on vocabulary acquisition. The study examined the effect of images as a mnemonic tool for vocabulary acquisition in three conditions (i.e. normal images, bizarre images and traditional way of learning vocabulary). Sixty Arab learners of English as a foreign language enrolled in the English Department at Hodeidah University participated in this study and were randomly assigned into three groups. This study used an experimental method in which pre-, post- and delayed post-tests were administered to these groups. The results indicated that mnemonics with the help of images are useful tools to help learners remember many words. Keywords: Bizarre images, Multimedia, Mnemonics, Vocabulary learning, Vocabulary retention.

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Winarni, Sri, and Syahrial Syahrial. "The Mnemonic Correction Becomes Meaningful Through Focus Group Discussion in Chemistry Learning." JTK (Jurnal Tadris Kimiya) 7, no. 2 (December 31, 2022): 215–26. http://dx.doi.org/10.15575/jtk.v7i2.19139.

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One of the concerns in the learning process is the meaning of writing mnemonics to help students memorize chemistry concepts. The research aimed to correct mnemonics in learning presentation by prospective chemistry teachers' students to be meaningful. The research used constructive design and qualitative methods. The researcher was the main instrument for the microteaching course. Data were collected through observation, focus group discussions (FGD) based on cognitive conflict, and documentation analysis. The results showed that it was found that two prospective chemistry teachers’ students from different groups presented the same mnemonic with less meaningful. The mnemonic was used to memorize the halogens (group 17 of the periodic table). The less meaningful mnemonic generally comes from social media. Based on the group discussion, the students of prospective chemistry teachers obtained 18 mnemonics with meaningful values.Prospective teachers must be able to improve mnemonics in learning to make it more meaningful, one way being to integrate ethnoscience aspects. It was suggested that there should promote creativity in developing learning that encourages positive attitudes to strengthen character education.

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Patton, Gary W. R. "Testing the Efficacy of Name Mnemonics Used during Conversation." Psychological Reports 75, no. 1 (August 1994): 131–42. http://dx.doi.org/10.2466/pr0.1994.75.1.131.

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Previous studies successfully used the face-name mnemonic to improve recall of fictitious surnames of individuals appearing in photographs. Exps. 1 and 2 tested whether this mnemonic could also aid recall of the actual surnames of real people met during conversations. Exp. 1, like previous studies, showed that the face-name mnemonic facilitated recall of surnames of photographed individuals; however, this mnemonic reduced name recall following conversations. Exp. 2 refined the procedure used in Exp. 1 by including a control group in the design and strengthening the training procedures for the face-name mnemonic group. The results of Exp. 2 paralleled those of Exp. 1, again showing no advantage to using the face-name mnemonic during conversation. Exp. 3 explored alternatives to the face-name mnemonic, and featured use of self-help mnemonics (those initiated by the learner without help from others) and stranger-provided mnemonics (those provided by the person whose name was being memorized). A combination of self-help and stranger-provided mnemonics produced significantly greater recall of surnames following conversation than that achieved by self-help strategies alone, a control group, or the face-name mnemonic.

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Efron, Leon Jacobowitz. "The Role of Sex in Medieval and Early Modern Mnemonics." Tempo 29, no. 1 (April 2023): 21–44. http://dx.doi.org/10.1590/tem-1980-542x2023v290106.

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Abstract: Using sources in Latin, Italian and Hebrew as well as visual art, the present study pinpoints to an elusive mnemonic practice: the visualization of sexual acts as a means for creating memorable mnemonics scenes. It further suggests that the introduction of sexual mnemonics into the classical system of “local memory” (memoria localis) occurred most likely in the Middle Ages and may have been inspired by the imaginative aesthetic of two forms of art used in conjunction with mnemonics at that time: architectural statuary and manuscript decoration.

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Toncheva, Michaela. "Mnemonics – Known and Unknown." Pedagogika-Pedagogy 96, no. 2s (March 18, 2024): 42–55. http://dx.doi.org/10.53656/ped2024-2s.04.

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The given article deals with the issue of mnemonics, their types and their application in the learning process and daily activities. Examples in several languages and for different study subjects and areas are covered. Mnemonic techniques proposed by artificial intelligence are reviewed. The work presents the results of a survey among 301 participants aimed at revealing people‘s awareness of the possibilities of mnemonics and their propensity to use them. The idea that mnemonics in school should be considered from two sides – as a finished product on the one hand and as an author‘s realization on the other hand – has been revealed. Creating your own mnemonics involves high cognitive levels and important soft skills.

