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Journal articles on the topic 'Mnemonics'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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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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2

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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7

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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Agnes, Diana, and R. Srinivasan. "Redefining the Association Between Memory, Mnemonics and Vocabulary Acquisition—Reviewing Paradigms in Research." Journal of Language Teaching and Research 15, no. 3 (May 8, 2024): 697–706. http://dx.doi.org/10.17507/jltr.1503.02.

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The role of memory in language learning is indispensable. A child uses an extraordinary amount of memory when learning to recognise words in the language, creating rules for their use, and connecting speech to the environment and mind. Memory and learning are interdependent, as memory is the process of encoding, storing and retrieving information that is crucial to learning. The value of learning new words, along with the role of memory and mnemonic devices in the process of vocabulary acquisition, is rarely discussed. The article aims to give a comprehensive account of the word and its significance, as well as the numerous aspects that influence word learning, together with the value of learning new words and the functions of memory and mnemonic devices involved in the process of vocabulary acquisition. The various memory models, the efficient processing of information with the aid of mnemonics and how mnemonics have changed over time in studying languages and other subjects are reviewed here. The other major aspects of this study are the dual coding method and an explanation of how mnemonics operate and how mnemonics have evolved with time in studying languages and other subjects.
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Han, Song-I. "Applying Mnemonics in Liberal Arts Music Education." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (March 31, 2023): 211–25. http://dx.doi.org/10.22251/jlcci.2023.23.6.211.

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Objectives The purposes of this study is to explore how mnemonic methods can be applied to liberal arts music classes by exploring the various mnemonic methods and their applicability. Methods To this end, based on past studies on mnemonics, possible ways to apply such methods to composition activities in introductory music classes were explored by identifying different categories and methods that could be adapted. Results Composition activities using mnemonics were into two steps: preparing the score (remembering the order of preparing the score, writing clefs, writing key signatures, and writing time signatures) and the basic composition process (memorizing composition rules based on the 3 major chords, memorizing notes and beats, memorizing note names, memorizing tempo, and memorizing ellipsis). To this end, a total of eight mnemonic methods (story method, acrostics, categorical clustering, key word method, gesture, acronyms, rhyme, and peg word method) were used. Conclusions This study can be meaningful in that by making it easy to memorize the contents that are difficult to remember in the basic music learning process through the use of mnemonics, It can be additionally meaningful in that it can increase the use of various mnemonic methods to help in sheet music reading skills which can allow composition activities.
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Mykhalchuk, Nataliia, Ернест Івашкевич, Наталія Кваснецька, and Лариса Гронь. "INNOVATIVE WAYS OF SOLVING A PROBLEM OF USING MNEMONICS STRATEGIES TO IMPROVE PRIMARY STAGE PUPILS’ EFL VOCABULARY LEARNING." Інноватика у вихованні, no. 17 (June 15, 2023): 79–90. http://dx.doi.org/10.35619/iiu.v1i17.548.

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In the article it is shown types of mnemonics strategies that teachers might employ. According to different researches, there are five classes of mnemonics: linguistic, spatial, visual, physical response and verbal methods. Linguistic mnemonics usually are understood as key methods. Spatial mnemonics include some spatial grouping and so called “finger methods”. These methods also involve the ways which help to connect new concepts with some familiar place, a pattern or a script, which can help in the process of memorization of the material. Visual mnemonics help any person to make use of pictures or in visualizations them, to create some associations by the basic concept (in such a way there are symbolic, mnemonics, also, pictographic ones). The verbal mnemonics is used when the meaning of some stories, novels can help students to remember the information, combining with some methods, such as grouping or re-grouping, or providing semantic organization and story-telling, or building up narrative chains. Physical mnemonics take a place when the body parts help the person to remember, either by help of some movements or physical response. In the paradigm of English Language Methodology, the formulation of definitions, which depend on mnemonic spheres of the person, it is mainly carried out by scripts or frames. The pedagogical and psychological mechanisms of quantification of any language do not allow the person to create a wide practice of giving the definitions, using scripts or frames. But with the help of the last ones, it is impossible to exclude the corresponding role of the language in the English Language Methodology.
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Riesenberg, Lee Ann, Jessica Leitzsch, and Brian W. Little. "Republished: Systematic Review of Handoff Mnemonics Literature." American Journal of Medical Quality 34, no. 5 (September 2019): 446–54. http://dx.doi.org/10.1177/1062860619873200.

