Mnemonic instruction of eighth-grade science vocabulary: A focus on retention, and specific vs. general transfer

There were three goals to this study: (a) to teach eighth-grade students how to use a mnemonic to improve their knowledge of science vocabulary; (b) to investigate retention on an immediate, 2-day, and 2-week retention test among students who use of the method of loci, pegword, keyword mnemonics or free study to study eighth-grade science vocabulary; and (c) to understand whether students could transfer use of a mnemonic under both specific and general transfer conditions. One-hundred and eight eighth-grade students were randomly assigned to one of four conditions (e.g., method of loci, pegword, keyword, or free study). Over a 2-week period, students learned their assigned mnemonic device, were tested on immediate, 2-day, and 2-week delay retention of science vocabulary examples and definitions, and were tested on their ability to transfer their mnemonic under a specific transfer condition (study metal alloy uses) and a general transfer condition (study Revolutionary War battle events). The results of this study indicate that students who used the keyword mnemonic to study both science vocabulary examples and definitions outperformed students who used the method of loci and free study methods to study this information. Results also demonstrate that students can use the pegword mnemonic to study science vocabulary definitions. Results also indicate that students who used the keyword and pegword mnemonics retained science vocabulary examples and definitions over time. Additionally, results suggest that students using the keyword mnemonic could transfer the use of a mnemonic under specific transfer and general transfer conditions. The results of this study provide evidence to researchers and teachers that the keyword and pegword mnemonics may help improve eighth-grade students' science knowledge.