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Cherepakha, О. L., N. G. Gadzhula, and Т. О. Rekun. "The use of mnemonics for better academic performance of medical university students in the study of anatomical terms." Reports of Vinnytsia National Medical University 25, no. 2 (June 24, 2021): 305–9. http://dx.doi.org/10.31393/reports-vnmedical-2021-25(2)-21.

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Annotation. Mnemonics are a combination of special methods and techniques that make it easier to memorize the necessary information and increase the amount of memory by forming associations. The aim of the work is to develop techniques that will help medical students effectively learn anatomical terms by facilitating the memorization of large amounts of information. In this article, we used the following mnemonic techniques: first letter mnemonics or acronyms and the "Comparison" method - to identify common features in the studied and well-known material, namely the similarity in form. This article includes mnemonics that will help to easily learn the following terms namely the anatomy of the skeleton bones for memorizing the bones of the medial wall of the orbit, the bones in the nasal septum, the wrist bones, the ankle tarsal bones, recognition of thoracic vertebrae from the lumbar, cranial bones, upper limb bones, bones of the lower limb, the vertebral regions, the hand, the arm bones and the bone projections. Also included are mnemonics on the anatomy of the cranial nerves that pass through the superior orbital fissure and branches of the facial nerve, mnemonics on the anatomy of the peripheral nervous system, namely somatic nerve plexuses, which include the brachial plexus branches. Also included are mnemonics on the anatomy of the upper limbs muscles, namely the muscles that form the rotator cuff in the shoulder, muscles involved in elbow flexion and the anterior flexor muscles of the forearm and mnemonics on the anatomy of the trunk muscles, namely the paired erector spinae muscles and abdominal muscles. Finally, this article includes a mnemonic on the anatomy of the male reproductive system, namely the layers of the scrotum. In the future, new mnemonics will be developed that relate to splanchnology, anatomy of the central nervous system, anatomy of the sensory organs and anatomy of the cardiovascular system, which were not listed above.

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Dissertations / Theses on the topic "Mnemonics"

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Underwood, Timothy P. "A program for teaching scripture memorization." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Jonsson, Nathalie. "Monumental Mnemonics : The Acceptance of Antagonistic Change." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133157.

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Wilson, Kimilee Y. "The effectiveness of memory training programs in improving the subjective memory characteristics of healthy older adults with memory complaints a meta-analysis /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=563.

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Anderson, Margaret B. "Music as a mnemonic device in the teaching of multiplication facts /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1579.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematical Sciences]." Includes bibliographical references (leaves 28-32).

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Smyth, Richard Edward. "Renaissance mnemonics, poststructuralism, and the rhetoric of hypertext composition." Gainesville, FL, 1994. http://www.archive.org/details/renaissancemnemo00smyt.

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Tess, Dan E. "Bizarreness as a mnemonic." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/720291.

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The purpose of this study was to explore bizarreness, a type of imagery, as a proposed phenomenon involved in recall by reviewing the salient literature and to empirically investigate whether this mnemonic device did indeed enhance memory. A corollary aim was to gain a greater understanding of the degree and the conditions under which this mnemonic influenced the retrieval and storage of information. No consistent picture has emerged as to the effectiveness of bizarreness as a mnemonic device. Some studies have found claims that bizarreness enhanced recall to be either grossly overestimated or nonexistent, while others have argued for the extensive mnemonic benefits of bizarreness and have supported a "strong version" of the distinctiveness framework. Still yet another group of studies have found mnemonic value from bizarreness, but only under certain conditions. These studies have ranged from acknowledging the "bizarreness context effect" or BCE as minimal and highly conditional to viewing bizarreness as an active agent in increasing recall to a great degree across a variety of conditions. Other investigations have fallen between these two more extreme positions. The vast majority of these studies also have supported the distinctiveness theory for understanding the role of bizarreness in the enhancement of retrieval and storage of information. Specifically, a "restricted version" of this theory has proven especially tenable in accounting for the bulk of empirical findings. Therefore, this present study has addressed the following problems: Does bizarreness really work as a mnemonic device? If so, what conditions facilitate or inhibit a "bizarreness context effect" and to what degree? A sample of sixty high school seniors enrolled in college-bound English classes served as participants. Twelve additional students were selected for a pre and posttest, focusing on free recall of names. Materials consisted of a slide projector and screen, slides of English Romantic Era poets, answer sheets, and distractor task exercises. Participants were presented slides of these poets for instructional, immediate recall, and delayed recall conditions. Two independent variables served to examine the effects of bizarreness on the retrieval and storage of information. These were imagery type (bizarre versus common) and trial condition (immediate and delayed). The dependent measure was the number of English Romantic Era poets recalled by the high school sample. The design used was a mixed list with a minimally cued, noninteracting recall condition. A 2 x 2 repeated measures ANOVA design was utilized to analyze the sample data. Preliminary pre and post free recall tests revealed no statistically significant differences in students' recall of names among poets. The findings also indicated that null hypotheses twoand three were rejected. Statistically significant differences were found for both hypotheses at the .05 level. A simple effects analysis was performed on hypothesis two to clarify the significant group by trial ordinal interaction. A planned comparison was conducted on the statistically significant effect (imagery type) for hypothesis three to further understand these differences. Although no statistically significant group by trial interaction was found for hypothesis one, there was a statistically significant main effect for groups.
Department of Counseling Psychology and Guidance Services