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A systematic review of published English-language articles on handoffs is conducted (1987 to June 4, 2008). Forty-six articles describing 24 handoff mnemonics are identified by trained reviewers. The majority (82.6%) have been published in the last 3 years (2006-2008), and SBAR (Situation, Background, Assessment, Recommendation) is the most frequently cited mnemonic (69.6%). Of 7 handoff research articles, only 4 study mnemonics. All 4 of these studies have relatively small sample sizes (10-100) and lack validated instruments. Only 1 study has obtained IRB approval. Scientifically rigorous research studies are needed to assess the effectiveness of handoff mnemonics. These should be published in the peer-reviewed literature using the Standards for QUality Improvement Reporting Excellence (SQUIRE) guidelines.
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Agnes, Diana, and R. Srinivasan. "Fostering Vocabulary Memorization: Exploring the Impact of AI-Generated Mnemonic Keywords on Vocabulary Learning Through Anki Flashcards." World Journal of English Language 14, no. 2 (February 5, 2024): 434. http://dx.doi.org/10.5430/wjel.v14n2p434.

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This study delves into the integration of AI-generated mnemonic assistance in Anki flashcards, aiming to enhance vocabulary acquisition for intermediate-level English language learners who often grapple with vocabulary challenges. The research involved a sample of 60 students, split into two groups: the Mnemonic group, which used Anki flashcards with AI-generated mnemonics, and the Non-Mnemonic group, which relied on Anki flashcards without mnemonics. The findings revealed that both groups exhibited statistically significant vocabulary retention improvements after undergoing four repetition sessions. Significantly, the Mnemonic group displayed a more pronounced enhancement, underscoring the effectiveness of AI-generated mnemonic support. This research amalgamates insights from cognitive psychology, spaced repetition techniques, and AI-driven personalization to offer a comprehensive and adaptive approach to vocabulary acquisition. Its implications extend to educators, learners, and the ongoing evolution of language instruction, as it highlights the potential for AI to play a pivotal role in addressing the persistent challenges associated with vocabulary acquisition, especially among intermediate-level English language learners.
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Noelliste, Erin, and Joseph Noelliste. "Joyful, Joyful, We Love Singing: Teaching Foreign Language and Culture with Musical Mnemonics." Scenario: A Journal of Performative Teaching, Learning, Research XII, no. 2 (July 1, 2018): 1–12. http://dx.doi.org/10.33178/scenario.12.2.1.

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Mnemonics have long been considered a useful tool for enhancing short- and long-term recall. For example, most American children learn the alphabet by singing the letters to the tune of Twinkle, Twinkle, Little Star, and many elementary school students memorize states and capitals by utilizing songs written specifically for this purpose. The present paper discusses how musical mnemonics can enhance teaching of foreign language and culture through the writing of new lyrics to well-known tunes. The paper presents popular mnemonic devices used in German L2 classrooms and provides a step-by-step compositional framework using syllabic structure for the creation of original mnemonic songs for new topics in any language.
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Builina, Elena E., and Dora T. Rudakova. "The use of interactive mnemonics for the development of communication skills of preschoolers." RUDN Journal of Informatization in Education 17, no. 4 (December 15, 2020): 306–14. http://dx.doi.org/10.22363/2312-8631-2020-17-4-306-314.