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Sundell, Erik. "Helping students remember : catalytic knowledge and knowledge outlines with visual mnemonics." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265006.

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To recall educational content from a lecture or textbook is an efficient way to learn (Karpicke & Blunt, 2011), which is referred to as retrieval practice (Karpicke & Roediger, 2008). It is currently seldom used among students (Karpicke, Butler, & Roediger, 2009), even though it provides benefits such as reducing test anxiety (Agarwal, D’Antonio, Roediger III, McDermott, & McDaniel, 2014), longer lasting memories (Karpicke & Blunt, 2011), and also benefit future learning (Pastötter & Bäuml, 2014). But, in order for retrieval practice to work efficiently, the students must not fail to recall too much of the educational content (Kornell, Bjork, & Garcia, 2011). So in order to help students use retrieval practice, I suggest they are provided with an outlining of the educational content, as this probably helps them remember and recall more of it. In this thesis, I conclude with an experimental approach that it is possible to help students remember such knowledge outlines, and how it can be done. Furthermore, since knowledge such as knowledge about the human anatomy, can be catalytic in the sense that it can enhance future learning (Hattie, 2009; Van Overschelde & Healy, 2001), I also suggest that catalytic knowledge should be identified and made memorable by educators using similar techniques as in this study.

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Groenewald, Joani. "Fragmented mnemonics : an investigation into contemporary jewellery as means of externalizing memory." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96841.

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ENGLISH ABSTRACT: This thesis interrogates my own memory in order to illustrate its fragmented and unstable nature. I revisit a specific childhood memory and attempt to recreate it visually through the creation of jewellery pieces. However, the unattainability of a consistent memory becomes increasingly evident in the process of its externalization. My work thus speaks of the unravelling of memory, as well as the piecing together and imagining of a new memory. This thesis and my practical work are an exploration of this ambivalent nature of memory. Even though memory is concerned with the past, it is also about the present as our memories can also be manipulated by present prejudices.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek my eie geheue met die doel om die onstabiele en gefragmenteerde aard daarvan uit te wys. Ek verwys na ‘n spesifieke herinnering van my kinderdae en poog om dit visueel uit te beeld deur die maak van juweelstukke. Die onbekombaarheid van ‘n konstante geheue word egter al hoe duideliker wanneer ek my herinneringe visueel probeer uitbeeld. My werk demonstreer die ontrafeling van my herinnering en die konstruksie en verbeelding van ‘n nuwe herinnering. Hierdie tesis en my praktiese werk dui op die ondersoek van die wispilturige aard van die geheue. Hoewel herinneringe en die geheue te make het met die verlede, het dit egter ook te make met die hede, aangesien die hede ons herinneringe van die verlede kan manipuleer om aktuele behoeftes te bevredig.

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Fidai, Mohsin. "Music and Alzheimer's disease: evaluating the long-term viability of functional music mnemonics." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12379.

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Thesis (M.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Functional capacities become compromised in the early stages of Alzheimer's disease (AD). The most common functional deficit in patients with AD is a decreased ability to manage instrumental activities of daily life (IADL; e.g., financial management, adherence to medication, grocery shopping, etc.). As the elderly population expands, and, subsequently, the number of individuals susceptible to developing AD expands, there is a growing need to develop therapeutic devices to reduce the effect of memory loss, IADL difficulties, and financial burden without the increasing use of medication. Music therapy has potential benefits on symptoms of dementia including social, emotional, and cognitive skills (Koger and Bretons, 2000). Although cognitive functions decline during the progression of Alzheimer's disease, receptivity to music remains intact until the late phases of dementia (Adridge, 1996). Along with the relative sparing of brain regions associated with musical processing during AD, there is evidence that music generally enhances both the encoding and retrieval of text. This study serves as a follow up study to the Simmons-Stern et al., (submitted) study. In the study, Simmons-Stern et al. found that patients with AD performed better on recognition memory tasks for lyrics designed to improve instrumental acts of daily living when the lyrics were accompanied at encoding by a sung recording compared to when the lyrics were accompanied by a spoken recording. We sought out to determine if the benefits of music on recognition are sustained in the long run. We were unable to find any long-term benefits of music on memory of AD patients. We hope this study can serve as a foundation for future investigation into potential therapeutic developments for memory enhancement in Alzheimer's disease.