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Problem and purpose. The experience of using mnemonics as a set of methods and techniques in preschool institutions is considered. The purpose of the described research is to ensure the most effective mastering by preschoolers of ideas about the world around them and the development of speech. Methodology. In the course of the research, the analysis of normative documents, psychological and pedagogical experience in the use of mnemonics was carried out, a generalization and systematization of the material on this topic was made, the reflection of the content of the formed knowledge has been done. Results. A proven method of using mnemonics in a preschool institution for the development of speech and understanding the features of the surrounding world is proposed. Step-by-step recommendations are formulated for the implementation of this technology in the organization of the activities of preschoolers. The psychological features of the use of mnemonic techniques, which contribute to the development of not only communication skills, but also the creative activity of children, are revealed. Conclusion. It is shown that the technique of using mnemonics has great potential and should be recommended for dissemination in work with a variety of groups of children with developmental features. At the same time, it was revealed that today in preschool institutions, mnemonics is used mainly in the traditional format, while the integration of the methodology with interactive information technologies is effective. The results of the study allow to draw conclusions about the prospects of the direction of interactive technology of mnemonics, which is faced with a problem of the level of readiness of employees of children's institutions to use them. In general, the research materials confirm that the integration of mnemonic techniques into the play activity of preschoolers corresponds to the age characteristics of children, contributes to the development of creativity, mutual understanding, deepening of interest and curiosity in the world around them.
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Han, Song-I. "Associating Mnemonic Categories with Memorization Content." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 6 (March 31, 2023): 771–85. http://dx.doi.org/10.22251/jlcci.2023.23.6.771.

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Objectives The purpose of this study is to explore the connection between mnemonics methods and memorization contents through mnemonics category analysis. Methods To this end, through literature review, types and classifications of mnemonic methods were comparatively analyzed to find associativity between characteristics of various mnemonic methods and characteristics of the contents to be memorized. Results Firstly, the classification of mnemonic methods was found not to be a hierarchical relationship, and that the characteristics of various mnemonic methods that were used as classification criteria are additive and combinable across different methods rather than exclusive to each method. Accordingly, the classification was reorganized by first separating 1) the catalog list of mnemonic method types from 2) the characteristics categories of mnemonic methods, and then associating the relationship between 1) and 2) in a matrix format. Secondly, the catalog list of mnemonic methods were presented as 10 types (method of loci, peg word method, link method, acronyms, acrostics, story method, rhyme method, gestures method, keyword method, and digit-consonant encoding method). Thirdly, the characteristics categories of mnemonic methods were divided into two main sub-categories: “strategic characteristics of mnemonic methods” and “characteristics of memorization content.” The former was in turn sub-divided into visual and verbal strategies, and the latter was sub-divided into “individual characteristics of elements,” and “co-relational characteristics between the group of elements”. Additionally, the correlation of these characteristics with each mnemonic method type was associated as being either basic (given requirement) or optional (additionally associable), and the overall relationships were presented as a Venn diagram and a matrix format relationship. Conclusions By categprizing the characteristics of mnemonics into two separate categories, strategic characteristics of mnemonic methods, and characteristics of memorization contents, and showing the association of these characteristics with the mnemonic methods, this study hopes to provide a useful reference to help educators in selecting, adapting and utilizing pertinent mnemonic methods for classroom situations and in developing teaching materials.
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Heaton, Scott, and Dorothy J. O'Shea. "Using Mnemonics to Make Mnemonics." TEACHING Exceptional Children 28, no. 1 (September 1995): 34–36. http://dx.doi.org/10.1177/004005999502800109.

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Owen, Nicholas C. "Mnemonics, damned mnemonics and capnography." Resuscitation 86 (January 2015): A1—A2. http://dx.doi.org/10.1016/j.resuscitation.2014.08.023.

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Dresler, Martin, and Boris N. Konrad. "Mnemonic expertise during wakefulness and sleep." Behavioral and Brain Sciences 36, no. 6 (November 21, 2013): 616–17. http://dx.doi.org/10.1017/s0140525x13001301.

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AbstractWe studied the world's most distinguished experts in the use of mnemonic techniques: the top participants of the World Memory Championships. They neither feel the use of mnemonics to be dreamlike, nor does their REM sleep differ from mnemonic-naive control subjects. Besides these empirical data, also theoretical considerations contradict an isomorphism between features of REM sleep dreaming and mnemonic principles.
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Ardika, Yokhana. "Efektivitas Metode Mnemonik Ditinjau dari Daya Ingat dan Hasil Belajar Matematika Siswa Kelas X TPA SMK N 2 Depok Sleman." Kreano, Jurnal Matematika Kreatif-Inovatif 7, no. 1 (June 2, 2016): 66–73. http://dx.doi.org/10.15294/kreano.v7i1.5006.

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Penelitian ini bertujuan untuk 1) Mengetahui efektivitas penggunaan metode mnemonik yang ditinjau dari daya ingat siswa dalam mengingat rumus-rumus trigonometeri, 2) Mengetahui efektivitas penggunaan metode mnemonik yang ditinjau dari hasil belajar siswa pada materi trigonometri. Jenis penelitian ini adalah eksperimen semu dengan pendekatan penelitian deskriptif kualitatif-kuantitatif. Subjek dalam penelitian ini adalah siswa kelas X Teknik Pemesinan A SMK N 2 Depok Sleman sebagai kelas eksperimen. Dari hasil penelitian, analisis data dan pembahasan diperoleh simpulan bahwa metode mnemonik efektif untuk pembelajaran trigonometri yang ditinjau dari daya ingat dan hasil belajar siswa.This study aims to 1) assess the effectiveness of the use of the mnemonic method in terms of memory the students in remembering formulas trigonometry, 2) Determine the effectiveness of using the mnemonic method in terms of student learning outcomes in trigonometry material. The research is a quasi-experimental approach descriptive qualitative-quantitative research. Subjects in this study were students of class X Mechanical Machining A SMK N 2 Depok Sleman as a class experiment. From the research, data analysis and discussion of research concluded that an effective method for learning trigonometry mnemonics that in terms of memory and learning outcomes of students.
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Sattibayev, Ilkhomidin Inomovich, and Abdullayeva Muazzamkhon Ilkhomidinovna. "USE OF MNEMOTECHNICS AND KEYWORDS IN LEARNING TERMINOLOGY RELATED TO HUMAN ANATOMY." American Journal of Medical Sciences and Pharmaceutical Research 6, no. 6 (June 1, 2024): 18–20. http://dx.doi.org/10.37547/tajmspr/volume06issue06-03.

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This article presents information about the use of mnemonic methods and keyword method in the process of teaching anatomical terminology to Uzbek-speaking students. The term "mnemonics" and its scientific aspects are discussed.
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Fulk, Barbara M., Dee Lohman, and Phillip J. Belfiore. "Effects of Integrated Picture Mnemonics on the Letter Recognition and Letter-Sound Acquisition of Transitional First-Grade Students with Special Needs." Learning Disability Quarterly 20, no. 1 (February 1997): 33–42. http://dx.doi.org/10.2307/1511091.

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The effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated using a multiple-baseline-across-students design. Following a baseline period, 20 consonant letters were presented using integrated picture mnemonics. Data were also collected on letter recognition, and students were questioned to determine if they were aware of their strategy use. Results indicated that integrated picture mnemonics were an effective instructional technique for increasing letter-sound acquisition and letter recognition. Followup data collected at two-week and four-week delay intervals demonstrated that results maintained over time.
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Marcos, Ruselle Jane U., Christine Joy A. Asuncion, Liezel Joy A. Agbayani, and Francis Dave N. Mabborang. "Effect of Mnemonics in the Teaching of Araling Panlipunan 9 on Students’ Written Assessment Scores: A One-Group Study Design." Asian Journal of Education and Social Studies 50, no. 6 (May 18, 2024): 242–49. http://dx.doi.org/10.9734/ajess/2024/v50i61410.