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Chow, Yi Ling Mary. "The effects of analyzing task demands on children's selection and transfer of effective memory strategies." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26797.

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This study examined the effects of analyzing task demands on children's selection and spontaneous transfer of effective memory strategies. Two learning tasks and a transfer task were used. One hundred and eight children in grades 3 and 5 were randomly assigned to one of the three conditions, Control, Simple Instruction (SI), and Elaborated Instruction (EI). No strategy was taught to subjects in the Control condition. Subjects in the SI and EI conditions were instructed to use appropriate memory strategies for the learning task. In addition, subjects in the EI condition also received task-specific strategies information prior to the transfer task. Their application of the memory strategies to the transfer task was examined. Results indicated that the main effect of grade was significant for the categorical word-list task but not for the paired-associate task at both learning and transfer phases. In general, subjects in the two experimental conditions (SI and EI) performed better than the subjects in the Control condition, and that the EI subjects out performed the SI subjects. Transfer of the strategies occurred mainly in the EI condition which included the task-specific information. In other words, the more task-specific information subjects received concerning the memory strategies, the more likely they would transfer the strategies appropriately to new learning situations.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Books on the topic "Mnemonics"

1

Andreasen, John. Drama teaching & mnemonics. Aarhus N, Denmark: Dept. of Dramaturgy, University of Aarhus, 1995.

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Marbas, Laurie L. Visual mnemonics for biochemistry. Malden, Mass: Blackwell Pub., 2004.

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Brown, Alvin R. The mnemonics English book. Albany, N.Y: Brown, 1992.

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Marbas, Laurie L. Visual mnemonics for pharmacology. Malden, Mass: Blackwell Science, 2002.

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Marbas, Laurie L. Visual mnemonics for biochemistry. Malden, Mass: Blackwell Pub, 2004.

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Brown, Alvin R. Spelling: A mnemonics approach. 3rd ed. Cincinnati, Ohio: South-Western Pub. Co., 1994.

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Erin, Case, ed. Visual mnemonics for pathology. Malden, Mass: Blackwell, 2003.

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Job, Eena. Fending off forgetfulness: A practical guide to improving memory. St. Lucia: University of Queensland Press, 1985.

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Lorayne, Harry. Improve exam results in 30 days: Memory enchancement techniques for all students. London: Thorsons, 1992.

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Pearson, Ted. Mnemonics. Small Pr Distribution, 1985.

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Book chapters on the topic "Mnemonics"

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Stone, Lyn. "Mnemonics." In Spelling for Life, 26–28. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125686-6.

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Topping, Keith J. "Mnemonics." In Improving Thinking About Thinking in the Classroom, 119–26. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003402190-14.

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Barthelmeß, Ulrike, and Ulrich Furbach. "Mnemonics." In A Different Look at Artificial Intelligence, 63–69. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38474-6_6.

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Haiyan, Geng. "Mnemonics." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_972-1.

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Smith, Dennis D. "Abbreviations and Mnemonics." In Designing Maintainable Software, 54–59. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1500-4_7.

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Smith, Dennis D. "Language of Mnemonics." In Designing Maintainable Software, 65–72. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1500-4_9.

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Turnure, James E., and John F. Lane. "Special Educational Applications of Mnemonics." In Imagery and Related Mnemonic Processes, 329–57. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4676-3_15.

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Kausler, Donald H. "Learning: Verbal Learning, Mnemonics, Transfer." In Experimental Psychology, Cognition, and Human Aging, 239–91. New York, NY: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4613-9695-6_5.

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Roberts, Allen F. "Mnemonics and Religion (Non-written)." In Encyclopedia of African Religions and Philosophy, 451–52. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_247.

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Higbee, Kenneth L. "Process Mnemonics: Principles, Prospects, and Problems." In Imagery and Related Mnemonic Processes, 407–27. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4676-3_19.

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Conference papers on the topic "Mnemonics"

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Strel’nikov, I. A., and N. V. Strel’nikova. "THE MNE-TECHNICAL APPROACHES TO TEACHING HIEROGLYPHIC KEYS (RADICALS) OF IDEOGRAPHIC WRITING IN JAPAN AND CHINA." In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-217-228.