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This study investigated the effectiveness of mnemonics in teaching Araling Panlipunan 9 on students’ written assessment scores. It used a one-group pretest-posttest design, a quasi-experimental design of the quantitative research methodology. The study was conducted at a National High School in Apayao, Philippines. Purposive sampling was used to select 40 Grade 9 students as participants. The researchers used a validated assessment instrument adopted from the Department of Education modules. The results showed that the students improved their scores significantly after using mnemonics in teaching, as indicated by the increase in the mean average score, the rejection of the null hypothesis, and the positive correlation between mnemonic usage and performance. The study recommended continuing to use mnemonic techniques in teaching Araling Panlipunan 9, providing remedial support to low-performing students, and promoting active student engagement in the learning process.
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Fabiola, D. "Mnemonics." Journal of Nursing Trendz 7, no. 1 (2016): 45. http://dx.doi.org/10.5958/2249-3190.2016.00012.2.

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Alexis, L. "Mnemonics." Journal of Nursing Trendz 7, no. 2 (2016): 49. http://dx.doi.org/10.5958/2249-3190.2016.00026.2.

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Pettway, Alice. "Mnemonics." Colorado Review 46, no. 2 (2019): 141. http://dx.doi.org/10.1353/col.2019.0065.

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Odigwe, Chibuzo, and Sarah Davidson. "Mnemonics." BMJ 331, Suppl S3 (September 1, 2005): 0509325. http://dx.doi.org/10.1136/sbmj.0509325.

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Hughes, David W. "Oral mnemonics in Korean music: data, interpretation, and a musicological application." Bulletin of the School of Oriental and African Studies 54, no. 2 (June 1991): 307–35. http://dx.doi.org/10.1017/s0041977x00014816.

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The use of oral mnemonics in the transmission of instrumental music is a well-known and persistent feature of East Asian musics. In both Korea and Japan, there are several such systems for different instruments. There are also various systems of written mnemonics, that is, musical notation; many originally oral systems have come to be used as notations as well. Following Western scholarly usage, we shall often refer to oral mnemonics in general by the term solfège; although etymologically dubious, this practice at least helps avoid over-use of the unwieldy expression ‘oral mnemonics’.The present paper will deal with one type of oral mnemonics in Korea, known collectively as yukpo or sometimes as kuŭm (cf. Lee, 1981: 31–4; Hahn, 1973: 79–83; Howard, 1988: 68, 91, 115, 182, 212, 227).3 Yukpo exist or are known to have existed for most string and wind instruments and even for percussion. By the sixteenth century at least, these originally oral syllables had begun to be written down as a kind of musical notation. The first mention of yukpo is in the Annals of King Sejo (A.D. 1470): ‘ Formerly there was only [for musical notation] the use of mnemonic sounds, called the Yukpo … The complexities are difficult to comprehend’ (quoted in Lee, 1981: 31, Condit 1976: 205, 207 has a more extensive but interpretive translation). This quotation suggests that yukpo were already considered both old and obscure by Sejo's time.
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Brooks, John O., Leah Friedman, Ann M. Pearman, Christine Gray, and Jerome A. Yesavage. "Mnemonic Training in Older Adults: Effects of Age, Length of Training, and Type of Cognitive Pretraining." International Psychogeriatrics 11, no. 1 (March 1999): 75–84. http://dx.doi.org/10.1017/s1041610299005608.

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Objectives: To improve performance with mnemonic techniques for remembering words and proper names. Design: For word recall, a 2 × 2 factorial in which type of pretraining and length of training were between-subjects manipulations. For proper name recall, a two-group design in which type of pretraining was manipulated between subjects. Setting: Community. Participants: 268 community-dwelling adults over the age of 55 years who wished to improve their memory. Measurements: Recall of words and proper names both before and after training in mnemonics. Intervention: Participants received a 2-week training course on two mnemonic techniques, the method of loci for words and a name association technique for proper names. Results: There was no effect of the pretraining manipulation on proper name recall. For word recall, however, a multiple regression that included age indicated that the older-old participants benefited more from a combination of comprehensive pretraining and extended mnemonic training than did the younger-old. Conclusions: Increased training time coupled with a comprehensive pretraining regimen can improve the performance of the older-old in using mnemonics; this improved performance cannot be attributed solely to enhanced knowledge of the mnemonic.
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Cohen, Andrew D. "The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning." Studies in Second Language Acquisition 9, no. 1 (February 1987): 43–61. http://dx.doi.org/10.1017/s0272263100006501.

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This paper provides a critical look at the use of mnemonic associations in vocabulary learning. The paper begins with a definition of mnemonic devices—that is, techniques for converting material to be learned into a form that makes it easier to learn and remember—and focuses on verbal and imagery mnemonics, whereby a word, a phrase, or a sentence and visual imagery serve as mediator between what is known and what is to be learned. Particular attention is given to the keyword approach, in which there is both an acoustic link between a native-language word and the second-language word, and an image of the keyword interacting with the native-language word or phrase. Contentions are discussed concerning both the learning of words through verbal and imagery mnemonics and their subsequent retrieval. Attention is also given to research issues in need of investigation.
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Eremkina, Natalya I., Larisa E. Babushkina, Galina V. Porchesku, Olga S. Rubleva, and Ekaterina G. Nikulina. "Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 236–51. http://dx.doi.org/10.32744/pse.2022.1.15.

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The problem and the aim. Modern linguodidactics pays special attention to identifying the role of vocabulary in learning a foreign language, determining strategies for learning foreign language vocabulary, finding methods for testing vocabulary, mastering the vocabulary of scientific discourse, using mnemonics in memorizing lexical norms. New training formats necessitate the use of information visualization technologies and digital means in the study of a foreign language. The purpose of the study is to identify and confirm effectiveness of using digital services of infographics in mnemonics to improve the quality of teaching foreign language vocabulary. Research methods. Digital tools for data visualization are used in the system of mnemonic operations (grouping, classification, structuring, systematization, analogy, association, repetition) and methods (rhyme, association, mnemonics, chain method, memory cards, mnemonic cards). Infographic services support semantisation of lexical material and its activation, explanation of rules, situational illustration, and foreign language communication. A special test is developed, it includes questions on English vocabulary and assignments based on the methodology of A.R. Luria. Auxiliary visualization methods are used: data design in the form of mind maps, tables, charts, graphs. The experiment involved 30 students of the training program Pedagogical education (Bachelor's programme) of Vyatka State University. WordArt is used as a digital service of infographics. Statistical processing of the results is performed using the nonparametric method - Wilcoxon's T-test. Results. Students learn digital infographic services, use them to study new lexical material, memorize and present concepts/terms, set expressions, and combine familiar lexical elements in a variety of contexts. Statistical assessment of the reliability of positive dynamics of students' skills to recognize words, understand lexical units, to construct new phrases was carried out Temp <Tcrit0.05 (45<107). In conclusion rules and conditions, implementation of which ensures effectiveness of using digital services of infographics in mnemonics to improve quality of teaching a foreign language, are summarized.
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Mohd Rodzi, Nor Kartini, Norshimah Abdul Rahman, Nazirah Naiimi, Norizam Ahmad @Muhammad, Susilawani Ayob, and Salwana Selamat. "Mnemonics: An Alternative Memory Enhancement Technique in Teaching Accounting Theories." Jurnal Intelek 16, no. 1 (January 26, 2021): 83–90. http://dx.doi.org/10.24191/ji.v16i1.367.