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In the article various approaches to the use of mnemonic techniques in teaching key characters of Japanese and Chinese characters were discussed. The retrospective analysis of mnemonics in a historical aspect is given, modern approaches to mnemonics in pedagogical theory and practice are considered.

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Rudolph, Johannes, and Peter Thiemann. "Mnemonics." In the ACM SIGPLAN 2010 workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1706356.1706361.

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Krokos, Eric, Catherine Plaisant, and Amitabh Varshney. "Spatial Mnemonics using Virtual Reality." In ICCAE 2018: 2018 10th International Conference on Computer and Automation Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3192975.3193023.

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"Mnemonics Instruction for Enhanced Comprehension." In International Conference on Business, Management and Corporate Social Responsibility. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0214022.

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Ganesan, Geetha. "G2R Crypto Wallet using Indian language Mnemonics." In 2020 International Conference on Interdisciplinary Cyber Physical Systems (ICPS). IEEE, 2020. http://dx.doi.org/10.1109/icps51508.2020.00016.

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Liu, Yaoyao, Yuting Su, An-An Liu, Bernt Schiele, and Qianru Sun. "Mnemonics Training: Multi-Class Incremental Learning Without Forgetting." In 2020 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2020. http://dx.doi.org/10.1109/cvpr42600.2020.01226.

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Ikei, Yasushi, and Hirofumi Ota. "Spatial Electronic Mnemonics for Augmentation of Human Memory." In 2008 IEEE Virtual Reality Conference. IEEE, 2008. http://dx.doi.org/10.1109/vr.2008.4480777.

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Leggett, Mike. "KMS models for video files using visual mnemonics." In the 6th ACM SIGCHI conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1254960.1255004.

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Tullis, Jonathan. "Generating Mnemonics Can Boost Recall of Chemistry Information." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683148.

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Safi, Muhammad Irtaza, Karla Badillo-Urquiola, Suleman Shahid, Zirak Zaheer, Momina Haider, and Hamza Mahmood. "Using Native Tongue Mnemonics to Enhance English Learning." In GROUP '18: 2018 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3148330.3154509.

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Reports on the topic "Mnemonics"

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Simonsen, K. Character Mnemonics and Character Sets. RFC Editor, June 1992. http://dx.doi.org/10.17487/rfc1345.

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Solivan, Jennifer. Depictions of Virtues and Vices as Mnemonic Devices. Edicions de la Universitat de Lleida, 2017. http://dx.doi.org/10.21001/itma.2017.11.06.

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Henriques, Mariana, Leonor Velez, Inês Rosado, Catarina Martins, and Paulo Cruchinho. Impact of the SBAR mnemonic on the safety of nursing care for hospitalized people: Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2024. http://dx.doi.org/10.37766/inplasy2024.2.0060.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olesia O. Prokofieva, Olha V. Kovalova, and Arnold E. Kiv. Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4413.

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The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.

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Sparkes, Emmelie, Andrew Sheridan, Vincent Mancini, Liam Drury, and Carmela Pestell. The determinants, outcomes and parenting interventions for attachment in children diagnosed with ADHD: A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0001.

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Review question / Objective: The proposed scoping review aims to identify and map the current evidence base on (1) the range of parent and child determinants of attachment in child ADHD, (2) the mental health and functional outcomes for the child, and (3) the breadth, components and methods of existing psychological parenting intervention approaches that seek to improve or monitor attachment in children with ADHD. In doing so, we also aim to determine the scope of the current body of knowledge on this topic, identify gaps in the literature, and provide recommendations for future research. In addition, as this review forms part of a larger research project, it is anticipated that the results will also help to inform the development and tailoring of future intervention approaches for improving the attachment relationship in childhood ADHD. Primary and sub-questions were developed to guide the specific inclusion criteria for the scoping review (detailed below). These questions were based on the Population, Concept and Context (PCC) mnemonic recommended by the Joanna Briggs Institute (Peters et al., 2015) and are as follows: 1. What are the determinants of attachment quality in children diagnosed with ADHD? a. What are the parent determinants of attachment quality in children diagnosed with ADHD? b. What are the child determinants of attachment quality in children diagnosed with ADHD? 2. What are the child outcomes of attachment quality in children diagnosed with ADHD? a. What are the mental health outcomes of attachment quality in children diagnosed with ADHD? b. What are the functional outcomes of attachment quality in children diagnosed with ADHD? 3. What existing psychological parenting intervention approaches seek to improve attachment quality in children diagnosed with ADHD? a. What are the intervention components and methods?

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