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It is a belief that mnemonic will increase students’ understanding and thus, foster their academic performance. This study investigated the effectiveness of using mnemonics in teaching accounting theories for an intermediate financial accounting course. A sample of 96 accounting students enrolling the financial reporting course was chosen to take part in this study. The selected students were separated into 2 groups: M1 was with mnemonic training and M0 was without mnemonic training. The findings revealed that mnemonic is an effective technique in teaching accounting theories and enhancing student's ability to envisage and remember accounting concepts and theories. This is reinforced from finding that the average score index for students with mnemonic training was 4.985 higher than those without mnemonic training. In addition, the p-value for the dummy variable mnemonic training (p=.000) was very significant, suggesting that there was statistical evidence of a difference in average score index between the students with a mnemonic and no mnemonic training.
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Myrzabaev, A. B., A. S. Sagadibek, M. N. Shayakhmetova, K. T. Tleuzhanova, and V. T. Mussina. "Application of mnemonic technology in the educational process." Bulletin of the Karaganda University. Pedagogy series 107, no. 3 (September 29, 2022): 68–75. http://dx.doi.org/10.31489/2022ped3/68-75.

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Nowadays modern technologies allow people to be effective and perform several tasks simultaneously in a short time. However, the brain is a muscle and it also needs to be loaded and trained. Thus, if human beings rely only on technology and do not strain their brain at all, then this will lead to degradation. As a result, people can experience a deterioration in memory, the complexity of perception and assimilation of information. The article discusses ways to improve the memorization of human beings through different types of mnemonic technologies. The evidence that mnemonics has existed since ancient times and remains effective to this day has been proven. Also, mnemonic technology is classified into linguistic, visual, verbal and spatial methods and involved in education to make students more productive in their study. The authors provide examples for each method of mnemonics. Introduction ways of receptions to memorize in educational process of biology, chemistry and general training are treated.
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Dr Arjun Dave. "Does It Function? Adapting visual mnemonics and self-regulated strategy instruction to teach argumentative writing." IAAR Journal of Education - ISSN: 2583-6846 Peer-Reviewed Journal 2, no. 1 (June 10, 2020): 175–233. http://dx.doi.org/10.58213/education.v2i1.12.

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This investigation sought to answer the question, "How does an evidence-based teaching technique improve students' abilities to develop persuasive writing and utilize self-control tactics?" about ninth-grade pupils. In two Portuguese classrooms, The Self-Regulated Strategy Development (SRSD) paradigm was used for various planning and writing procedures for argumentative works. SRSD stands for the creation of self-controlled strategies. Utilizing mnemonic devices is a need for the model to facilitate training effectively. The incremental advantages of using dual-coding mnemonics were apparent when SRSD training was eventually implemented (that is, visual and verbal mnemonics) were investigated. This was done as a direct result of the above statement. The first group's SRSD training consisted of verbal and visual mnemonics (a total of 23 participants). During the SRSD lesson given to the second group (which had a total of 25 participants), verbal mnemonics were the only kind employed. A comparison was made between the groups and a group of 25 people serving as control which had no prior exposure to the received conventional instruction in writing. The following findings were supported to a considerable degree by the evidence: Writing quality, idea development, organizing, language clarity, and spontaneity of planning were all enhanced by using dual-coding mnemonics and SRSD teaching respectively. SRSD instruction also improved writing quality, organizing, and spontaneity of planning. b) The results of national tests administered 15 weeks following the teaching demonstrated that the improved SRSD procedures were effective. a) The organization of the writing was better, as was its spontaneity. b) The instruction provided by SRSD led to improvements in the planning and structure of improvisational writing. We will talk about the processes involved in modifying SRSD training to teach argumentative writing from the perspective of a particular culture. We will also examine the possible additional advantages of incorporating visual mnemonics into the standard daily SRSD training program.
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Paton, Stephen. "Introducing Mnemonics to Japanese Students as a Vocabulary Learning Strategy." Vocabulary Learning and Instruction 9, no. 1 (2020): 80–93. http://dx.doi.org/10.7820/vli.v09.1.paton.

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Mnemonic strategies are not often utilised by Japanese students to learn and consolidate vocabulary, despite research showing that they are particularly effective. As part of an informal action research process, a structured lesson plan was devised that would introduce mnemonic strategies indirectly, that is, not by applying them directly to second-language vocabulary study from the outset, but instead as a means of memorising simple word/number pairings in something of a game. The strategy’s applicability to vocabulary study was shown only after it had been witnessed and practised by the students. This lesson was given in numerous classes from a variety of academic disciplines. A survey of the students (n = 361) was later carried out to ascertain whether despite its initially bypassing second-language concerns and complications, the lesson had been effective in introducing mnemonics as a vocabulary learning strategy that the students might choose to utilise in an upcoming programme of vocabulary learning and testing. Responses indicated that the lesson had been highly effective and that students in similar contexts might benefit from being introduced to mnemonics in such a way.
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Brooks, John O., Leah Friedman, and Jerome A. Yesavage. "Use of an External Mnemonic to Augment the Efficacy of an Internal Mnemonic in Older Adults." International Psychogeriatrics 15, no. 1 (March 2003): 59–67. http://dx.doi.org/10.1017/s1041610203008755.

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Objectives: To evaluate the impact of external memory devices on the efficacy of a package of internal mnemonic techniques. Participants wrote two types of lists during the study phase: (a) a list of study words and/or (b) a loci list. At recall, participants were not allowed to refer to either of the lists they had written during the study. Design: 2 × 2 factorial with writing study words (“write” or “not write”) and writing down a previously established loci list (“write” or “not write”) manipulated as between-participants variables. Participants: 68 community-dwelling adults 55 years of age and older who wished to improve their memory. Measurements: Free word recall. Results: There were statistically significant effects of writing the loci list, but not of writing the list of study words. Scores were higher when participants wrote the loci lists compared to when they did not. Conclusions: Use of external mnemonics may enhance the efficacy of internal mnemonics, even when the external mnemonic is not used at the time of recall.
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Fabiola, D. "Mnemonics-1B." Journal of Nursing Trendz 7, no. 3 (2016): 48. http://dx.doi.org/10.5958/2249-3190.2016.00039.0.

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Fabiola, D. "MNEMONICS-1D." Journal of Nursing Trendz 8, no. 2 (2017): 42. http://dx.doi.org/10.5958/2249-3190.2017.00012.8.

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Fabiola, D. "Mnemonics - 1C." Journal of Nursing Trendz 8, no. 1 (2017): 49. http://dx.doi.org/10.5958/2249-3190.2018.00012.3.

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Fabiola, D. "Mnemonics-1G." Journal of Nursing Trendz 9, no. 2 (2018): 40. http://dx.doi.org/10.5958/2249-3190.2018.00033.0.

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Fabiola, D. "Mnemonics-1H." Journal of Nursing Trendz 9, no. 3 (2018): 36. http://dx.doi.org/10.5958/2249-3190.2018.00042.1.

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Fabiola, D. "MNEMONICS-1K." Journal of Nursing Trendz 10, no. 3 (2019): 36. http://dx.doi.org/10.5958/2249-3190.2019.00030.0.

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45

Lee, Marian A., and Marian A. Lee. "Mndical Mnemonics." Postgraduate Medicine 82, no. 8 (December 1987): 87–214. http://dx.doi.org/10.1080/00325481.1987.11700076.

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Tamkin, James A. "Medical Mnemonics." Postgraduate Medicine 83, no. 1 (January 1988): 114. http://dx.doi.org/10.1080/00325481.1988.11700104.

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Schindler, Richard E. "Medical Mnemonics." Postgraduate Medicine 83, no. 4 (March 1988): 264. http://dx.doi.org/10.1080/00325481.1988.11700199.

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Rousseau, Paul. "Medical Mnemonics." Postgraduate Medicine 83, no. 6 (May 1988): 211. http://dx.doi.org/10.1080/00325481.1988.11700269.

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Mellick, Gary A. "Medical Mnemonics." Postgraduate Medicine 84, no. 3 (September 1988): 102. http://dx.doi.org/10.1080/00325481.1988.11700400.

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Gibson, Howard, and Anthony Feiler. "Spelling mnemonics." Education 3-13 25, no. 2 (June 1997): 60–67. http://dx.doi.org/10.1080/03004279785200251.

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